Week 10: Teach Out Project Proposal

Teach Out Project Proposal: Shifting the Paradigm and On Neurodiversity

Week 9: Queering Our Schools

Week 9: Queering Our Schools

Argument Statement:

In the article “Queering Our Schools”, written by the editors of Rethinking Schools, the authors argue that in our rapidly changing times, it is essential to develop a safe learning environment that supports the uniqueness of students, staff and family members while being aware that hatred still exists even in the most progressive environments. 

Talking Points:

“At the same time, homophobia, misogyny, and other forms of hatred are alive and well, and even progressive schools and classrooms have a long way to go in creating nurturing spaces for students, parents, and staff who don’t conform to gender and/or sexuality ‘norms.’”

 

“Talking about “bullies” makes it seem like an individual problem and glosses over homophobia, sexism, racism, Islamophobia—all the critical issues that underlie conflicts among children and adults.”

 

“But it’s also a critical key to building community where no one is silenced, where everyone’s reality is recognized and valued.

 

“The cornerstone of nurturing classrooms and schools is community, where everyone talks out problems, gets to know each other, and feels that they are part of something larger than themselves.”

 

“This means a school filled with adults who are prepared to talk and listen to children talk about gender and sexuality, as well as other controversial and sensitive topics—adults who are willing to learn from youth as well as lead them.”

 

Connections:

After reading through the current policies in place by both the state of Rhode Island and Providence Schools, the first thought is that all the things have been considered to protect your student and/or your child in the learning environment.  All the boxes have been checked.  However, after reading the article from Rethinking Schools, you become aware that while the boxes have been checked, you being to wonder if and how this is implemented in a school system that is nervous to step into the area of uncomfortable to support students. The article discusses the use of the term bullying and how it “glosses over” the real problems that exists. 

The authors then discuss the importance of community.  Something we have discussed in past in our class. Immediately I think of community for the kids, but the article also stresses the importance of community for the staff and families.  The staff in a school will be willing to embrace conversations around controversial and sensitive topics if they feel they are supported.  To relate this to my everyday life, during open house this year our third grader’s teacher discussed the structure of her day with the families.  She emphasized the importance of community in the classroom.  She has her students sharing their weekend activities, family holidays, whatever they feel comfortable sharing.  At the time I just thought it was a great way to bring the class together.  As the year has gone on, it is interesting to see how this has given my third grader a little perspective outside of his world.

From the school nurse perspective, I do appreciate the portion of the policies that highlight the importance of the school nurse teacher being aware of accurate and reliable information to confirm a student’s identity.  I think this comes with immense pressure. Finding the balance between privacy and being able to treat the student appropriately when needed is very difficult. Because I work in each school, it has taken some time for students to be comfortable with seeing me in the nurse’s office when their nurse is absent.  Especially in the high school setting.

Below I have attached the link for Rethinking Schools and a link to information regarding the Lavendar Scare. This was one of the topics suggested to adjust curriculum at the end of the article.

Rethinking Schools

LGBT History: The Lavender Scare 

 

Week 7: The Silenced Dialogue

Week 7: The Silenced Dialogue

Argument Statement:

Lisa Delpit’s book, Other People’s Children, is divided into three parts.  Part I, titled Controversies Revisited, includes the section “The Silenced Dialogue”.  In this section, Lisa Delpit argues that in a system with mostly white educators, it is essential that non-white students to be taught the ‘rules of the game’ to access success and power while also respecting an individual’s culture and beliefs.  She also emphasizes that we need to include non-dominant educators and parents in the conversations when determining what these students truly need to be successful.

 

Talking Points:

“Rather, I suggest that the differing perspectives on the debate over 'skills' versus 'process' approaches can lead to an understanding of the alienation and miscommunication, and thereby to an understanding of the 'silenced dialogue'.” (p.24)  

 

“I tell them that their language and cultural style is unique and wonderful but that there is a political power game that is also being played, and if they want to be in on that game there are certain games that they too must play.” (p.40)

 

“And finally, we must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our conversation.” (p.47)

Connections:

The quotes above highlighted some of the ideas I took away from the writing. I appreciate Dulpit’s approach by avoiding the typical “rah rah diversity”.  She acknowledges that this is a tough system to beat and, in the meantime, while we work toward change, we can still help non-dominant students thrive by teaching them how to work a system that is built to favor the dominant culture.  

I asked ChatGPT to help me apply Delpit’s discussion directly to school nursing.  Rather than providing all the examples given, I am including the one that stood out most:

Listening to Marginalized Voices:

Delpit discusses that educators often fail to listen to families from marginalized communities.  This occurs in school nursing when:

               Cultural health beliefs differ from mainstream medical practice

-              Families hesitate to questions school authority

-              Parents’ concerns are dismissed as “noncompliant” rather than misunderstood

Ways to connect to practice:

-              Invite parents to explain their perspective on their child’s health

-              Respect cultural health practices while still maintaining safety

-              Recognize that mistrust of institutions may be rooted in real historical experiences

Below is a link that provides resources for Cultural Responsiveness and Equity by the National Association of School Nurses

NASN Cultural Responsiveness and Equity