Lesson
We are pleased to present an elementary media lesson on racism by Tracy Barnes of Toronto DSB. This is partly a reflection on practice and partly a practical example of what can be done in the middle school classroom.
Several days after the "Just Desserts" murder I was walking in my suburban neighbourhood. For the first time I felt a little awkward. I felt as if the eyes of strangers were staring at me. When I looked closer, the stares seemed to be filled with hatred and contempt. Nah, this is ridiculous! But was it? How many of you hear of a murder, robbery, or a rape, and say, "Oh, please don't let him/them be black?" I know I do. Somehow, it is as if we are "bearing the cross" for all of our people. I wonder if people of European ancestry felt this way when they heard of the brutal sex slayings of two high school students by Paul Bernardo, a young white man? In any event, when this one man in particular stared me down, I recall having feelings of shame and guilt. But why? I didn't do anything. I'm a second generation Canadian. Never been arrested. Never broken any laws. Okay, one speeding ticket! And the other cars were going faster, but that's another story! The feelings, nevertheless, were real and disturbing.
Several days later, I heard my students talking about the murder at "Just Desserts". I was curious that many of my black students seemed to be more concerned with the media's depiction and over-zealous portrayal of the accused. "Miss, why do they keep saying that he's from Jamaica, and that he's here illegally?" "Yeah, Miss, why do they keep putting his face on the front cover of the paper? Whenever white people kill someone, their picture isn't on the front cover as much!" "They make it seem like all people from Jamaica are bad, and all people from Jamaica are here illegally." I listened. I heard their anger. I heard their pain. I heard their shame. It astounded me beyond belief that a media depiction of a murder could evoke the intensity of emotions that my students felt-and, of course, I myself felt. I shared with my students my experience of the other day. I held back my tears. They held back theirs.
The notion that the media has a significant impact on youth in our society has become a truism. Many have tried to take this indisputable fact to a different level by focussing on the positive aspects of the media. In doing so, discussions have often fallen short of focussing on how the media perpetuate stereotypes, prejudice, racism, sexism, and ageism. What keeps me awake at night is the awareness that many people, especially our youth, have become consumers rather than critical thinkers. Images, ideas, and issues flash by them, and they don't realize what, and how much, is being subtly internalized and accepted. Who questions that the person knee-deep in laundry promoting Tide is a stay-at-home wife, and mother? Or that the majority of programs that feature people of African heritage depict the characters as clown-like, loud, musically inclined, and sports enthusiasts? Or the newspapers that only feature Blacks on the front cover when they are in handcuffs, or a nationwide warrant has been issued for their arrest? Of equal and sometimes greater concern are the images and issues that are omitted. Where are the Asian people on television? The impact of these images and omissions is devastating. Even more so, when many don't even question what it is they are being inundated with.
Media Watch I have been passionate and vigilant about "taking on the media" in my classroom. The lessons begin very covertly and innocently by investigating the content, for example, of the newspaper by engaging the students in a scavenger hunt. Lessons proceed to charting favourite television shows and recording information about main idea, character portrayals, conflicts, and conflict resolution. At the same time, direct instruction is given on terms such as stereotypes, racism, prejudice, ageism, and sexism. I've found that Open Minds To Equality is an excellent resource. Discussions, role plays, and analysis engage the students so that they become active, and critical participants when focussing on the media. I spend a lot of time looking at issues of power, and who has it. I try to get students to see how and why stereotypes, racism, prejudice, ageism, sexism are prevalent in the media. Who are the CEOs? What is their gender and racial background?
Having engaged the students, it is vital that I don't leave them feeling powerless, inferior and discouraged. I believe that it is my obligation to provide them with a sense of hope, pride and dignity. I challenge students to write to editors, producers, directors, or sponsors, not only to express their indignation, but to offer suggestions as to the type of images and issues that they would like to see reflected in the media. My students have responded to the Toronto Sun, for example, and expressed their concern about the "Sunshine Girl and Sunshine Boy". They have offered suggestions as to what they would prefer to see in the paper. For example, students have challenged newspapers to write and show pictures of 10 positive stories about people of African heritage for every one negative story that they propagate. If they have trouble getting positive stories and images, then the students offer to supply them. Other initiatives, as you can see in the enclosed assignments, have taken place.
Generally, I have been pleased with the outcomes that I have achieved with this media focus. The fact that the students began to question, and think, while viewing and reading was a milestone. The social aspect of the unit was somewhat artificial, but I was nevertheless encouraged!
I am most pleased and proud that by sharing my experiences that relate to racism, I've created an atmosphere in my classroom whereby students are comfortable with sharing their experiences and are empowered to make the changes necessary so that we all can live with pride and dignity in our global and pluralistic society. Neda, an Iranian student, who came to visit me, had been one of my grade 7 students. I'll always remember the stories she told about coming to Canada and being in the ESL program. Neda is now a senior at a predominantly upper middle class school. I recall her saying to me, "Miss, do you still teach that stuff on racism?" I said, "Yes, of course, why do you ask?" Neda replied, as only she would, "I'm glad to hear it. When we were learning about it here, I didn't think that it was such a big problem, because we have so many people from different races in this school, and we all seemed to get along. But in my new school, Miss, it is awful! There are only a few of us from different races and we experience so much racism from other students and teachers. We have no one to talk to."
I listened. Again, the hurt, pain, and anger began to consume me. Until Neda said, "Don't worry, Miss. A few of us, you remember Dimpy [she, too, was in my grade 7 class], we are going to start a club to talk about racism, and to come up with ways that we can get rid of it at school." Neda then gave me some government literature and posters related to racism. Her final words, "Miss, don't ever stop teaching about racism. It is really needed, more now than ever!" "Thank you, Miss. I'll always remember you!" I will always remember her. Not her pain. Not her anger. Not her shame. I'll remember her empowerment. I'll remember her liberation. I'll remember her appreciation!
Students have also challenged newspapers to write and show pictures of 10 positive stories about people of African heritage for every one negative story that they propagate.
If they have trouble getting positive stories and images, then the students offer to supply them.
In groups of four, prepare two video presentations. One will dramatize a conflict or situation that is racist or stereotypical:
The conflict or situation may take place at school, in the community, or in the media (program, commercial, or news broadcast). The second video presentation will be a re-enactment of the first presentation; however, you will employ non-violent problem-solving skills, where appropriate, so that the conflict has a positive resolution. Also, you may re-enact the video by including individuals, and / or situations that have been omitted.
Commercial: middle class, White housewife with two children doing the laundry, advertising "Tide Laundry Detergent."
Commercial: middle class, Asian male, single parent with one child doing the laundry, advertising "Tide Laundry Detergent."
| Content (main idea, development, conclusion): | 15 |
| Creativity (interest, realism, setting, props, characterization): | 10 |
| Team Work (cooperation, collaboration): | 5 |
| Time Management (respected all timelines): | 5 |
| TOTAL | 35 |