Thoughts on Colorblind Ideology

The following reflections are in reference to the article Colorblind Ideology is a Form of Racism by Monnica Williams Ph.D., posted on the Psychology Today website.
http://www.psychologytoday.com/blog/colorblind/201112/colorblind-ideology-is-form-racism
What are your views on Colorblind Ideology?
Views of Margo Isabel
Colorblindness is a very difficult concept to understand if you spend most of your day in a White majority community, and potentially live in a white majority neighborhood.  Accepting or rejecting colorblind ideology, I believe, depends on your experiences engaging with difference. The stance I take on colorblindness is a professional and personal one – one that reflects my view as an educator and as a white woman, who throughout her life, has been actively engaged with multiple ways of viewing and experiencing the world. The article above on colorblind ideology from Psychology Today defines Colorblindness as: “… the racial ideology that posits the best way to end discrimination is by treating individuals as equally as possible, without regard to race, culture, or ethnicity.” In my view colorblindness is both disrespectful and unresponsive to the individual and collective needs of those who form a community. By being blind to ones color, culture, ethnicity, ability, disability, gender, or sexuality, we are ignoring an important part of a persons identity. By ignoring community members’ identities, those individuals may feel invisible, misunderstood, and sometimes rejected. This sense of exclusion, especially in adolescents, can be very damaging to their self-identity, which ultimately leads to an array of problems for the individuals as well as for the community. Many times these problems remain invisible, although they are fermenting under the surface. A true inclusive and culturally responsive community rejects colorblind ideology.  Those who support a colorblind mentality unintentionally alienate many members of the community. These individuals leave, rebel or silently suffer.We are a school family. We are not treated equally, nor should we be. We lead differently; we teach differently; and we learn differently. We are trained, guided, and supported as we explore and experiment with different pedagogical tools and methodologies. We are expected to differentiate and meet the needs of a vast range of intellectual and cognitive abilities.  However, are we trained, guided and expected to represent, lead, engage, and expose one another to multiple perspectives and worldviews? Some may say yes; some may say no; others are unsure – it remains a grey area. We are a diverse school family – we need to work together to ensure that all individuals feel like true members, and not as guests in our school home.  Our students will not enter a colorblind society – preparing them to enter a diverse society should be intentional; it should be part of our curriculum, program, traditions and professional preparation. Thoughts on Colorblind Ideology
Views of Barry L. Davis - friend and colleague 
“Can’t we just get over this race thing?” “Why do you guys always bring this up?” “I have friends who are (place the appropriate color here), and they don’t always talk about race, they’ve moved on, why don’t you?” These are all questions that I have heard recently, leading me to believe that the Pink Elephant in the room is still race.  When I hear these comments, or people say that they are colorblind, I feel invisible. The one aspect of who I am that has impacted my entire life is being dismissed. I was black first. If I were left on the street of Harlem when I was born, those who found me would say they had found a black male.

When I hear people say that they don’t see race or they have a colorblind ideology, I can only hope that they really mean something else. Perhaps they mean that they see and appreciate race, and don’t see it as a negative thing. However, in my heart I believe a colorblind viewpoint to be a copout, a way to say,  “move on, we’re over this?” I have never heard a person of color say that they do not see color. Color is such a large part of our daily existence, especially living in an environment where we are the minority. To ignore my color is hurtful. It shows me that you don’t understand, see, or appreciate part of who I am.
As is mentioned in the article, as long as blind means not being able to see something, colorblindness can only be seen in a negative light. In the article, multiculturalism is suggested as a remedy or alternative to colorblindness. I see this as just another way to minimize the importance of race and color, a way to peacefully include color into the diversity dialog. In the end, it still minimizes who we are, as well as our history and experience in society.

Instructional Leadership and My Learning Day Among the KC Stars

Last week, I finished another Leadership 2.0 session; the week’s topic was on Instructional Leadership, led by Chris Wejr. Just before the session began I was finishing up a two thank you notes that I was preparing for a Kindergarten class and their two teachers who welcomed me in their classroom for an entire day last Thursday! As Chris spoke about Instructional Leadership I realized how connected his words were to my day in KC.  Chris and other leaders in the chat area commented on our role as “learners.”  Spending the day in each classroom this year is one of the many ways I am “learning about learning.” Observing, engaging, helping, and reflecting throughout a whole day enables me to see the big picture of each developmental age, as well as to better understand how each piece of the puzzle (content area, time of day, transition, specialist class, daily 5, writing workshop, enrichment, play, recess, lunch, snack……mood, weather, celebrations!) neatly fits, or doesn’t into the overall program. Through this learning and reflecting I can respond, encourage and when needed provide “gentle nudges” either to the teachers or to other administrators that could lead to positive change. I agree wholeheartedly that the focus of my time in each classroom is on the “learning rather than the teaching.”

