Hello to all the Children of the World
Nancy Klein & Pam Beall
Found in 'Wee sing around the World' published by Price Stern Sloan, 2007. New York, NY.
Chorus
Hello, Bonjours, Buenosdias
G'Day, Gutentag, Konichiwa
Ciao, Shalom, Dobrey d'yan
Hello to all the children of the world!
Verse 1
We live in different places from all around the world.
We speak in many different ways.
Though some things might be different,
We're children just the same.
And we all like to sing and play.
Verse 2
There are children in the deserts
And children in the towns,
And children who live down by the sea.
If we could meet each other to run and sing and play,
Then what good friends we all could be.
I LOVE this song. I have it performed by four different artists and All are Great! As this plays in my classroom,. I look around and see how this joining of international spirits plays out . I am filled with hope at the possibilities that are toddling around my feet.
We, as early childhood educators, are in a pivotal place to begin a change in the thinking about each other and the world. My hope is that I can begin a little change in my world immediately and that I will remain open to the possibility of taking this message further. My hope is that we will continue to talk, sing and play together until the walls that divide us become antiquated and unnecessary. That we will learn how to grow and live together.
A goal I would like to set for the early childhood field is that we unite our educational communities into cooperative and successful breeding places for equity, acceptance and justice.
This course has been an important and enlightening journey. Thank you Dr. Ferrari and each of my classmates for your insights and experiences. My idea of the human condition has been broadened and deepened from the readings, assignments,comments and feedback throughout this course. Thank you and good luck in the courses to follow. Looking forward to crossing your paths in search of a more just and equitable world. Thank you all!
Saturday, February 25, 2012
Saturday, February 18, 2012
What a Great Assignment
The problem is not trying to find a country that I know little about but rather choosing one from so many. This is a shameful reality realizing I live abroad and interact in an international community.
The country I choose is Gambia.
Firstly, I would do some online checking to get some geographical, language, political and historical information about this country. Food, animals, vegetation and birds would be helpful.
Secondly, I would contact their Embassy and ask to visit asking for posters, artifacts, children's authors, music, food and perhaps even traditional dress. If possible, I would find out some reasons why the family is coming here i.e. what the business ventures are with China.
Thirdly, I would go to Amazon and order some Toddler-friendly books that represent this country, its animals, cultural sights and landscapes for our library. I would also order some table top books that could be made into laminated picture books and pictures for the wall.
While preparing the classroom, I would learn special terms for dress, mannerisms, family members, special food, eating preparation, utensils and conduct. I would see that some of their native animals are represented in our dress-up box, barns and animal trays.
Lastly, if possible I would try to learn a greeting in the native language and perhaps through listening to the music get a sense for the rhythm of their speech. When the family arrives at my door, I will ask about special and significant words that the child will need to understand. I will also ask the caregiver to spend the morning in the classroom for me to observe their interaction and of course for him/her to see us in action. I would like to have traditional children's music playing.
I want the entire family to know there is a place for them in our school and specifically in my classroom. Coming to a foreign country is difficult in itself and leaving your child with more strangers can be more than challenging. That is why I have peek holes in our classroom window to the hallway, so they can pop in and check any time without disturbing the child. This may not be home, but it will be a haven where there little one will be nurtured and accepted.
The reason I find this such an important exercise is that I do not do this for each of my children. Being an international school we have some resources but following these steps would make our time together so much more equitable and welcoming.
The country I choose is Gambia.
Firstly, I would do some online checking to get some geographical, language, political and historical information about this country. Food, animals, vegetation and birds would be helpful.
Secondly, I would contact their Embassy and ask to visit asking for posters, artifacts, children's authors, music, food and perhaps even traditional dress. If possible, I would find out some reasons why the family is coming here i.e. what the business ventures are with China.
Thirdly, I would go to Amazon and order some Toddler-friendly books that represent this country, its animals, cultural sights and landscapes for our library. I would also order some table top books that could be made into laminated picture books and pictures for the wall.
While preparing the classroom, I would learn special terms for dress, mannerisms, family members, special food, eating preparation, utensils and conduct. I would see that some of their native animals are represented in our dress-up box, barns and animal trays.
Lastly, if possible I would try to learn a greeting in the native language and perhaps through listening to the music get a sense for the rhythm of their speech. When the family arrives at my door, I will ask about special and significant words that the child will need to understand. I will also ask the caregiver to spend the morning in the classroom for me to observe their interaction and of course for him/her to see us in action. I would like to have traditional children's music playing.
I want the entire family to know there is a place for them in our school and specifically in my classroom. Coming to a foreign country is difficult in itself and leaving your child with more strangers can be more than challenging. That is why I have peek holes in our classroom window to the hallway, so they can pop in and check any time without disturbing the child. This may not be home, but it will be a haven where there little one will be nurtured and accepted.
The reason I find this such an important exercise is that I do not do this for each of my children. Being an international school we have some resources but following these steps would make our time together so much more equitable and welcoming.
