Give examples of oppressive practices in the staffroom or classroom and identify which prejudices led to each of these practices and explain how it happened
1. Speaking over or ignoring the opinions of minority teachers: This may stem from prejudices against the intelligence or capability of minority teachers, leading to their contributions being devalued or dismissed in the staffroom. This can happen subtly through interrupting or talking over minority teachers, or more overtly by simply ignoring their input altogether.
2. Assigning minority students lower expectations or grades: This practice may be rooted in prejudices about the abilities or potential of minority students, leading teachers to unfairly assess their work and assign them lower grades or lesser opportunities for success. This can happen through unconscious bias in grading, or through intentional discrimination based on stereotypes about a particular group's academic abilities.
3. Segregating students based on race or ethnicity: This practice may result from prejudices about the behavior or abilities of certain racial or ethnic groups, leading educators to separate students along these lines. This segregation can manifest in seating arrangements, grouping students for activities or projects, or even tracking students into different academic levels based on race or ethnicity. This perpetuates harmful stereotypes and creates unequal learning environments for students.
4. Consistently failing to acknowledge or celebrate diverse cultures and perspectives: This practice may stem from biases against minority cultures or a lack of awareness of the importance of diversity in education. This can lead to a narrow curriculum that excludes diverse perspectives, cultural celebrations that only reflect dominant or majority cultures, and a school environment that fails to honor the identities and backgrounds of all students. This lack of representation can marginalize minority students and contribute to feelings of exclusion and invisibility.