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Final Project / Lesson

  Bystander vs, Upstander

The Bystander vs. Upstander lesson is designed to bring awareness to situations about social injustice.  This is where individuals make critical comments about others’ personal attributes. The lesson goes on to discuss the roles of those who witnessed the said situation and what power each individual has to change how events are played out. The reason I chose this as a starting point is because I hear and see many involved, by not actually being involved. Also, because my homeroom knows since the beginning of the school year, that we protect one another and are there for one another.  (I tell them this as I have told my birth children.) 

The two articles I connected this lesson with are “Safe Spaces” by  Vaccaro, August, Kennedy and “Privilege, Power, and Difference” by A. Johnson. Below are summaries of how I connected the articles to this particular lesson.

      "Safe Spaces" - Vaccaro, August, Kennedy

“Safe Spaces,” discusses how classrooms consist of students and teachers who bring their funds of knowledge with them each and every day and then leave with hopefully, more knowledge and understanding than what they arrived with.  Though there are many factors that each individual carries in their metaphorical backpacks, they may not be compartmentalized.  Instead, the lessons taught by many different people blend into one another as the individual attempts to file and make sense of them by linking them to one another.  With these new lessons come a responsibility of the teachers and the school to help students feel accepted and appreciated, and offer guidance with new ways of thinking in how one should behave when the status quo is no longer the status quo.

As the author suggests, “If our homes are incubators, keeping our children safe as they grow into the patterns of family life, schools are "outcubators" - places that introduce new ways of thinking and behaving. Social and psychological development progress as young people move through our educational system....." (p.84).

“Privilege, Power, and Difference” - A. Johnson

“Privilege, Power, and Difference” discusses the importance of becoming aware of being a part of the “luxury class.’  In order for society to change, we must look within ourselves, see how we are contributing to the current situation, (of treating people differently) and most importantly be honest with ourselves.  For one to be mindful of personal social status, there may be a better chance that there is a deeper understanding, belief, and acceptance of others who are not.  Changing our thinking, our actions, and how we take action is how to create change in our local communities.  As the wheel of diversity defines what is privileged, characteristics of one-self are what shape our lives.  Regardless of what we are on the inside, what we show to be on the exterior is what categorizes us in society; therefore how we are viewed and treated.  Although we did not create the diversity in this world, we may be a part of it now.

Objectives for the lesson:

·      Students will recall and discuss four roles an individual could portray (victim, perpetrator, rescuer, bystander)

·      Students will listen to the different examples of injustice

·      Students will write down one instance that they have witnessed

·      Students will be asked to generate strategies to intervene when they witness such acts

·      Students will listen to a selection of student generated examples and discuss possible interventions

Day One:

·      Teacher asked students to recall four different roles an individual can represent in an incident of injustice. (victim, perpetrator, rescuer, bystander) (Some students rolled their eyes at the start of this conversation, a couple asked why we were going over this again, while others jumped right into the conversation and shared their thoughts and knowledge.)

·      The class discussed how our school participated in “Kindness” week, the introduction to the Holocaust unit, and how some instances we observe may categorize us as one (or more) of the roles. (Students discussed different activities the school carried out during this particular week, such as creating one poster to represent their homeroom, to watch video clips of students on displaying their talents on our school-wide TV broadcast, such as sharing poetry and singing.  The class discussed the meaning of each role: victim, perpetrator, rescuer, bystander)

Day Two:

·      Students and teacher reviewed the previous day’s discussion including definitions of each role and why they believe they are important to always keep in mind. (A couple of students shared that they the four roles are not just in a story or movies.  They portray are real people in all of our lives.)

·      Students were read the following scenarios: “One of the students at your lunch table accidentally knocks over a bowl of food. The student next to her snaps, “You’re such a retard.”  You shrink at the sound of this affront, especially since you are aware that another student at the table has a brother with a mental disability, but you avert your eyes and say nothing.”  (Many students made uncomfortable looking faces when this was read to them.  Some looked at me and shook their head with a nod as if to acknowledge that they too have been a witness to such harsh language.)

