How can teachers promote school curriculum materials that eliminate racism?

School Curriculum

In a recent article, several British teachers have united in an effort to eliminate school curriculum materials that fuel racism in schools. It is thought that school books and other materials are the primary vehicles that promote the agenda of those who are not marginalized. Teachers can promote school curriculum materials that eliminate racism by piloting other materials in the classroom. According to the article, Militant teachers demand schools stop promoting ‘British values’ as it makes children from other cultures feel inferior, teachers are demanding that local schools districts cease from emphasizing British values in the school curriculum because it makes children from other cultures feel inferior. The National Union of Teachers has voiced its support for their teachers. According to the Teachers Union, “government guidelines are aimed at tackling extremism in the wake of the Trojan Horse scandal, children must be taught about being a British citizen as well as tolerance other faiths and lifestyles.” However, union leaders said the “term was demeaning to other cultures particularly in the context of multicultural schools and the wider picture of migration.”

Operation Trojan Horse refers to an organized attempt by a number of associated individuals to introduce an Islamist or Salafist ethos into several schools in Birmingham, England. The name, based on the Greek legend, comes from a leaked letter discovered in March 2014, alleged to be from Birmingham Islamists detailing how to wrest control of a school and speculating about expanding the scheme to other cities. Around a month later, Birmingham City Council said that it had received “hundreds” of allegations of plots similar to those illustrated in the letter, some dating back over 20 years. Tahir Alam, former chairman of the Park View Educational Trust which ran three schools in Birmingham, was found to have written a 72-page document for the Muslim Council of Britain in 2007 detailing a blueprint for the “Islamisation” of secular state schools.

The National Teachers Union has developed school curriculum materials for teacher usage. The problem is that like the British government, they are using the same method to infuse alternative school curriculum in the schools. They are shoving the school curriculum materials down the teachers and students throats without knowing the extended outcome. They are exhibiting characteristics associated with a dysfunctional organization.

Dysfunctional organizations exhibit several characteristics that are detrimental to the existence of organizations such as a school. There are five different levels that contribute to a dysfunctional organization. A dysfunctional organization begins with each person’s use of defense mechanisms for coping. Defense mechanisms are the unwritten rules an individual learns and utilizes to effectively deal with circumstances that are upsetting, embarrassing, or threatening.

The second level is skilled incompetence, which is the outcome of the defense mechanisms we have internalized. When the defensive behaviors we’ve learned are transformed into a learned behavior, that behavior becomes an incompetent skill that we consider necessary in order to deal with issues that are embarrassing, threatening, or upsetting.

Skilled incompetence transforms into a defensive routine. Defensive routines are the third level. When the skilled incompetence is automatically exhibited at all times, the behavior is now a defensive routine.

Defensive routines lead to fancy footwork. Fancy footwork is the fourth level. Fancy footwork happens when individuals try to deny the behavioral inconsistencies they exhibit, or else they place blame on other people, which results in distancing themselves from taking responsibility for their behavioral inconsistencies.

Fancy footwork leads to organizational malaise. Organizational malaise is the final level. During this phase the individuals in the organization will seek to find fault within the organization rather than accept responsibility for their actions and correct their behavior accordingly. The individual continues the process by accentuating the negative and deemphasizing the positive in an effort to cover up their actions. The organizational malaise is further exacerbated by a refusal of one or all the members to discuss their area of responsibility.

Both the National Teachers Union and the British government have reached the final level of a dysfunctional organization. The British government and the National Teachers Union have both blamed the school curriculum as the source of racism in their schools. They are only referring to the negative aspects associated with the curriculum instead of emphasizing what is positive which is an effort to cover-up how their individual values contribute to a school curriculum that fuels racism in schools.

The British government and the National Teachers Union can minimize the impact of racism by first piloting the recommended school curriculum of a smaller level and once the nuances have been worked out they can recommend it for the entire school system.

