Implicit Cultural Bias: Looking at Invention

In a recent article  Four Ways Teachers Can Reduce Implicit Bias  published on The Greater Good Web Magazine from the Berkely Department of Education, Jill Suttie cites a recent study in which teachers were asked to observe a video of preschool students and asked to look for behaviour problems.  In fact no overt behaviour problems were being exhibited.  The study found that the teachers focused their gaze for longer on the African American children than they did on the Caucasian children.

Suttie defines implicit bias as ‘a behavior that arises from subconscious associations, which may even contradict someone’s explicit values. Implicit racial bias plays a role in many classrooms and schools with potentially devastating effects.’   If one looks at her definition, it can be argued that there are in fact two definitions happening.  The first sentence is a broad definition of implicit bias.  The second sentence is a more specific definition of implicit racial bias, arguably a subset of the first.

That raises an interesting question.  What other subsets of implicit bias exist?  I wish to focus in here and look at what I believe is another variant. In the first of a series of blog posts I will examine what I will call implicit cultural bias.

This question arose when I made the observation one day while reading a storybook to my P4 (Grade 1 or Year 2) students, in our class located in India, that the students from Western backgrounds tended to be more actively involved in the readings than students from Eastern backgrounds.  Now here, I could fit into the definition of implicit racial bias as defined by Suttie.  Why did I choose, implicitly or explicitly, to categorize and define my students by the very nebulous and loaded terms Eastern and Western?  But I had a strong sense that there was something beyond race going on.  I wondered how the cultural literacy practices that the students were engaged in outside of my classroom differed from those inside my classroom?

the-first-drawingThe impicit nature of this bias requires that the first step be to make the implicit explicit.  No easy task to undertake.  To explore these questions I have employed the tools of Systematic Functional Linguistics (SFL) to compare two children’s books.  The first text,  The First Drawing and was written and illustrated by Mordicai Gerstein who lives in the United States.  This text finds its genesis in the thirty thousand year old cave paintings in the Chauvet-Pont-d’Arc cave in France. The reader is asked to imagine that they were a child living at this time and that they invented drawing.

 

all-about-nothingThe second text, All About Nothing was conceptualised and illustrated by Nina Sabnani and written by Deeya Nayar who both live in India. This text finds its genesis in the invention of the number zero in India approximately one thousand eight hundred years ago.  The book presents a possible narrative of how the concept of zero was invented.  Both texts share the similar features that they are children’s stories and provide an opportunity to illuminate and compare cultural narratives on creativity and invention.

 

and-you-look-at-what-you-have-doneIn the American text, The First Drawing, the child has become frustrated that no one else can see the images in the shadows and jumps up and traces them out on the cave wall with a burnt stick.  I have used red to indicate the who or what that is doing the action.

 

And you look at what you have done.

You have created the world’s first drawing.

 

Here, it is clearly the child protagonist who is the agent responsible for the act of invention.

img_3053In the Indian text, All About Nothing, the main character Muchu, a merchant and father and a husband, has awoken from a dream and has been listening to the mantra his wife has been chanting.  He doodles circles on his page cast by the sun coming in the lattice work.  It is his daughter who asks “Oh, is this a new number, Bapu?”   At this point he begins to realise an invention has occurred.  Again, red indicates the who or what that is doing the action and blue indicates who or what that the action is being done to.  What do you notice?

 

Something strange began happening to Muchu

His brain whirred loudly inside him.

It was saying something

but he couldn’t hear…

Muchu’s head buzzed furiously.

It felt as if it would burst.

It almost did.

There was one loud bang inside.

And then, oh, it was all so clear.

 

Similarly, in the introduction to the same story it says,

 

So Zero stayed hidden.  It waited impatiently to pop out of someone’s head.

 

In the American text the child is the actor.  In the Indian text Muchu is not exactly the agent responsible for the invention.  The agent is referred to vaguely as ‘something’ and then ‘his brain’ though not quite Muchu himself.  He is the agent only when he is trying to hear what his brain is saying.   In the introduction, Zero itself is explicitly the agent responsible for the act of invention.

So what’s the big deal?  In the American text, the child fights against adults who can not see the images the child sees and ridicule the child and even insinuate that the child is crazy.  But the child, through dogged determination, prevails and in the end the naysayers come to see that the child is correct.  The child/protagonist is the agent that does not bow to the naysayers.