·      Students were asked if they could relate to this scenario and to think of a time when they have heard language used in a way that made people or others feel uncomfortable, yet no one put a stop to it.  They were handed an index card and asked to write jus tone incident and then collected. (Some students got to writing down their thoughts immediately, while others sat and said they have never heard a peer insult others.  When this happened some in the students started encouraging and reminding those who were just sitting there of specific instances.)

Day Three:

·      The class reviewed the prior day’s activity to begin the lesson. Some of the students’ index cards were read aloud (some I felt were too risky to share) after I asked the class to remain quite until I was done sharing their real-life instances.

The following are just a few examples of what was shared in class.

§  “One time at camp someone called me an idiot. Later that day I purposely kicked a kickball at the back of his head.”

§  “Before getting released to homeroom, when of my friends yield at someone and called them stupid. Everyone around was silent.”

§  “I was in literacy and someone called the other kid a faggot.”

§  “When I was in the hall. Someone called me a slut and dumb, and a hoe, and no one said anything until I brought it up to my mom.”

§  There was one time when I was in a bathroom stall in the mall and I saw this disabled girl.  I smiled at her and then went in the bathroom.  Suddenly I hear someone say, “Ugly ass bitch” and I was thinking of doing something but I didn’t cause I was scared too.”

(While I was reading their shared responses, I was keeping an eye on their facial expressions.  Some looked sad, others looked shocked, and even those who first stated they did not have anything to share on their index cards had a somber expression.)

·      Students were then asked, “What do you think would have been the right thing to do this these situations?” Why do you think that no one put a stop to the negative behavior in each situation?” (Students shared that they felt they didn’t know what to say. They didn’t feel safe to say anything)

·      Through the above discussion, I began writing their responses on large post-IT paper.  The following is what the students generated. (There was continuous conversation while the students were thinking out loud. When some were sharing possible responses, others engaged in conversation about why or why not.)

·      I was a bystander because:

o   Scared

o   Uncertain in the moment

o   Get in trouble

o   Unsure what to say

Day Four:

      Our class reviewed what we shared out the previous day. And I said to them, “It’s time to put some come-backs in our pocket.”  With this we, as a class, began to generate ideas that allows them to stick up for others, yet that they feel safe saying. (The students went back and forth with this piece of the activity.  They either agreed fully with an idea or fully disagreed.  There was no middle/ in between.)

·      I can be an ALLY/ Upstander

o   Standing up to bully

o   Support victim and walk away with victim

o   TELL

§  Say to the bully…..

·      Unacceptable.

·      So you think you can dance?

·      What do you mean by that?

·      Do you know what that means?

·      Really? That’s the best you’ve got?

·      That’s not okay.

·      That’s unfortunate.

·      That’s not cool.

 As a class, we also came up with some Do’s and Don’ts to shift from being a bystander to an upstander

·      DON’T LAUGH

·      DON’T get even

·      Be INCLUSIVE

·      Be Reflective

·      SPEAK UP

·      TAKE ACTION

Day 5 and beyond:

·      Even though this activity came to an end, our homeroom still discusses ideas that could be implemented next year.  They give me advice such as, “Mrs. Del, next year you should start this activity in the beginning of the school year.  This way if there is a situation that comes up and someone doesn’t know how to deal with it can be talked about.”  We also brought up the fact that students can be bullies to teachers.  I asked what they could do if this should happen.  Many called out responses and the general idea is that students shouldn’t laugh and go along with that particular student, but instead, ignore their inappropriate behavior and tell them to stop.”

·      I may also consider reading a book to my class, such as Linda Christensen’s activity suggests.  Although I would like to say I would use exactly what she suggests, I am not familiar with the readings at this time. 

