Ethnographic Style and Educational Institutional Racism

One of the things I found most interesting about Shange’s writing was the style in which she wrote – By using colloquial language, I think it is easier for the audience to understand her intended message. In the last discussion, we talked about how Thomas spoke in terms that were almost too theoretical, thus excluding certain demographics (as in, non-academics), from engaging with her material. Although her point was to encourage others to make active reparations in historically motivated violence and racism, I believe her work to be rather difficult for many to understand. On the other hand, Shange’s language style is much more engaging. Her narrative approach to the work also creates an easier platform to start discussions. I personally enjoyed how she so openly included her own experiences and opinions into this writing.

I genuinely enjoyed reading this work, as I am passionate about education, and particularly racism in educational institutions, as it was something that was very apparent in my high school. Shange emphasizes that the Robeson school pushed for racial equality, yet in doing so, ironically excluded black students in the process. She speaks on the importance of teachers’ roles in educating their students about racial equality, both in the classroom and in larger spheres and contexts. However, she still acknowledges that there can be flaws to their approaches. Thus, I believe (and have always believed) that there should be measures put in place to educate teachers about how to approach students of color. Teachers, especially those in minority-heavy areas, should attend training sessions where they are taught how to be more inclusive in their teaching methods and subjects.

Last year, I wrote a paper on the different ways teachers can learn to be more inclusive towards Asian students, particularly those that had just immigrated to America. For instance, many Asian students new to the U.S. have trouble adjusting to the collaborative and more open-minded approach to classroom learning as opposed to the strict and one-sided education of typical Asian schools. Thus, teachers in America should work to accommodate to their students’ learning challenges and help them become better adjusted to working in a new educational environment.

In speaking to how teachers’ implementation of racial inclusivity can sometimes end in failed results, I remember one time, in a public speaking class, my professor asked the students to do an impromptu speech on a topic of our choice. When no one volunteered, the professor singled me out and asked me if I would like to do an impromptu speech on my experiences as an Asian American. Although I understand his inclusive intentions, all this did was bring unnecessary attention to my race, and the entire class went silent as I stumbled to find a response, as we were all uncomfortable by his request. Examples like these again remind me that there are greater active measures that can take place within educational institutions to educate not the students, but teachers and staff in pursuing racial equality and social change in the classroom. So my question is: What exactly are the specific ways educational institutions can begin to be more actively inclusive of black students?