The Persistence of Difference in Networked Classrooms: Non-negotiable Difference and the African American Student Body

Taylor, Todd. "The Persistence of Difference in Networked Classrooms: Non-

 

                   negotiable Difference and the African American Student Body."

 

                   Computers in the Composition Classroom: a Critical Sourcebook.

 

                   By Michelle Sidler, Elizabeth O. Smith, and Richard Morris. Boston:

 

                   Bedford/St. Martins, 2008. Print.

 

 

In this article, Taylor discusses how differences in classroom demographics must be considered by instructors. He admits that this is a touchy subject that has not quite been mastered. What is important, though, is realizing the difference between surface differences and non-negotiable differences. He says we need to get over our "Disney-esque" notions that we can all be homogenized, and taught to adapt to technology in the same way-- it just isn't realistic or fair to ask this of anyone.

 

I found this article interesting, because instructors often have the notion that everyone needs to be on an equal level in the classroom. With black culture, for example, it is important to preserve elements that make it unique, while also having white instructors acknowledge that they can never truly understand the life experience of African Americans.

 

I am confused by the ways in which teachers have to go about this. It is so complicated to honor different cultures and experiences when the goal of learning is number one with the administration. Teachers probably feel that they don't have time to make sure everyone is accurately considered and represented-- they're just trying to teach as much as they can in a small amount of time, and being culturally sensitive probably seems unimportant to many.

 

I am interested in the concept of "racial tokenism," as outlined on pg. 221. Does this come up in classrooms a lot?