·      Take Away

o   Sharing our experiences may help others who have been in the same situation. Hopefully, through discussion more students will find the strength and comfort to stick up for what they know and believe what is right and just.  By discussing real issues that many are familiar with this may break the silence to recognize the elephant in the room, so to speak.  I believe we are in a hush-hush society in that discussion may stir the pot, and when the pot is stirred it gets people talking and may make some uncomfortable.  Who likes to feel uncomfortable?  No one that I know of.  This is why, I believe, many schools may only allow to dip our toes in topics such as these. As a novice teacher just beginning to get real with my students I am taking it slow.  I may have side-stepped some topics for fear of not knowing what course of action, if any would be appropriate, but I am happy that I took a step. Just this afternoon, a student in my homeroom, who happens to be bisexual, wrote on the board, "Your mom is gay." I called her out on it by referring to our several class discussions.  She immediately made a public apology to the class and then said, " I was only joking."  About 10 minutes, after I took her aside and asked her if she realized why I called her out on what she wrote.  She said she did and that she really felt bad for putting that on the board. I'm not sure that incident would have gone the same route had we not had touched upon social justice.  The "reprimand" was quick, to the point, and discussed within minutes.  She definitely understood and reflected on her behavior and quickly remedied  it.  (Proud moment for me.)

 Click here to read more on social justice, lessons geared towards students and examples.  (Social Justice Lesson for Kids: Definition, Issues & Examples).

References

GLSEN, Be an Ally, Not a Bystander, https://www.glsen.org/article/be-ally-not-bystander

GLSEN, Policies That Matter, Model Laws & Policies, https://www.glsen.org/article/model-laws-policies

Rethinking Schools, Warriors Don’t Cry, https://www.rethinkingschools.org/articles/warriors-don-t-cry-acting-for-justice

Study.com, Social Justice Lesson for Kids: Definition, Issues & Examples, https://study.com/academy/lesson/social-justice-lesson-for-kids-definition-issues-examples.html, Chapter 17 /  Lesson 6   Transcript

  

Teaching Tolerance, Social Justice Standards https://www.tolerance.org/magazine/publications/social-justice-standards

Teaching at the Intersections

The author, Monita Bell, argues that many pieces of a person’s identity come from different pieces of his/ her puzzle, as stated in the article “Teaching at the Intersections.”  This includes one’s socio-economic status, which according to Wikipedia is the “economic and sociological combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others. These findings are used to describe the differences between economic difference in society as a whole.”  As we have discussed in class, the level at which one identifies their status with (high, middle, and low) could be based on several factors such as job positions, types of foods eaten, place of residence, where one has traveled, as the individual progresses through life. 

            As adults we can relate to how the world puts us in categories, whether we agree or disagree with the process. When we meet new people and begin conversations, we learn about their job (how much money they may make), where they live (that’s an awfully nice part of town), where they go out for dinner (my, that’s an expensive place to dine), where they’ve traveled and how often (wow, you’re lucky to have visited so many places), and then compartmentalize them into the high, middle, or low status.  It’s not that we mean to.  It’s how we’ve been robotically identified, thus transferring this to compartmentalize others.

            We now look at intersectionality where our social, economic, and political elements come together and decide if we are oppressed or privileged and how they overlap one another. Some face multiplied oppressions, such as one who faces numerous strikes, so to speak.  For a deeper look at intersectionality click on the following link and scroll down (Teaching At The Inersection).  Here you will find a friendly way to listen and interpret this concept.  The video discusses the what “inter, in intersectionality, means where things come together, therefore how intersectionality of oppression and privilege overlap and influence each other.”  In that we all have multiple identities that make us who we are.  The video depicts three very different types of people who are marginalized groups that don’t have a choice, but instead must think about their identification.  The video shares that we, especially as educators, must think through an intersectional lens in order to accept all of the individuals who sit in front of us each day.  Also, we must rethink the notion that if he/ she has the ability then he/ she should exceed as well as the thinking pattern that if a student tries hard enough, they will succeed.

