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Examine how and why the issue of 'race' affected/affects my life in diverse ways and how this links into existing 'race' related theories.

Extracts from this essay...

Introduction

Introduction The following text is a form of writing that I have experimented with for the first time. Its structure is far removed from the conventional form of academic writing (a form that I am most familiar with as a second year university student). My intention is to examine how and why the issue of 'race' affected/affects my life in diverse ways and how this links into existing 'race' related theories. Being a Fiji Indian woman living in Australia and completing a degree in early childhood education, the issue of 'race' most certainly impacts on both my personal and professional life in many ways. You will see that this paper is written in two columns. My personal experiences and viewpoints related to the issue of 'race' (an element typically hidden in academic essays) will be discussed and explored in the right-hand column. In the left-hand column I will speak with an academic voice. I will outline some theoretical views dealing with the issue of 'race.' Both columns tie in and complement each other in both direct and subtle ways throughout this piece. One may choose to read one column at a time in any order or, one may choose to read it by constantly jumping across both columns to distinguish the connections made.

Middle

As I stood at the end of the line, viewing the back everyone's blonde, brown and red hair, I felt extremely uncomfortable, as though I did not belong. When I finally stepped into the room following everyone else, I awkwardly walked towards a table at the front of the class and took a seat away from the majority of the other students. I sat quietly and motionless for a few moments before the teacher called out my name and introduced me to the rest of the class. At that point I felt obliged to turn and look at my fellow peers. The expression on their faces clearly read, 'What country has this person come from?' and 'Why is she at our school?' I quickly turned myself back towards the front of the class and listened to the teacher as she marked the role and read the daily notices, (not that I particularly cared about them). I was suddenly distracted by a tap on the shoulder from a person sitting behind me. I nervously turned around to face a blonde haired, blue eyed girl with a contemptuous look on her face. I reluctantly smiled at her (hoping for a friendly conversation).

Conclusion

Songs in other languages should also be played so that those people feel sense of belonging in their community. The purpose of implementing such strategies within educational settings and in society is to help people from minority cultures to not only feel secure and accepted, but also valued within the more dominant culture. REFERENCE LIST Henderson, J. (1998). Multicultural and Anti-Racist Teaching. Retrieved August 29, 2002 from the world Wide Web: http://www.stanford.edu/dept/SUSE/csrn/features/anti_racist/ Jones-Diaz, C & Harvey, N. (2002). Other Words, Other Worlds: Bilingual Identities and Literacy. In: Diversity and Difference: Understanding the 'Self' In Socio-Cultural Context, Book of Readings. Larbalestier, J. (1999). What is This Thing Called White? Reflections on 'Whiteness' and Multiculturalism, In Hage, G., & Couch, R. (Eds.). The Future of Australian Multiculturalism: Reflections on the Twentieth Century Anniversary of Jean Martin's The Migrant Experience. University of Sydney: Sydney Robinson, K. & Jones-Diaz, C. (1999). Doing theory with early childhood educators: Understanding difference and diversity in personal and professional contexts. Australian Journal of Early Childhood, Vol. 24, No. 4. December. In: Diversity and Difference: Understanding the 'Self' in Socio-cultural Contexts, Book of Readings Sleeter, C.E. (1993). How White Teachers Construct Race, In McCarthy, C., & Crichlow, W. (Eds.) Race Identity, and Representation in Education, New York & London: Routledge

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