In considering the issues of point of view, perspective, and bias, I cannot help but think about a piece that our cohort read in our Diverse Learners class by Sapon-Shevin about an inclusive classroom. The author made the case for inclusion of all types of learners in the classroom, and the role of the teacher in creating it. Thinking about the sources of historical content is one tiny facet of this inclusive classroom, because all written history is not created equal; in perpetuating false or biased information, it is possible to alienate some of the very students that we wish to include.
Growing up, I did not realize that the history I was learning in school might be from one or two people's perspective. I took it at face value, because that is what my teachers presented, and it was what the history books said. Some of my favorite books to read as a pre-teen/teenager were biographies of men in the Wild West (e.g., Jim Bowie, Kit Carson, Buffalo Bill); I never considered that from an American Indian's point of view, those guys were not as much heroic as brutal.
It wasn't until I was much older, studying and working in theatre, that I started to think outside the box. I learned that history books are written from someone's perspective, and no matter what, some bias will probably always be present. That is why it is essential that we learn how to think. These days, I try really hard to think about all sides of an issue, even if I am leaning towards one point of view or perspective. Since we always bring our own perspective to any process, it is important to remember that our point of view might be skewed--or even wrong! As teachers, we have to be vigilant about leaving our point of view, perspective, and bias at the door (as much as is humanly possible), so that we are able to accept the views of our students and their families. This is not easy, but it is essential. Otherwise, we may risk inadvertently hurting feelings or causing pain.
In terms of teaching students who are English language learners, I plan to work with them in many of the same ways that I will work with native English speakers. I will get to know them as individuals, learning about their interests and learning styles. I will try to get to know their families, as well, and to develop a non-academic relationship with them. I will create tiered lessons to support and scaffold their learning, and will not hesitate to ask an ESL teacher to help me with strategies and lesson development. From a socials studies point of view, I will make sure to consider the backgrounds of all of my students, and encourage them to share their knowledge about different aspects of their culture--from their point of view, of course. I will never ask a student from another country to speak for everyone from that country; I will, however, ask them to assist me in learning more about themselves.
An inclusive classroom consists of a group of people who are respected for who they are and where they come from. It is not judgmental, biased, or bigoted. It is an open place that accepts people from all backgrounds, and seeks to learn more about all of its members. My goal is to create an environment in which all students feel valued and validated. From my perspective, that's the way it should be.
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