Category: Inquiry

“In the end, we will remember not the words of our enemies, but the silence of our friends.”

 – Martin Luther King Jr.

This blog will explore my inquiry into the affects of learning within a classroom environment when discriminatory language and derogatory name calling is ignored or brushed aside by a teacher or responsible adult.

I have found it common place to hear, and hear of, students within the school system use derogatory or discriminatory slurs to insult and shame individuals that are different from the societal norms that often dictate the life of a teenager (i.e. heterosexual, mainstream, popular…). Whether the target is verbally attacked based on sexuality, gender, religion, or appearance, it is occurring. Not only are these comments and slurs occurring but often they go completely unchecked and unchallenged by adults in what should be a safe space that encourages positive learning and inclusivity. This language remains prevalent in our schools and communities, it is a fact that we, as responsible adults, can not shy away from. It is my goal to expose the affect this type of behaviour has on both those directly impacted, as well as those students that observe that no repercussions exist when a perpetrator is not called out for their words or actions.

This is a complex and difficult topic to face. Many times the individuals that do not challenge the slurs of students are highly qualified in their respective fields of pedagogy. They are good citizens who would not stand by and watch discrimination in a public space, yet within their classroom they do not engage when the offence occurs. I am seeking to understand why.

During this process I will spend time exploring why it is that some adults choose not to engage with actions deemed offensive within the classroom while others do. I hope to discover whether the decision to remain neutral to the action is based on a lack of education in handling the situation effectively or if it is simply not found to be within the scope of their responsibility as an educator in the public school system.

 

Inquiry proposal:

Q: What affect does a discriminatory or derogatory comment that is left unchecked or unchallenged by a teacher have on the learning environment of a classroom?

It is my goal to uncover how a students learning is affected when discriminatory language or derogatory name calling goes unchecked or unchallenged by a teacher or responsible adult in a classroom or school. Through this process I hope to also discover effective ways in which myself and fellow educators can successfully address issues surrounding my inquiry while being careful to not single out the perpetrator(s) or victim(s), thus causing more issues within the dynamics of the classroom.

I believe that too often classrooms are hijacked by individuals who create a negative environment by calling other students names or using inappropriate language that intimidates and frustrates a number of their peers. I hope to prove that when micro-aggression or blatant acts of bullying are allowed to knowingly take place students lose respect for their teachers and an unhealthy environment begins to exist that does not promote a safe, inclusive setting suitable for young learners.

This topic is extremely important and holds valuable significants. During my time on my short practicum I noticed a number of times teachers blatantly ignored students using discriminatory or derogatory language directed at other students. I believe this unchecked micro-aggression impacts not only the student that is bullied but also the classroom environment as a whole. The significance of dealing with bullying in our schools is of the utmost importance. As responsible adults in a space we must stand up to bullying in the hopes of creating a safe, inclusive space for all learners. If we, as adults, can call out each other for discrimination and making derogatory statements why should we not hold our students to the same standard? I hope that through this inquiry the significance of creating safe, inclusive spaces that are respectful of all that occupy them are highlighted in a meaningful and just way.

Resources:

Sadowski, M. (2016). Safe is not enough: Better schools for LGBTQ students. Cambridge, MA: Harvard Education Press.

• Safe is Not Enough highlights how educators can make their schools more supportive for LGBTQ students’ positive development and academic success. Using examples from classrooms and schools the texts discuss’ ways in which students have been affected by bullying and how teachers can stop the abuse.

Guidelines for educators on countering intolerance and discrimination against Muslims: Addressing Islamiphobia through education. (2011). Warsaw, Poland: OSCE Office for Democratic Institutions and Human Rights (ODIHR).

• This report from the European union is useful in addressing xenophobia in the classroom. The report itself is comprehensive and has a number of good tips to combat the issue. As it is a government report it is very to the point in its approach. Although the report is from the EU I believe that a number of strategies will fit with a classroom in Canada as well.

Beyond Bias: Countering Stereotypes in School. (2016). Retrieved November 27, 2016, from http://www.edweek.org/ew/projects/beyond-bias-countering-stereotypes-in-school.html

• This site is extremely useful! Education Week has made a yearlong series out of topics surrounding discrimination in school. This site has a number of articles that address race, socio-economic, and gender issues in the classroom and school. Articles are written by both students and non-students which provides for a nice mix of perspective regarding the discussion of discrimination and negative language in the classroom.