Saturday, February 11, 2012
Prejudice Observed and Assessed
I recently watched The Help (Taylor, Green, Columbus, Barnathon, Radcliffe, Berkus, Skoll Lunsford ,Blum, Al-Mazrouei & Jones, 2011) remembering that this is the world I grew up in.
There was the overt aggression by the white family of not allowing their African American maid to use the family's washroom. By building her a separate room outside the house, they thought they had done well and were not guilty of racism. Even to the point that they commented on how fortunate she was to have her own space (Taylor, et al. 2011).
One of the privileged ladies commented that all would be right again once 'this whole Civil Rights thing blows over''(Taylor, et al, 2011), This showed show a complete denial of the plight of the African Americans, her fellow citizens.
The 'right' she referred to later was being 'separate but equal' /9taylor, et al., 2011). From her position of privilege she remained completely unaware of the inequity in her own household.
When her journalist friend was taking on the role of advocate for the maids she warned her that there were 'real racists in this town (Taylor, et al, 2011). Again she remained totally unaware of her racists attitudes and actions. She further admonished her advocate friend that things were fine the way they were. That there was no need to make changes.
When the journalist, a white lady, approached the maids about telling their stories she framed her request by saying she wanted to 'understand what it is like from your side' (Taylor, et al., 2011). One of the African American ladies phrased it later as 'what it feels like to be me'.(Taylor, et al., 2011).
A little aside, it was not only racism rampant at this time but also sexism. The femaleness of this journalist was not appreciated. The opening line upon meeting a potential boyfriend was him asking patronizingly what she did with her time.
There was no equity for the African American women here. They were fired/expelled in a moment with no chance of defending themselves with the truth. They were in constant threat physically. There was no question from the white families that they were inferior to the point they didn't matter and were lucky for anything they could receive from the white society.
I was struck with the immensity of the battle for one human to ask respect from another human. The latter being 'Christian' and 'civilized' makes the dilemma all the more difficult to understand.
In this particular case it took an advocate to help the minority get their feet under them. Someone who listened and let their voice be heard. This was a part of a much bigger march to victory that continued to gain advocates from the dominant community. Someone from the dominant culture moving to inform her own and empower the other. Before the oppressed could move forward they needed to rebuild belief in themselves and their inalienable worth.
Reference
Taylor, T., Green, B., Columbus, C., Barnathon, M., Radcliffe, M.A., Berkus, N., Skoll, J., Lunsford, S., Blum, J., Al-Mazrouei, M. K., Jones, D. (Producers), & Taylor, T. (Director). (2011). The Help (Motion Picture). (With E. Stone, V. Davis, B.D. Howard & O. Spencer). United States:DreamWorks.
There was the overt aggression by the white family of not allowing their African American maid to use the family's washroom. By building her a separate room outside the house, they thought they had done well and were not guilty of racism. Even to the point that they commented on how fortunate she was to have her own space (Taylor, et al. 2011).
One of the privileged ladies commented that all would be right again once 'this whole Civil Rights thing blows over''(Taylor, et al, 2011), This showed show a complete denial of the plight of the African Americans, her fellow citizens.
The 'right' she referred to later was being 'separate but equal' /9taylor, et al., 2011). From her position of privilege she remained completely unaware of the inequity in her own household.
When her journalist friend was taking on the role of advocate for the maids she warned her that there were 'real racists in this town (Taylor, et al, 2011). Again she remained totally unaware of her racists attitudes and actions. She further admonished her advocate friend that things were fine the way they were. That there was no need to make changes.
When the journalist, a white lady, approached the maids about telling their stories she framed her request by saying she wanted to 'understand what it is like from your side' (Taylor, et al., 2011). One of the African American ladies phrased it later as 'what it feels like to be me'.(Taylor, et al., 2011).
A little aside, it was not only racism rampant at this time but also sexism. The femaleness of this journalist was not appreciated. The opening line upon meeting a potential boyfriend was him asking patronizingly what she did with her time.
There was no equity for the African American women here. They were fired/expelled in a moment with no chance of defending themselves with the truth. They were in constant threat physically. There was no question from the white families that they were inferior to the point they didn't matter and were lucky for anything they could receive from the white society.
I was struck with the immensity of the battle for one human to ask respect from another human. The latter being 'Christian' and 'civilized' makes the dilemma all the more difficult to understand.
In this particular case it took an advocate to help the minority get their feet under them. Someone who listened and let their voice be heard. This was a part of a much bigger march to victory that continued to gain advocates from the dominant community. Someone from the dominant culture moving to inform her own and empower the other. Before the oppressed could move forward they needed to rebuild belief in themselves and their inalienable worth.
Reference
Taylor, T., Green, B., Columbus, C., Barnathon, M., Radcliffe, M.A., Berkus, N., Skoll, J., Lunsford, S., Blum, J., Al-Mazrouei, M. K., Jones, D. (Producers), & Taylor, T. (Director). (2011). The Help (Motion Picture). (With E. Stone, V. Davis, B.D. Howard & O. Spencer). United States:DreamWorks.
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