Presenters explore tough teaching topics

“What have you gained or lost because of who you are?” asked visiting professor of Education Studies Tara Affolterat last Thursday’s roundtable discussion on teaching race, ethnicity and citizenship.

Members of the Middlebury community gathered in the Environmental Center at Hillcrest on Feb. 18 to hear a variety of perspectives on how to teach these difficult subjects. This was the second in a series of four events on teaching and learning diversity presented by the Center for the Comparative Study of Race and Ethnicity and the Center for Teaching, Learning and Research (CTLR). Hector Vila, CTLR faculty member and professor of American studies, Education Studies and Environmental Studies, facilitated the discussion.

Thursday’s presenters reinforced the indisputably interdisciplinary nature of courses focused on race. Professor of Biology Jeremy Ward provided insight on diversity from a genetic standpoint. Citing the miniscule differences in DNA sequence between human racial groups, he pointed out that as a species, “We are all almost identical.” The diversity of genetic makeup in humans, he says, pales in comparison to that of any other primate on Earth, varying between groups by only about 10 to 15 percent.

The question remains: How does this information affect the education of future citizens in a society where race is such a defining factor? “I’m struck by the similarity of individuals, but doubly struck by how little that means in a day-to-day world,” Ward said. However, he believes in the importance of teaching students the basics of genetics from an early age. This way, teachers can “take the focus off of the social issues and instill a love of science” that will help them to understand observable differences throughout their lives.

With this in mind, attendees then heard from Jason Mittell, professor of Film and Media Culture. Mittell, author of “Genre and Television: From Cop Shows to Cartoons in American Culture and Television and American Culture,” brought up the representation of race in the media. Social norms as they are shown on television can be heavily influential in shaping a culture; as Mittell put it, “not as a reflection but a constitution.”

When it comes to the classroom, Mittell was adamant that issues regarding socially dividing lines should be addressed in a variety of subject areas. Teachers, he said, should “integrate questions of race, ethnicity and gender into classes,” instead of building classes around these questions. Students then learn through practice that these concepts are not to be isolated but discussed and appreciated in everyday life.

Just as Mittell referred to television as a microcosm of society, Affolter sees schools as representative of values on a larger scale. In her opening remarks, she quoted American educational reformer John Dewey: “Democracy has to be born anew every generation, and education is its midwife.” The version of society in schools proves to be massively influential on the version that emerges as a result, making things like a racial “achievement gap” particularly concerning.

In addressing ethnic differences, she posed her introductory question. This concept, though “discomforting,” needs to be taken into consideration in order to work on creating and improving opportunities for future students of all racial backgrounds.
“Colorblindness is comforting but ultimately damaging,” she said. “It doesn’t get us anywhere.”

The question-and-answer portion brought forth ideas on the day-to-day implementation of teaching diversity. Professor of Education Studies Claudia Cooper addressed the deflection of responsibility. She brought up the way that this attitude is not limited only to questions of race, but also applies to other discussions of diversity, such as sexual orientation. It is important to remember that no one is unaffected.

“There are so many layers that we have to pull through, starting with awareness,” said Cooper.

“We are all part of the experience and the solution,” said Susan Burch, professor of American Studies and director of the CTLR. Just as dialogue on ethnicity should transcend the boundaries between subject areas, it should not be limited to certain social groups.
Dilanthi Ranaweera ’09 brought up the feasibility of student-initiated action (given that the appropriate research has been done, as Vila pointed out). “It’s important to come together and make a point,” said Ranaweera.

With a grin, she concluded her pitch to students. “If you want to rally, call me up!”

Affolter is equally adamant about dialogue being a crucial step in the process.

“I think that the only way to push for a more inclusive and anti-racist community at Middlebury is to authentically enter these conversations,” she said. “That means we are willing to be vulnerable and willing to be wrong.  It means that if we are members of the dominant group that we critically examine the ways we perpetuate dominance and leave our privilege unquestioned and unchallenged.  It also means that we listen and that we keep coming to the table to find multiple opportunities for everyone to access learning, feel included, and be a part of a vibrant and truly diverse community.”