In our nation we propose to offer equitable education to all persons; yet how is this supposed to happen when we do not have people from all backgrounds contributing to the knowledge that develops the theories and practices of that education. The development of our knowledge has been primarily constructed from viewpoints of the White race. Other races have had influence on those structures; however, the culture of the dominant white race has limited their voices. This leads to what Milner (2007) described as color and culture blind policies and practices. In my school district, we recently had an OCR complaint filed against us, which led to us having our documents analyzed. We hired outside researchers to critically analyze our disciplinary practices across cultural and race patterns. I remember my principal at the time stating, “Nobody likes to have a complaint filed against them but we need to view this as an opportunity to critically examine our practices and uncover any issues we have especially with regards to race and culture. We should not view this as a negative experience but an opportunity to learn and improve the way we work.” I remember thinking how much change could be created if an institution embraced those words. What my principal was trying to evoke in her staff was what Milner (2007) detailed as “shifting from the self to the system” to change the institutionalized practices of racism.
Reference
Milner, H.R. (2007). Race, culture, and researcher positionality: Working through dangers
seen, unseen, and unforeseen. Educational Researcher, 36(7), 388-400.
Reference
Milner, H.R. (2007). Race, culture, and researcher positionality: Working through dangers
seen, unseen, and unforeseen. Educational Researcher, 36(7), 388-400.