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About Classroom Racism Exterminator

Racism is a menace and so we’ve been taught for ages which is the primary need for a diversity expert. However, even in this modern society of today where we see a lot of colored celebrities performing on stage with huge fan followings and of course an Afro-America President for the USA, we are still in a phase where racism exists in all its brutal glory and has been eating away at the society like a plague. Classrooms, are one of the most affected areas where color differences and racism exists to its extremes. Even after decades of progress and a lot of communal efforts at bridging the gaps between colored students, white students and teachers, it is sad to say that the disparities still exist and are just as pronounced today as they were back in the 1950s. Colored students, even in the likes of New York City, are attending under resourced schools or have been significantly isolated and made to be unequal in regular schools. Even if the teachers are well-intentioned, perpetuating the structural racism that has taken deep roots into the fabric of our education system is a tough task and make the need for a diversity expert imperative. Teachers need to recognize the biases that exist within the classroom and also take conscious measures to address them and their own biases of course. James Baldwin once said, “it is your very own responsibility to change this society, if you think of yourself as an educated person.” Dr. Derrick L. Campbell took this quote very effectively and straight to the heart and thus this Classroom Racism Exterminator happened. Classroom Racism Exterminator is an initiative that will teach you about your duty and moral obligation towards eliminating racism from the classrooms. This is where and how you will learn about what you need to do to produce a better society that is free of biases and disparities amongst the blacks and the whites. Because we understand how classroom biases and conversations about racism are difficult and how teachers and students almost avoid the topics altogether, we have put together a range of effective methods and products to help address the problem at hand and talk meaningfully to counter issues related to race and racism in the classroom. Diversity expert Dr. Campbell understands that it takes a lot of courage to talk about race and racism and that racial issues need to be viewed through a very critical lens that can understand and attend to the pertaining aspects of racism in the classroom. And therefore through this website we have made a conscious effort to eliminate racism from the classroom and make the educational system equal and beneficial for all. We know and we understand that there are no words that can actually describe how racism feels. There are cases and everybody tends to deal with it in their own manner. Some might lash out verbally or others might just withdraw into shells. Whatever the case, people don’t talk about it openly and teachers don’t really make a conscious effort at addressing the issue. We don’t really know if our children or if the youth is learning to be educated or become racists in their classroom. Our program is focused on helping children of color and regardless of their race, their full potential. We want every student to be able to recognize and reach their full potential so that they think of themselves as responsible citizens of their country and not regard themselves as worthless human beings. Here you will find motivational books and flash card games, all of which have been designed focusing on eliminating racism completely from our classrooms. The books and the games have been consciously designed keeping in mind the American society and educational system. It is a small effort on our and Dr. Campbell’s part to help this society become a better place to live in. A little about diversity expert Dr. Campbell Dr. Derrick L. Campbell the driving force behind Classroom Racism Exterminator is a dynamic figure and a constant source of motivation for us. He has a Bachelors of Science in Electronics Engineering Technology, Math Education, a Masters in Education Administration and also holds a doctoral degree in Educational Leadership. Dr. Campbell is a well known personality throughout the nation. He has lectured at various events including the National Association for the Advancement of Colored People (NAACP), Iron Sharpens Iron Men’s Conference and a lot of local churches. He is a personality well dedicated towards eliminating the plague of racism from our classrooms and helping every child recognize his/her true potential not the color of their skin. He realizes how a child would feel if he/she was made to think they are worthless human beings. Diversity expert Dr. Campbell is compassionate and related to the experiences and therefore this initiative is a constant and continual effort to eliminate racism manifested in us, completely from the classroom and from our society.
This entry was posted in Classroom Management, Core Curriculum Standards, Discrimination, Every Student Succeeds Act, Final Exams, institutional Racism, Midterm Tests, Race Relations, Race Relations in America, racial discrimination, Racial Profiling, Racism, Racism in America, Racism in Education, School Discipline, Standardized Testing and tagged , , , , , , , , , . Bookmark the permalink.

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