Teaching diversity in a community that lacks it
A couple months ago, I sat in class as we read a book set in 1960s America. As references of Martin Luther King Jr., Malcolm X, The March on Washington, and the Birmingham Bombing intertwine with the events of the novel, we began to discuss as a class. When the teacher asked, “Who knows what the Birmingham bombing was?” I raised my hand, certain to find competition for the teacher to call on.
I was the only one able to concisely summarize the horrific events that happened that fateful Sunday afternoon in Birmingham, Alabama.
As the discussions went on day to day it was apparent that I was one of the only people in the class that had ever put any thought to these topics. I began to think to myself, “This is crazy. How don’t people know of these events that only occurred a few decades before we were born?” Not only were they unaware of the magnitude of the Civil Rights Movement, some students were oblivious to key pieces of American lineage.
Quickly, I was hit with the realization that none of my knowledge of the Civil Rights Movement came from a Licking Valley classroom. My awareness of the Jim Crow era had surfaced due to my own reading and self teaching.
After class the teacher stopped to question me on how I had acquired knowledge on the events and why I felt so passionately about them. While put on the spot, the only response I could muster up was “I don’t know it is just what I care and like learning about.” I had never really thought of the disconnect between my peers and the outside world until this moment. As I went throughout my day, the conversation haunted me.
I transferred my thoughts to paper and wrote the teacher an email better explaining myself.
“I have been thinking a lot about our conversation earlier. A better response to the question of what inclines me to study and accept diversity is simple, my Journalism class. Journalism is where I most often find myself researching and learning about our world. However, I'd venture to say that I am one of few in the class who tackles international and domestic civil rights issues. The class is set up in such a way where you write and report on what is interesting to you. This is a brilliant concept that turns our student reporting into something meaningful, instead of a chore elective course. So while I have the freedom to research these topics, not everyone else is as well. Another gift that Journalism, Mr. Comeras rather, has given me, is discussion. When I read something that shocks me, I begin a conversation with Mr. Comeras. This is where the heart of my exploration beyond Licking Valley lies. These conversations are what has shaped me into who I am today.
I realize in the mind of a teacher, the life-altering conversations and opinions they share to students might be a burden they are not willing to take on. However, in a school like Licking Valley I believe they are crucial. Hardly am I ever encouraged to bring up real-world applications of what I am learning in class. This is because teachers are afraid of not being PC enough, and simply not caring to be newscasters to the entire class. Heck- our teachers are afraid to talk about our own grading system in fear of slipping up and saying something unprofessional. Also, many teachers fear that it interrupts day-to-day classwork and may create a polarizing environment; however, a world in which everyone agrees is one I have yet to live in. This teaches students a valuable life principle that opposing views exist. Discussion of these views also help students further create their own identity.
It would be extremely beneficial to have more classes like Women's Lit; African American Studies, Globalization, Contemporary Affairs etc. Cultural Connections and clubs celebrating diversity should be courses, not optional organizations. In a school such as Licking Valley, compensating for the lack of diversity should be a number one priority. Schools prepare children for the real world, and while within our small county limits people may be a lot like us, if you take a 45 minute trip in any direction, you are confronted with a world our students are not prepared to face.
Conversation over confusion and hurt in the world should be encouraged, not ignored.
It should not be placed on the student's own discretion to learn about our country and our world. If subjects such as English were based off of interest in them, I would not be able to write this to you today. Acceptance of other cultures begins with it being brought to everyone's attention, whether they like it or not.
Pretending social issues and cultural differences do not exist while school is in session does not make them disappear once we leave the building at 2:30.
Though I love being a part of the Licking Valley community, it is a small rural farming town seemingly shut out from the rest of the world. There are wonderful people in this town; however, ideology tends to be insular. In all aspects of life, from religion to political affiliation, there is a pretty good chance neighbors are going to hold the same values as one another. Education is the singular gateway to diversity. It is imperative that rural schools take on the responsibility of creating well-rounded, well-cultured students.