Another learning component of my days in the different classrooms is to experiment with a variety of reflection techniques, and push myself to explore new tools. For my first class, a fourth grade, I wrote a letter to the students, which the teacher was able to email to the entire class. For this second kindergarten class, I prepared a simple two-minute thank you recording that I have asked the teachers to play for the students during morning meeting. You can hear it below, or read the transcript. I included a thank you for the teachers as well.
As I continue this learning journey through different classrooms, I am looking explore different reflection techniques. Do you have any suggestions? I envision making an e-book of a day, or creating an iMovie with snapshots of a day. Please comment and share your ideas on how to record my reflections during these learning experiences!
Transcripts:
Dear KC Stars:Thank you, Gracias, for allowing me to spend the day with you last Thursday. With all the talk and activities around Halloween, Pumpkins and Spiders – I really began to realize that Fall is really here. But what was so cool was how much you learned about shapes, letters, sounds, weight, estimation and the variety of Spider webs all revolving around the cool things that Fall has to offer. I also learned so much throughout the day– I never new about the “funnel web.” I also had lots of fun making my “Shape Scarecrow” which proudly is hung in my office.

And you certainly were all Stars learning how to share, work together, and respect one another. I heard I am sorry when a KC Star bumped into a KC friend, I heard Thank you when a pencil was handed to a KC friend. I did see that taking turns was a bit of a challenge at the listening center, but with a reminder you were able to take turns. I saw so many smiles on your face and learning seemed to be great fun!
Keep it up KC Stars, you have a wonderful year ahead. And remember to thank your teachers. They did so much to prepare for that fun filled day of learning.
Thank you so much for allowing me to spend the day in KC.

Happy Halloween KC Stars!


Dear Emma and Lisa,
Thank you for allowing me to spend the day in KC. I had a grand time! I really enjoyed understanding the pulse of 4-6 year olds. Very interesting that Daniel knows the age of each KC Star! Should we hand him a copy of Yardsticks and ask him to comment on the developmental differences of his classmates?  You are both doing an awesome job in KC – it is so nice to see how well you collaborate and seamlessly work together to plan and carry out the day in KC. Some of the things that really caught my eye were the following:·          Fabulous job keeping those KC Stars moving! Within one hour Lisa directed 3 different get up an move activities – which clearly the Stars enjoyed! And little to they know how much that movement benefits them.
·          Recognizing and providing a variety a sensory experiences to meet the different learning needs of the students was clear: from writing on the mini chalk board, to using play dough to make an O, to listening to books on tape reading with the teacher or alone silently, all children needs were met.
·          Very in-tuned with the learning needs of the kids and using responsive classroom techniques to redirect was frequent: lots repetition of expectations and directions in a direct and caring manner.·          I was very impressed with the smooth transitions from center to center as well as from homeroom to specialist class. The children moved with ease and I clear idea of what was expected of them. They reached and left each destination with a smile on their face.

Interconnectedness and My Day in 4A

One of my six professional and personal goals this school year stems from a school wide goal centered around interconnectedness – how are the people, places, and programs at our school interconnected? By understanding, appreciating and seeking interconnectedness we can support a unified community.

Many paths can be followed to understand and support the connections throughout a community. I have chosen to follow a path that will help me to better understand how and if the connections between the schedule, specific curricular programs, and daily interactions with numerous faculty help support the developmental needs of students in the Lower School.

This is my approach and these are some of the questions I am pondering:

·            I will be attending a full day of school in each grade level (JK-4) in our Lower School. My ultimate goal is to reach all 16 classes! This will enable me to experience and “feel” a day in the life of each age group.

·            Prior to each visit I will read Chip Wood’s Yardsticks, a Responsive Classroom classic that reviews the developmental milestones of children ages 4-14.

·            Some of the questions I will ponder on as I observe: do the social, academic and emotional expectations embedded in our programs match the developmental stages for each age group? What does it feel like to transition from class to class, teacher to teacher, subject to subject, place to place – throughout the day?

·            My reflections will take many forms, from narratives, direct answers to questions, dialog and much more…as I too will be learning in this journey, and experimenting with different reflection techniques.

This week I had the opportunity to start this journey in a fourth grade classroom. I have already had many exciting interactions with 4^th grade so far this year: First, observing them brainstorm, create, advertise and play “foosball” for our day of play; second, a wonderful day long adventure to the Chesapeake Bay to learn about, as well as how to protect this important ecosystem.  Third, just a regular day in 4A! This is the letter I wrote to the students and teachers:

Dear 4A Students and Teachers,

Thank you so much for welcoming me into your class today. I had a blast and learned so much! Some people know that Latin American folk art is a passion of mine so what a pleasure art class was, and I learned a new word, "stylized" using things as symbols in your art. In math I was so impressed with how Mr. Taylor stretched your minds pushing you to explain the process you used to solve your problems, "talk me through that," "What did you DO to get the answer." And how cool were some of the problems you wrote that others will be able to solve via email. I can't wait to read your Spells, and will see if Arsenal does beat Manchester United or one of you makes the Olympics or becomes the greatest athlete in the world. I am sorry I missed the "recipe" as I too wanted to write a Spell on how to become fluent in Italian, which is a goal of mine. I was very proud of my assist on the soccer field, but I am glad you made the goal Emmy. But most of all I was so impressed with your incredible husky behavior. You were all kind and respectful every single moment I was with you. 