            The following TED video showcases Kimberle’ Crenshaw.  Crenshaw begins her discussion about intersectionality with an exercise with the audience.  She points out that African Americans are continuous victims of police violence, but then continues to go ahead and also add that female African Americans are more underrepresented than others. Social justice problems overlap and create even more isolation. Click here for the link to this video (TED TALK).  The video goes on to discuss Emma DeGraffenreid, an African American woman who filed a suit for not getting hired for a particular job.  The judge dismissed her suit by arguing that the employer hires African Americans as well as women.  The judge did not acknowledge that the African Americans hired were all men and the women where all white.  This is one reason why Crenshaw believes there is such an urgency of intersectionality.  This link will take you to a Pinterest board for a plethora of links to other resources. (Teaching and Learning About Intersectionality)

            This video reminds me of one of our class discussions about being a white, gay transgender individual, or a black gay female. The overlapping of one element onto another complicates the lens in society, therefore creating possible resistance to social justice. The following quote from the article “Teaching at the Intersections,” is quite powerful as it states, “intersectionality in mind means “seeing your students as more than just the thing that stands out in the classroom, as far as race or their gender, and understanding that there’s a long background to all of those things.”” (pg. 4).  Teachers must become educated in understanding the overlapping and seeing through a clear lens.

                                                               

The short video clip, “5 Tips for Being a Good Ally,” gives a synopsis to guide those who want to take a stand and speak up on the behalf of a marginalized group.  The first tip is to fight for equality for the marginalized group.  The main piece her is a group you, yourself are not a part of.  The next is to understand your own privilege.  Another words, something you have not experienced.  Next is to educate yourself so you can speak with knowledge instead of out the side of your mouth, so to speak.  Next is to speak up not over so you can use privilege and voice to help educate others.  Finally, realize mistakes will be made.  Apologize.  The last piece that was shared by Chescaleigh is to realize that the word ally is a verb; therefore, one must do the work.  Below the video are several resource links for allies to learn more about the job. Click here to learn more. (Chescaleigh video)

Until people learn about what intersectionality is and the effects of it on our communities and our society as a whole, there will be little to no improvement.  Students will continue to struggle in our schools and teachers will continue to get frustrated with their lack of progress.  Privilege and knowledge is power.  Let's put it to good use for all individuals. Bell states, "consider how students fit into their communities and what makes them feel worthwhile there," (pg.5).  From this starting point we can make informed choices on how to instruct and make each individual feel like they belong. The following link provides a Toolkit for helping teach about intersectionality (Toolkit).

 

“Aria,” “Teaching Multilingual Children;” Episode 1-5; "New Rules Hurt Bilingual Students"

Three Talking Points (actually many more due to the readings/ videos)

                                    “Had they been taught (as upper-middle class children are often taught early) a second language like Spanish or French, they could have regarded it simply as that: another public language.” After I read this, I realized that heck yea, why are we not referring to a language other than English as another public language?

                                    “…they agreed to give up the language, the sounds, that had revealed ad accentuated our family’s closeness.”  This made me feel a hurt in my chest when I read it. To be in a position to purposefully give up your families closeness because they believed this would help their children.  Shame on the educators who suggested this to his parents.

                                    “Under new regulations, the majority of ESL students would not be guaranteed any time at all with an ESL teacher, leaving content area teachers to provide both language and content instruction.”

                                    “ leverage students’ linguistic backgrounds”

                                    “opportunities to practice L2 while using native language”

                                    “tap into funds of knowledge”

                                    “translanguaging- critical, intentional, flexible use of language

                                    “ view language background as a resource”

                                    “literature builds empathy across differences”

                                    “let go and become co learners”

                                    “ culturally relevant texts”

                                    “students use English structures on what was already taught”

                                    “ express in native language as a resource/ springboard”

“ create scaffolds- those literate in native language give literacy in      L2”

“ live and learn n both languages”

“don’t suppress language, use it to help learn”

                                   

Argument Statement

 “The author Rodriguez argues that “a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality.” (In order to become an individual, one must give up what makes him/her an individual, thus stripping their individuality.)