One to Grow On/The Road Not Yet Taken

Autor/in	Tomlinson, Carol Ann
Titel	One to Grow On/The Road Not Yet Taken
Quelle	In: Educational Leadership, 74 (2016) 3, S.91-92 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Equal Education; Rural Areas; Racial Relations; African American Students; White Students; Racial Segregation; Racial Discrimination; Reflection; School Desegregation; Beginning Teachers; Economically Disadvantaged; Disadvantaged Environment + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassentrennung; Racial bias; Rassismus; Integrative Schule; Junior teacher; Junglehrer
Abstract	In this article, Carol Ann Tomlinson reflects on "the next steps on the march toward equity?" It was not until her first teaching job that she had a real understanding of societal inequities in a very rural, very poor area of a southern state. In this context she began to develop an understanding of how society sends its young to school on an unequal footing and how schools too often exacerbate the unevenness. She had her first real opportunity to know some black students. They were, of course, every bit as diverse in personalities, approaches to life, and perspectives as her white students, and every bit as wonderful. Some were precocious, some angry, and some goofballs, yet each student broadened her view of the world and expanded her appreciation of its diversity. This set Tomlinson on a career-long quest to create classrooms that support equity of access to excellent learning opportunities for all students despite the many barriers to educational equity still in place like segregation by income and neighborhood, discomfort in addressing race and ethnicity in classrooms, too few teachers who share backgrounds with "minority" students, racial stereotypes, parents who insist on exclusive rather than inclusive learning experiences and school leaders who give in to that pressure. The first and fundamental challenge for teachers is to embrace students as three-dimensional creatures, as distinct human beings with hearts and minds and skills and dreams and capacities of their own, as whole people much like ourselves. That, it seems is the step we have yet to take, an imperative if we intend to disrupt educational inequity. To take that step is to set out on a course that leads to developing the vision, skill, and will necessary to achieve that goal. (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01