Thank you – I had a fabulous day, please keep up your hard work!

Dr. Isabel

Blog as Portfolio

George Couros’ session on “Blog as Portfolio” brought my initial web 2.0 goals full circle. Creating an eportfolio was at the top of my web 2.0 goal list over a year ago. For better or for worse, it fell straight to the bottom. I understood it; I found it necessary, but I just wasn’t ready to develop it – there was still too much to learn. I  had my reliable paper copies of my resume, professional statement and accompanying documents to fall back on. I am now, however, looking forward to working on that skill and pulling that goal out from the bottom of the pile.

The suggestions and comments made by George and the participants of Leadership 2.0 have helped focus my thinking and have triggered the planning stage. A blog portfolio can be seen as the blue print for a new design – a starting point, or a carefully developed replica of what you are working to complete. In my case, it has ended up being a replica I will work hard to create! 

First, it was important for me to become comfortable in this new medium of social media, interacting, engaging and sharing with others across the nation and globe. Second, I learned that finding my voice through blogging and tweeting took practice and time. It is a unique type of writing; it honors individuality, but can lead to collaboration when interests among your PLN begin to interact.

Blogging, for me is a focused reflection. It is not simply putting thoughts on paper, but centering those thoughts around a specific experience, belief, idea, value, goal, project…… using those thoughts as a self-brainstorming session in order to improve my own craft, and hopefully improve my contributions to the field of education, within my immediate community or beyond. Equally important, twitter provides a forum for engaged conversation – dialog as opposed to a personal narrative blog. Twitter provides the opportunity to question, support, clarify, explore and have fun! Of course, I am still a novice. I know there are limitless forms of expression out there, using info graphics,  Pinterest, and tumblr. for example. The pile is large, and I won’t get through it! However, as I explore I will find the applications and means of expression that best fit my own needs and learning style while simultaneously meeting and exploring with other educators. I look forward to integrating my blog posts, twitter reflections and any up and coming skills into a conceptualized blog portfolio. 

Why blog? A personal reflection

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My blogging journey began about a year ago. I made a long list of web 2.0 skills that I thought would be necessary in order for me to progress as an educational leader. With the help of a mentor I began to prioritize that list. It ended up that for an entire year I only managed to set up my Google reader and Flipboard account and kept up with lots of interesting blogs. (OK, I did manage to complete and defend my dissertation; so there was a little progress professionally). What led me to begin blogging, one year later, was an intense sense of curiosity, as well as isolation. From my blog reading it became clear that there was so much more out there, and so much to take advantage of, so I began to dabble in twitter as well as to think about and plan for a blog.  I have been in the same position at my school for over a decade. I love my job and love my community, but having been in the same environment for such a long time, made me feel a bit isolated. Interacting with, learning from and sharing with the whole world has certainly been a way to escape that sense of isolation. More importantly, it has triggered a vast amount of ideas and reflections that motivate me to do a better job each day.  I now feel I have more to contribute. I encounter more opportunities to collaborate with colleagues and to engage with students. I am also able to extend that spark of creativity that ignites within me after a day, weekend, or moment immersed in the blogosphere.

It is also a learning journey. I am a life long learner, thirsty for continuous learning. I did not initially enroll in a doctoral program in order to become a scholar, but to quench my thirst for knowledge. I am so grateful that over the years the Internet has advanced in a way that has enabled me to continue this ongoing learning journey in such a collaborative and global manner. Moreover, reading and writing blogs meets my personal learning style. I am reflective, pensive, and prefer writing my thoughts to verbalizing them. What a great match for me! By sharing my learning journey, I hope that I am modeling for my colleagues and community, and ultimately encouraging them to jump on board!

The Heart and the Fist by Eric Greitens

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Post Seven of series  “It is not enough to be compassionate, you must act.”14th Dalai Lama

This 2 minute video introduces the book: For Eric compassion is not a stop along the journey, it is a way of life. For him being compassionate is integrating his emotional and physical strength in order to connect and serve those in need. Through this very moving memoir Eric travels the world to serve, working with homeless boys in Bolivia, to refugee children in Bosnia, to serving our country in Afghanistan as a navy seal.  He then develops his own organization dedicated to mentoring wounded veterans by encouraging them to redirect their energy and service to organizations that help those in need. This brief overview does not do justice to this profound, emotional memoir full of stories, courage, and important messages. I strongly encourage all to read it. What surfaced for me?

• If you are going to achieve anything you must first develop personal relationships with those you plan to work with.
• It is important to learn about your surroundings; don’t hide behind the ivy gate; real learning may take place outside of it.
• Follow your passion, but question it along the way.
•  Serving others and learning about oneself go hand and hand.
•  Everywhere you go in the world, whatever position or role you play, you will achieve so much more if you respect, honor, and learn about the people and community that surround you.
• I have never experienced first hand accounts of those who serve in the military. Not having a family member who has served in the military has limited my understanding. This account has given me a much clearer view on what it means to serve; through this memoir I see both the human and emotional side of serving our country.