Running head: Academic Journal #1

Academic Journal #1 Dustin J. Hensel University of Utah 14 April 2013

Running head: Academic Journal #1

At the beginning of this class the thought of actively building relationships with both students and parents within a diverse urban community was both an exciting and terrifying. The exciting part that was running through my head was seeing some of the relationships that have been created at Rose Park Elementary and the Community Center, like that of Maria. She helps out in our class and understands the environment of openness there and had no problem opening up to our class about her personal life and her goals and desires for her young children (Maria, personal communication, February 13, 2013). This was also the terrifying part as well. How on earth am I going to personally be able to connect and build relationships with such a diverse urban population as a white male from a middle class background? Through our readings, lectures, and discussions I am finding that this a very attainable atmosphere if one goes about it correctly, and as we are learning there are many different ways that work for different teachers. I will be exploring the reason why I am excited to start building relationships and why am I stricken with fear at the same time. A very challenging aspect that I am grappling with is how to discuss my place of privileged in a white-male dominated society, and whether my students and parents will be ready to do what is needed to build these very vital relationships. Howard (2006) points to the educator himself to be the one to first explore their history of dominance and be the change that their students need to see. It is hard for many people, not just educators to accept the past roles

Running head: Academic Journal #1

of dominance and privilege and these issues need to be addressed to comprehend ones place in society. It can be very hard to connect with students and to get them to realize that the issues of racism, sexism, hate, and privilege are alive in their very own classroom and that change is needed (Goodman 2010). Students may not want to open themselves up to classmate ridicule if their thoughts and ideas are not the norm, thus continuing the cycle. I as an educator would have to step in and address this type of dangerous groupthink (Yellow Bird, 2005) and create a positive teaching point from a negative situation. By addressing the situation, I would not only halt the cycle, but I would also model how to counter-act this type of groupthink. Giving students the knowledge and power to critically think for themselves will serve them far beyond my classroom The positives aspects I am looking forward to are getting out and trying to become a part of the community and showing that I care about the issues that the community cares about. Two important responsibilities I took from Strand et. al, 2003 are to respect the community itself, and secondly, to listen to the community members to see what issues they feel are important and which they want to change in some way. These individuals opinions count. I cannot just come in and do my own thing, further marginalizing their roles within society. Sharing a meal with a a community is a perfect way to show that I respect their culture and traditions, (Harper et al., 2006). I enjoy all types of food and all aspects surrounding food, and I think this a perfect way to show a community that I respect their culture and traditions by partaking in meals with them. For me, branching out into these cultures and traditions parallels the process of thinking critically. Critical thinking is not just waiting around for other to shares thoughts and ideas. It is

Running head: Academic Journal #1

a proactive, creative, constructive, and generative process (Yellow Bird, 2005), just as exploring other cultures requires a determined and open mind. I believe this can also create a much more relaxed atmosphere for all parties involved, which will help individuals feel more comfortable exchanging of stories, narratives, thoughts, and ideas. Building urban community relationships for me as a white male is not going to be easy, but I believe I have the right mindset and open mind. I must address my whiteness and the historical baggage that it brings to the community and not be afraid to address it amongst the community members. I will have to work hard to overcome the historical issues and earn the trust of the community members, by showing them I care about them, their community, their ideas and working side by side with them to hopefully seek the changes we want to see.

Running head: Academic Journal #1

References

Goodman, Diane J, Helping Students Explore their Privileged Identities, Diversity & Democracy. Washington, DC: American Association of Colleges and Universities, 2010 Harper, G. W.; Lardon, C.; Rappaport, J.; Bangi, A.; Contreras, R.; & Pedraza, A. (2006). Community Narratives: The Use of Narrative Ethnography in Community Research In Leonard. A. Jason (Ed.), Participatory Community Research: Theories & Methods in Action Washington, D.C. : American Psychological Association Harrison, Faye V. (1995 ). The Persistence Power of Race in the Cultural & Political Economy of Racism Annual Review of Anthropology 24 28 Howard, Gary R. (2006). We Can't Teach What we Don't Know: White Teachers, Multiracial Schools New York, New York Teachers College Press Kemmis, S. & McTaggert, R. (2008 ). Participatory Action Research: Communicative Action and the Public Sphere In Norman K. Denzin (Ed.), Strategies of

Running head: Academic Journal #1

Qualitative Inquiry Los Angeles, CA Sage Publications. Strand, K.; Marullo, S.; Cutforth, N.; Stoecker, R.; & Donohue, P. (2003 ). Community Based Research & Higher Education: Principles & Practices San Francisco, CA John Wiley & Sons, Inc. Yellow Bird, M. (2005). Tribal Critical Thinking Centers In W.A. Wilson & M. Yellow Bird (Ed.), For Indigenous Eyes Only: A Decolonization Handbook (Vol. s). Santa Fe. New Mexico School of American Research Press.