Response to the Video an Education in Equality

The video presents the story of Idris, an African-American boy who attends a preparatory school in Manhattan called Dalton. In the video, as the father narrates, he wants his child Idris to have the best education possible. He explains that in his perspective, the opportunities that Dalton offers for his child are limitless. Since he is from a poor family, Idris' father asserts that he has high expectations for his son. As well, his mother, who is Haitian immigrant, expresses her views how she struggled to fit in socially, racially, and economically.

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The video depicts approaches to the identification of discriminatory practices. Edwards & Derman-Sparks (2010) affirm that some of the goals of anti-bias are the following,

• Every child shall exhibit self-awareness, confidence, family pride, and positive social identities.
• Every child shall express comfort and joy with human diversity, accurate language for human differences, and deep caring human connections.
• Every child shall recognize unfairness, have a language to describe unfairness, and understand that unfairness hurts.
• Each child shall demonstrate empowerment and the skills to act with others or alone, against prejudice and discriminatory actions.

Regarding the first goal, Idris demonstrates self-awareness, confidence, family pride, and positive social identities. When his mother asks him how he identifies himself, Idris affirms that he sees himself as a man, black. As well, he affirms that he wants to be treated differently for the rest of his life (approx.:4:08). He indicates that he already knows that he will always get a different treatment than people from other races.

Concerning the second goal, in the video, Idris affirms that everybody in Dalton keeps on asking him if he rich or poor. He articulates that in school, most of the students in the basketball team make fun of him by inferring that he talks like a white boy (approx. 4:00). As well, he indicates that he feels that black people have a totally different way of speaking and going about their business (approx. 7:08). In his words, Idris affirms that he has adapted to the African-American way of life.

Regarding the third goal, at age 9, Idris provides a story of how the school administration suspended him for two days because they believed that he hit another student at Dalton called Sam (approx.. 3:41). More so, he adds that he got another one day suspension because they believed that he was lying (approx. 3:53). According to Idris, he was not lying. Evidently, as Idris expresses his views, he knows that the administration was unfair and he recognizes the unfairness.

Regarding the fourth goal, Idris affirms that he has dealt with many racial experiences in his life. He affirms that he can count the number of black kids who do not have his fingers (approx. 7:08). However, he states that while reading, he feels like the white paint represents the white race, but in order for whites to be successful, they need black people (8:54).

There are multiple identifiers that are based on race, gender, sexual orientation, class, and able-ness. In the video, Idris attempts to negotiate all those identifiers. In fact, he appears to have accepted his diversity. He is well aware that for the rest of his life, he will always receive different treatment because of his race. According to him, it is not a choice that was imposed on him. As a whole, Idris believes that he can make it in life because he understands the positions of privilege.

References

An education in Equality. New York Times. Retrieved from https://www.nytimes.com/video/opinion/100000002460625/an-education-in-equality.html%20(

Edwards, J. O., & Derman-Sparks, L. (2010). Anti-bias Education for Young Children and ourselves. Washington, D.C: National Association for the Education of Young Children.