Prejudice in the Classroom

The topic of “prejudice” is a subject that most schools generally stay away from. It is a topic that sometimes rattles our conscience, and brings out the truths about our viewpoints and the condition of our sociological status. In the following essay I will be commenting on what are some ways that teachers could continue to educate themselves about new methods related to prejudice reduction while simultaneously keeping up with student needs and school requirements, especially when time is such a problem?

“Whenever there is a will, there is a way”. This statement is true in any endeavor we undertake either individually or corporately. One way teachers can continue to educate themselves and be pioneers in the reduction of prejudice in the classroom, and in society is to make it part of the core curriculum of each educational institution. In today’s society this topic is of high importance, and it should also be highly regarded in the educational settings. Requesting teachers to continue to educate themselves while simultaneously keeping up with students and school requirements is a great challenge. But not engaging on the topic of prejudice in the classrooms can be devastating. Prejudice is a truth that needs to be addressed, and exposed in our schools. As we have learned, these negative traits and values are birthed from the “fear of the unknown”, and a lack of knowledge. As an educational institution we are the pioneers of technology, information, techniques, and even the process of attaining and imparting knowledge. Schools should be held responsible for what is taught and modeled in our classrooms. Requiring future teachers and leaders to address such sensitive topics can be the force that changes our sociological paradigms, and give birth to a new face in our classrooms, our nation, and globally.

Not embracing, discussing, or engaging in the subject of prejudice, is like attaining a college degree in mathematics but not taking algebra. By educating on the rudiments and philosophical framework of prejudice, we are not asking teachers to find personal time in extending their educational degrees. It is a means or solution in giving teachers the opportunity to collate this subject matter into their program while unseeingly attaining their extended knowledge through the preparation process (hidden curriculum). Learning more about the dynamics of prejudice can empower, motivate, and even be an advocate for change in our schools. The problem we face is not time, the problem is that we have not considered prejudice to be a topic of high concern which requires our time. This coalition of implementing, educating ourselves, and making it part of our program can make it worth time investing. I could see it now, the core curriculums of an institution could sound like this; science, mathematics, english, reading, social studies, humanities, history, and prejudice. What do you think?

In order to embrace diversity, it is my contention that we must expose the truths of prejudice. Learning about each other’s differences and similarities will be important in the progress and enculturation of the next generation of citizens. Implementing a “prejudice” course in the core curriculum of our future teachers, and allowing existing teachers to extend their knowledge through the preparation process should be in the minds of those decision makers who influence the core curriculum agendas. Now is the time for change, let’s start it in the classrooms.