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Mini- Essays 6 and 7
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Mini- Essays 6 and 7
Essay on Microaggressions: Hidden Messages, Interventions, and Awareness
Microaggressions are subtle attacks against minorities. These may be innocent remarks, jokes, or
actions that injure the target. Microaggressions are deceiving because they go unnoticed. Over
time, these little biases affect targets' mental and emotional health. Microaggressions may
aggravate anxiety, alienation, depression, and self-esteem. Accidental microaggressions may be
hard to remedy since offenders may not know they are harmed. Open knowledge and cultures
may lessen microaggressions. Thus, the present study argues more about the two
microaggressions, their hidden signals, techniques to alter them, and workplace and school
awareness are covered in this article.
First, common microaggressions, "You speak English so well!" for non-natives or minorities.
Despite the favorable claim, their upbringing renders them terrible English speakers. Otherness
and poor language acquisition in particular ethnic groups are indicated (Daha, 2016). