Ever since I was a little, I have loved to read. My first favorite author was, of course, Dr. Seuss. I read Green Eggs and Ham so often, my little book fell apart, page by page. As an adult, I continue to read voraciously. Whether I am reading about the conditions in North Korea, Nelson Mandela’s struggles, or how to live a more positive, uplifting life by living at a higher level of consciousness, I learn so much about myself, others, and the world, and I truly enjoy the process. I have always tried to pass my love of reading on to my family, and my students.
Kumashiro (2004) states that “…writings of different groups of people in this world can expose students to experiences and ideas different from their own”, and that “[s]uch exposure is especially important when we ask students to find connections between the text and their own life experiences” (p.71). I think that it is important for educators to teach many different types of literature, and to choose literature that represents a wide variety of cultures. The more our students can recognize the commonalities in all of humankind, the more likely we are to have a peaceful, embracing classroom, school, and community.
My question is: What do you do in your classroom or school to promote cultural diversity?
Kumashiro, K. (2009). Against common sense: Teaching and learning toward social justice. New York: Routledge Falmer.
tmillersrpa's Blog 
Reblogged this on greywolfstaring and commented:
Well said! I remember my mom reading to my twin brother and I every night right before bed. She would switch reading on each of our single beds every night and I remember Green Eggs and Ham, Pop on Top, Gulliver Mickey and many more.
The value of reading was instilled in me when I was young, but I didn’t read as a teenager and young adult but I read to my own children and it was once they began to read better than me, that I decided that I should pick up a book and read to improve my reading skills. I now read better than I had before and am modelling that reading instilled in me as a young child to my class.
I don’t know of this is the case in many of the students I see in my classroom. I know that school is a priority, but it is often far down the list of priorities. Food, rent, power, etc are far in front of school on that list, as they should be.
I like to think that by modelling reading skills and genuinely caring about their lives and their interests this I am showing my students that school and reading are good things.
I consider myself to be very conscientious of my students needs, capabilities, limitations, braking points and abilities and strive to better myself as a person and model that to my students. I also really enjoy having and creating a sense of security and family within my classroom where everyone’s opinions, thoughts, and stories are validated and respected.
My hope is to reach some students and create lifelong learners, make thoughtful learning opportunities, and instil in them a sense of self community and school.
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Well stated, Tyson. Thanks for your response.
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In my first year of teaching, I remember students drawing Swastika signs all over their binders, notebooks, and skin … their brown skin. I remember students calling each other the “N” word. My students, who were all First Nations kids, were unaware of what the Swasticka symbol represesnted and where the “N” word derived from. So, I decided that it would be worthwhile to study both the Holocaust and Black History. As a class we read Daniel’s Story and the Boy in the Striped Pajama’s. I felt it was important to provide perspectives from both sides – from the side of a Jewish boy and the side of a German boy. We also learned about the history of Slavery in America and the Underground Railroad. My students had to pick a Black person in history to write a biography on. Both units of study had a lasting impact on my students. It was the first time that they realized that they weren’t alone in their struggle to overcome discrimnation and oppression. It was very empowering!
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I love that you noticed that your students’ lack of information was being manifested as racism, even though it was not their intention. Another teacher might have judged them as racist and reprimanded them for what she or he may have perceived as racist, inappropriate behavior. I can relate to your swastika story. When I was teaching at a different school, I noticed students drawing swastikas as well, and these were grade 2-4 students. I also explained (in appropriate language and terms for their age) what the swastika represented, and its historical significance. Once the children understood what is was and where it came from, they no longer chose to draw it. I love that you were able to show your students other cultural groups who were also mistreated, and through learning that information, they were able to relate their struggles to the struggles of other cultural groups. Thank you for sharing your comments and insights.
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