Reflections on Diversity

When we think of the child in their world, we must envision their knowledge and experiences as a backpack that the child carries with them as they travel on a different adventure to new worlds. The family prepares the backpack with essential components necessary to venture out into the world; some tools may be useful others may not function outside of the home. As the child reaches many destinations they will pull out resources from their backpack, which will help, them navigate and progress within the new world. Although the children may not always be sure whether these tools will work, they use them to advance farther in their journey. Alternatively, as the child explores, they will discover a friend or a wise adult who will add these new materials will be place into their bag, bringing them to the child's attention. They may also wish to remove tools that may be harmful. Although this journey entails exploration, sometimes the child will meet a barrier; a mental, physical or social risk. The child will need the assistance of adults, friends and some unfamiliar tools to learn how to conquer perceived and real threats. Though there will be times for independent engagement as well as opportunities for everyone to work together. The ultimate objective at the end of each day’s journey is for each child to return to the family, stronger, wiser, and intact with a full backpack.

 

I have learnt many things about diversity over the curse of the past two months.  I know that it is okay to ask about differences and try to learn from each other.  Not knowing about each other does not constitute discrimination.  However , we do fail by maintaining our sense of privilege or turning our heads when we see inequality.

We have the power and control to make others fell welcomed and supported or rejected and oppressed.  Therefore we must take the route that contributes to the greater good of children and society.

Thank you to my colleagues and professor for the enlightening stories and insightful comments.  You have all been fantastic teachers!

Sources


Roses  Retrieved February 28, 2014 from
http://www.dreamstime.com/stock-images-heart-multicolor-roses-image17166144

When welcoming newcomers into and early education environment it is important to ensure that families and children feel safe and welcomed.  To maintain and inclusive environment, those competing intake processes as well as professions who will be  interacting  with children and  families must be sensitive and responsive to differing racial, cultural, gender, and language needs.  If organizations are unaware of customs or language needs of different culture groups, it is best to do the research in advance.   Local government, multicultural brokers, translation services, colleagues, and families themselves can assist with the education process. Be prepared, but do not stereotype; recognize that all families are different, and try to follow their lead.

Within our environment, we have met many families from Somali. Somalia is the country of origin is located near the Horn of Africa.  According to Wikipedia (2014) many Somali’s also reside in Ethiopia, Yemen and Kenya as well a European and North American countries.  The dominant language is Somali.

This is a groups of people from Africa, who demonstrate follow the teaching of Islam, which prohibit discrimination and outline methods of public and private communication amongst the community members or same and opposite sex.  As Muslims, the women will wear traditional head cover and expectation to cover body part. The members of the community will not engage in activities that do not align with their beliefs.  Therefore, children should not be expected to engage in Halloween themed parties within educational environments. Intergeneration respect is expected amongst family members with equality also expected when in the community.  Women are the primary caregivers, however may also work outside of the home.

The Government of Canada (2009) suggests that a great way to start conversations with new families is to state  "Sidee tahay?" which can be translated to “How are You?”.  Compliments and discussion about family are seen as positive interactions.  Even the males like to receive commentary that they “have nice style”. A sense of humor is valued by the community and respect is provided to those in authority.  However, one must communicate at a respectable distance with a moderate tone of voice.  Voice levels that are too low or too high are negatively received.  Make eye contact, but avoid physical contact.  To be respectful of the culture, ensure that there is not too much exposed skin.  If scheduling meetings, it is important to note that the Somali’s may expect other to be on time, but may not engage in this behavior.

This are is war torn, however, intergeneration respect is taught within the family.  Women are the primary caregivers, however may also work outside of the home.

References

Boys with Guns. Retrieved February 14, 2014 from http://biyokulule.com/June_1990s(2).htm

Government of Canada  (2009).  Centre for Intercultural Learning.  Retrieved February 14, 2014 from http://www.intercultures.ca/cil-cai/ci-ic-eng.asp?iso=vnhttp://www.intercultures.ca/cil-cai/ci-ic-eng.asp?iso=so#cn-1

Mogadishu.  Retrieved February 14, 2014 from http://biyokulule.com/June_1990s(2).htm

Somali Map.  Retrieved February 14, 2014 http://radiomuqdisho.net/?attachment_id=78459

Somalian Women.  Retrieved February 14, 2014 from https://www.google.ca/search?q=Somali&tbm=isch&tbo=u&source=univ&sa=X&ei=puL3UpfCE8Ge2AWk7oGgCA&ved=0CFAQsAQ&biw=1360&bih=760#facrc=_&imgdii=_&imgrc=AnTYKYZ5w9-e-M%253A%3BZ43W3EHyDZf8NM%3Bhttp%253A%252F%252Fstmedia.startribune.com%252Fimages%252F630*418%252F3somali102711.JPG%3Bhttp%253A%252F%252Fwww.startribune.com%252F132670583.html%3B630%3B418

Traditional Hut. Retrieved February 14, 2014 from   http://www.mrsomali.com/

Wikipedia.  (February 7, 2014). Somali people.  Wikimedia Foundation Inc. Retrieved from    http://en.wikipedia.org/wiki/Somali_people

Bias, Prejudice, and Oppression

When people interact with prejudice or bias; world and interpersonal views are negatively impacted. Often culturally insensitive responses result of tradition, misconception or sense of superiority. Understanding this helps us to help ourselves or others to be responsive; reducing stereotypes, improving equity, and eliminating violence. Although culture and traditions reflect ties to our families and may be foundations to many societies, there are engrained beliefs and traditions that are oppressive. Around the world, women continue to struggle to ensure basic rights.

This week a wise person at my workplace commented that her husband was shocked to learn about the treatment of women in India. Atrocities against females in India have recently become reported by the popular press. Women are also subject to torture, molestation, rape, trafficking and death. The New York Times (2013) reports that there are 100,000 incidents of women being burnt to death yearly. 125,000 die from violent injuries. BBC (2011) noted that there were 24,000 reported cases of rape of children, teenagers and women in 2011, and in 94% of the reported cases, victims knew the rapist. 33% of offenders were neighbours or acquaintances while the remainder comprised of family members.

Change cannot occur unless we stand up to change gross human right violations.

More information can be found at Amnesty International

http://www.amnestyusa.org/our-work/issues/women-s-rights/violence-against-women/16-days

 

Sources

Derald Wing Sue ( 2013).  Microsaggression.  Retrieved  from http://www.youtube.com/watch?v=h_lQNI9T6vs

Indian women.  Retrieved January 31, 2014 from http://blog.amnestyusa.org/asia/the-worst-place-to-be-a-woman-in-the-g20

New York Times Company .( 2013).India’s New Focus on Rape Shows Only the Surface of Women’s Perils. Retrieved from http://www.nytimes.com/2013/01/13/world/asia/in-rapes-aftermath-india-debates-violence-against-women.html?src=recg&_r=0#Scene_1

BBC ©. ( 2014). How India treats its women. 29 December 2012.  Retrieved from http://www.bbc.co.uk/news/world-asia-india-20863860