In the Indian text the protagonist is not fighting the naysayers.  If anything, he himself is the naysayer.  He is awaking from a blissful dream and chanting a mantra and so is attuned with nature and in a state of harmony.  It is in this state that he is the conduit for the invention to come through.

Let’s go back and revisit the literacy event in which I noted that the Western students seemed engaged and the Eastern students seemed passive or unengaged.  It is rare that I read through more that a paragraph without stopping and asking questions. I want the students to engage with me, debate even.  I celebrate when a student suggest I am wrong.  Which of the two protagonist do these literacy practices reflect?  Yes, that of the American, Western text.  For the Indian students, if their past reference, likely implicitly so, is of not challenging and be a conduit for the knowledge to come through, then in my questioning patterns they are faced with practices that go against what they have been taught are the practices of a good student.  When I say, as I did in my initial observation, that they are not engaged, could I say that there is a mutual misunderstanding for what it means to be engaged.  Is this case where I am expecting one set of cultural practices, because that is what makes sense to me, and when I am faced with a set of  practices from another cultural context I fail to recognise those and label the student as deviant or not effective for failing to follow the  expected practices.  Is this what it means to be implicitly culturally biased?

Yes, this is a very small sample.  But by reading the grammar we can start to see implicit pattern that we generally miss.  A next step may be to look at patterns using corpus linguistics that is, collections of billions of words and see if these patterns are shown to be prevalent through cultural texts.  My suspition is that they are.

In next week’s post I am going to look at the discourse practices used in the two texts.  Who initiates conversation and who responds.  When responding, who supports and who confronts.  Since the act of reading a story to a class is a social act, comparisons can be made to the discourse practices I expect and discourse practices practiced by the students.

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Flippin report cards

The Flipped Classroom The term flipped classroom has been in vogue in teaching circles over the last couple of years. In short, it means traditional school work becomes homework and homework becomes school work. For example, traditional school work such as listening to lectures and taking notes becomes homework where the students might watch lectures posted on a You Tube channel or read the lecture posted on a class blog. Then when they return to school the next day what would traditionally be homework such as answering comprehension questions become class work. The difference is that this process is not done in isolation, instead the students answer the questions together, collectively in a dialectic challenging and supporting each other. In this way they can be said to be enacting the sociocultural perspective on education where knowledge is not a product of the individual but is socially or jointly constructed – but that’s a whole blog post on its own. (Click here for an example of the flipped classroom in action by one of the teachers from Colorado who many credit with the idea) The Flipped Report Card report card graphic-page0001I got to thinking about this after I found myself sitting in Darjeeling last Christmas recovering from an acute case of report card fatigue.   I know I am not the only one who gets this.   As report card time approaches, teachers begin to write math comments, science comments, behavior skills comments… We all get better at it as time goes on, we get more organized and we get more systematic in our approach but we are still faced with report card season. As I sat there I had the crazy thought that there had to be a way to spread the work of report cards out equally over the semester and more importantly, there had to be a way to integrate the report cards much more effectively into the daily life of the class so they are an active part of the learning process and not some detached third person reflection. I thought, why not have the students write their own report card comments at the beginning of the semester, revisit them together with the student mid-semester and then finalize them together at the end. In this way, the report cards would become:

  1. part of goal setting.
  2. authentic writing opportunities that are published at the end of the semester.
  3. an opportunity for the students to take ownership over their learning.
  4. a way for the students to become involved with the contents of their report cards and a way to ensure that there are no surprises at the end of the semester.
  5. a way for the students to have a greater ability to explain the content of the report card to their parents and to engage in a meaningful discussion as to its contents.
  6. to take more ownership for the results of their reports.

When I returned to school after the holiday I gave the idea a try. I told my Grade Five class to write the learning skills comment that they wanted to go home in their report card at the end of the semester. I also gave each student a copy of the behavior skills rubric that I used to help generate their marks and told them they are welcome to copy statements off of the rubric. One caution is that you would need to ensure that the students are writing their comments based on the expectations taken from the curriculum that they will be assessed by. I conferenced with each student mid-semester and again at the end of the semester. I only had to make a few alterations to the comments the students wrote about themselves, on average they were pretty spot on. A few students were too easy on themselves and a few students were too hard on themselves.

This year, I have moved to a Grade One class. How to modify this to work with this age group, will be the topic of another post – mostly because I haven’t figured that one out yet.