Page 280 - Microaggressions in Everyday Live Race, Gender, and Sexual Orientation

254 microaggressive impact on education and teaching

three options: (1) tell the class that you want the group to take it up at the
next meeting, after everyone has had time to process their thoughts and
feelings; (2) personally intervene by using interpersonal recall, microtraining,
or any number of relationship models that attempt to have students
listen, observe, and refl ect or paraphrase back to one another; or (3) enlist
the aid of the class members. This latter technique is very useful because
it actively involves other members of the class by asking: “ What do you see
happening between John and Mary? ”

8. Express Your Appreciation to the Participating Students
It is important to recognize, validate, and express appreciation to students
for their courage, openness, and willingness to risk participating in a diffi cult
dialogue. This strategy should be employed throughout the class.

• “ Mary, I know this has been a very emotional experience for you, but
I value your courage in sharing with the group your personal thoughts
and feelings. I hope I can be equally brave when topics of sexism or
homophobia are brought up in this class. ”

• “ As a class, we have just experienced a difficult dialogue. I admire you
all for not ‘ running away ’ but facing it squarely. I hope you all will con-
tinue to feel free about bringing up these topics. Real courage is being
honest and risking offending others when the situation is not safe.
Today, that is what I saw happen with several of you and for that, the
class should be grateful. ”

These suggestions for dealing with racial microaggressions in the class-
room and for successful facilitation of difficult dialogues on race may be

equally applicable to conversations on gender, sexual orientation, and

other difficult topics. Education holds one of the primary keys to combating
and overcoming the harm delivered to people of color, women, LGBTs,
and other marginalized groups. Unfortunately, few teachers or educators
are sufficiently trained in antiracism, antisexism, and antiheterosexism strate-

gies. If our society is to become truly inclusive and allow for equal access

and opportunity, then our educational systems must reflect a multicultural
philosophy and stance that is operationalized into the policies and practices
of schools, the curriculum, teaching/learning styles, and in the teachers who
educate our children.

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