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Helping children and adolescents develop positive self-esteem goes hand-in-hand with seeing them grow into productive and healthy adults. But what happens when children belong to a racial or ethnic group that is perceived to be culturally and politically subordinate to the mainstream? In the face of prejudice, what will enhance in these children a stronger and prouder sense of self?
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The Heritage Project: A community meeting
Saturday, April 17 Banneker Community Center Library 930 W 7th Street, Bloomington |
Combining education and psychology to build positively upon the influence of affiliation, the Heritage School Project in Bloomington aims at empowering and uplifting children of color by focusing upon their identities as racial/cultural people and their sense of connection with people from all walks of life.
"The Heritage School Project is a series of learning experiences that reflects racial and cultural knowledge too often omitted in mainstream classroom settings," said Chalmer Thompson, an associate professor in counseling and educational psychology in the School of Education at IUB. She directs the community-based project.
 Chalmer Thompson Photo by David Snodgrass, The Herald-Times Combining education and psychology to build positively upon the influence of affiliation, the Heritage School Project in Bloomington aims at empowering and uplifting children of color by focusing upon their identities as racial/cultural people and their sense of connection with people from all walks of life. |
"Topics might include the contributions of non-white people to American history, the oral histories of black, long-term residents of Bloomington, African-American literature and its significance throughout the 20th century, and the origin and politics of hip-hop music, for example."
Currently seeking funding through grants, the project is staffed by volunteers, primarily African-American educators, clergy, undergraduate and graduate students, and community members. It is open to children from kindergarten through 12th grade. Organizers conducted an initial heritage learning experience on March 27 at the Monroe County Public Library and intend to schedule additional sessions for after-school hours and Saturdays.
The program is based upon collaborative learning theory, in that students are urged to make decisions about what they are interested in learning.
"A well-known Brazilian educator, Paulo Friere, believed a pedagogy that emphasizes passivity engenders further passivity of a people, particularly a people already beleaguered," Thompson said. "Depositing knowledge in students reflects this passivity. A pedagogy that provides opportunities for students to make decisions about what they'll learn and how gets them engaged in the world and allows them to 'try-and-fail,' and eventually with hard work, to succeed. They see for themselves that they are instrumental in their success.
"The children may decide that they have an interest in photography and the use of a dark room," she continued. "What we can begin to discuss with them is the idea of creating photo journals. We can provide them with cameras and darkrooms, and educate them about recording history, interviewing local heroes and 'sheroes,' and help them refine their craft so that they can display it with pride. Students then have hands-on experience in documenting history. As they receive information from their interviewees, they'll be given opportunities to discuss what they've learned, particularly as it pertains to hurtful experiences in racism, sexism and discrimination.
"Importantly, we want to create safe environments for students to talk openly about these issues because ultimately, their ability to discuss, learn and resolve these issues relates to their ability to deal with social justice issues on local, national and international levels. It also has a lot to do with how comfortably they see themselves as racial, or more generally, social beings."
Thompson believes the supplemental nature of this project contributes to creating such an environment.
"The experiences students have in traditional schools are the sort of thing that can help fuel discussion in Heritage School classrooms," she said. "For middle school children, who have to face questions about their identity, their peer group and the dynamics they observe occurring in and outside the classroom--like whites and blacks congregating separately or the taunting that might occur by other blacks when a black student befriends whites--in these settings can be confusing, and there may be no one who feels comfortable in talking to them about what is going on without perhaps spurring the confusion. Some students may even feel ashamed to talk about these issues and not know why.
"The Heritage School Project offers students a chance to talk with people, role models who not only invite these discussions, but can speak comfortably about them," she said.
Much debate on restructuring educational systems in the United States has centered around whether or not it is of value to separate ethnic and racial groups, when for many years, efforts have been focused on bringing them together.
"In a racist society, people in the socially and politically subordinate group will eventually look to members of the dominant group to validate their own actions and behaviors, even their sense of worth," Thompson said. "Racism, at its root, involves a dehumanization of the subordinate group. It has evolved in this country to the point that members of the subordinate racial group practice acts of dehumanization on others in their own racial group.
"Yet another manifestation is no longer defining oneself as being part of that racial group. So instead of accepting that one has African ancestry, an African-American person will claim that he or she would rather be referred to as 'American.' Already one of the challenges we face (in the Heritage School Project) is that some of the black students do not want to be part of the project because they see some ostracism in being affiliated with a 'black' project. This is very, very sad.
"The project does not want to inspire hate or exclusion, but rather pride in one's race and culture," said Thompson. "We do not separate groups to keep others out; we do so to proffer students the fullest benefit of learning."
Thompson explained that Heritage School will grow to include other groups, such as Latinos and Native Americans. "In his book, Iron Cages, historian Ronald Takaki presents fascinating knowledge about American history that can open an entire world to students," Thompson said.
Similarly, the Southern Poverty Law Center has a series of videotapes on issues of tolerance and social justice.
"Perhaps we can learn about peace education efforts, visit the black holocaust museum or begin learning about ways to discern racial and gender bias in film," she said. "Students can learn about people from other cultures as well as reflect on how this learning affects them and their lives. The sky's the limit."
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