On the first day of class, I break students into small groups to discuss and define "race" and "ethnicity," so that the distinctions are clearly framed in the context of the course.
On the first day of class, I break students into small groups to discuss and define "race" and "ethnicity," so that the distinctions are clearly framed in the context of the course.Tags: Essay My Life As A University StudentBackground Research PaperEnvy Essay TopicsVideo Game Center Business PlanExecutive Resume Writing Services Washington DcAssign Drive Letter To UsbDevelop Thesis EssaySat Essay Test TimeEssays On Gender Inequality In SportSport Science Dissertation Ideas
I have certainly enjoyed many "teachable" moments, but occasionally something happens in class that causes me to question whether or not tolerance can be learned from teaching about diversity.
During the first year that I taught the course, I walked into the classroom and immediately sensed something had occurred.
However, as another student began to explain Islam, another student began making what he probably thought were funny asides about "vestal virgins" and "Allah is great! I stopped the lecture and asked the student what was so funny.
Instead of apologizing, which is the usual response, this student attempted to justify it by pointing out that the drawings were funny. " For a class of students outraged that the English in Virginia made fun of the Pamunkeys for their tattoos, shaved heads, and ear piercings, I found his response both outrageous and curious.
Lyn Parker reports The ethnic, religious and linguistic diversity of Indonesia is built into the concept of Indonesia.
Business Plan Key Elements - Essay About Diversity And Tolerance
Under Suharto, however, it was forbidden to explore differences of class, ethnicity, "race" and religion.For example, as I lectured on pre-World War II Asian immigration to the U. " This came out of a discussion as students spoke about their encounters with persons who appeared to be one thing, but turned out to be something else, such as Korean Bolivians and Japanese Brazilians. As she stammered that I could be Japanese or Chinese, it dawned on her that the larger point was that I was just like the woman she had encountered-a person born and raised in the United States who happened to have an Asian face.S., an African American female student blurted out, "I really don't want to sound or be, you know, racist. I saw this Japanese woman who was dressed up really nicely like an American professional. But perhaps the most daunting episodes arise when students who have expressed outrage, dismay, or surprise at certain historical events, such as the socalled "Greaser Act" passed by the California Legislature in the 1850s, the massacre of Sioux at Wounded Knee in 1890, the Los Angeles Chinatown Massacre in 1871, the 1915 opinion of a Stanford University sociologist that the "Mediterranean" Europeans were skilled at not being truthful compared to the blond truthtelling Europeans, or a photo of a slave with a deeply scarred back, reveal their own deep-seated prejudices in the classroom.Recently, as my lecture turned to Asian Indian immigration in the early twentieth century, I asked the students if they could explain the difference between Hinduism and Islam.One student ably explained major elements of Hinduism. Then, I turned to the origins of the Sikhs, who had emerged in India in an area located between Hinduism and Islam. While I was explaining that in the wake of September 11, 2001, Sikhs were attacked and one was murdered because they were tragically and erroneously thought to be Muslims, another student began making joking asides about the drawings to his friend who had been making the previous comments.Maybe we are teaching tolerance while our students are learning about diversity.Or while I thought I was teaching diversity in order for students to learn tolerance, I was in fact the one who was learning about the context of my students' cultural lives and learning about diversity and tolerance.As faculty, our challenge is not only to broaden student understanding of others, but to foster acceptance and appreciation which may or may not happen.If this is the case, we may require new approaches.My students may have been responding as Americans in wartime had in the past, vilifying the Germans in World War I or the Japanese Americans in World War II or the communists in the Cold War.In other words, despite my best intentions, the current climate might be affecting their responses.