Preventing and Countering School-Based Harassment: A Resource Guide for K-12 Educators. (2001). Retrieved November 27, 2016, from http://educationnorthwest.org/sites/default/files/2001harass.pdf

•  This deals largely with racial harassment. It has a number of good strategies and discusses the importance of challenging students who make discriminatory statements. The guide also addresses the more comprehensive issue of school-based harassment by looking at a number of case studies. The material also gives ideas of ways to counter harassment and negative language in the classroom.

Hamre, B.K., & Pianta, R.C. (2006). Student-teacher relationships. In G.G. Bear & K. Minke (Eds.), Children’s Needs III: Development, prevention, and intervention (pp.59-71). Bethesda, MD: NASP.

• This article has robust discourse surrounding the importance of the student-teacher relationship. It largely suggests that the student-teacher relationship is key to creating a positive classroom environment, this leads to increased participation, enjoyment and grades. While this article does not specifically address my inquiry topic I do believe it has much valuable information into the importance of a safe, inclusive classroom for all learners.

Noddings, N. (2006). Handle with Care. Greater Good, 3(1), 18-21.

• Handle with Care is centred around what ways are best in dealing with students who have misbehaved in the classroom. This source discusses the importance of having open and honest discussions with students both individually and as a class as a whole to create an environment where social and emotional learning can take place. The articles suggestions on how to deal with behavioural issues within the classroom fits well with my personal teaching philosophy. I was able to draw a number of ideas on how to handle situations where students are not behaving in a manner that is cohesive with classroom expectations.

Konishi, C., Hymel, S., Zumbo, B.D., & Li, Z. (2010). Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? A Multilevel Analysis. Canadian Journal of School Psychology.

• This research paper looks specifically at data collected that seeks to find an answer to whether or not the student-teacher relations has any affect on a students academic performance if they are also dealing with bullying. The research finds that indeed a positive student-teacher relationship can be beneficial to students who have or are experiencing bullying.

Birkett, M., Espelage, D. L., & Koenig, B. (2009). LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes.Journal of Youth and Adolescence,38(7), 989-1000.

• This study examined how school contextual factors such as homophobic victimization and school climate influence negative outcomes in LGBTQ youth in middle school students. LGBTQ youth were more likely to report high levels of bullying, homophobic victimization, and various negative outcomes compared to heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most homophobic victimization, the most drug use, the most feelings of depression and suicidal tendencies, and more truancy than other students across the board. A positive school climate and a lack of homophobic victimization moderated the differences among sexual orientation status and outcomes, thus proving that a safe and inclusive classroom environment is extremely important in the students learning process.

Boynton, M., & Boynton, C. (2005).The educator’s guide to preventing and solving discipline problems. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.

• Establishing and teaching clearly defined rules surrounding classroom expectations and behaviours is central to this article. Having well known rules set out by both the teacher and students is important in creating accountability for all citizens within the room. This articles clearly states that classrooms that have well implemented rules and procedures have nearly a quarter less chance of disruption by students compared to classes that have no established rules.

McMullen, L. (2012, January 30). How to Address Anti-Gay Remarks in the Classroom.US News and World Report. Retrieved January 15, 2017, from http://www.usnews.com/education/blogs/high-school-notes/2012/01/30/how-to-address-anti-gay-remarks-in-the-classroom

• This article is the least academic of my resources. This isn’t to say it is not equally as valuable as other sources I have referenced. I am drawn to this article because it articulates the issue at hand in a more personable tone. At the heart of my inquiry I want to know what happens when LGBTQ students are bullied and nothing is done. This source explains that a students learning is impacted for the worse. It moves away from the academic issues and discusses the  personal effects of neglecting abusive language in the classroom as a teacher. Its authentic and relatable tone highlights my prior assumptions regarding what may occur when a lack of discipline or discussion is applied for less desirable homophobic language that is used by students in the classroom.

Interview with Steve Mulligan (Date: TBD)

• Steve Mulligan, a member of the Faculty of Education, is the coordinator of the Teacher Education for All (TEFA) program at the University of British Columbia. Steve educates individuals on the topic of sexual orientation and gender identity issues (SOGI). Steve’s experience within the public school system in the lower mainland and his continued research into SOGI topics will be instrumental in obtaining original content for my inquiry question.

Testimonials from fellow Student Teachers (ongoing)

• Interviewing fellow student teachers during their long practicum will allow for important insight into what is happening in a wide array of classrooms across many districts and grades. I will encourage as many of my peers as possible to contact me with situations that occur regarding my inquiry. These first hand testimonials will help in offering insight into why my inquiry is significant to me, my peers and the greater profession of pedagogy.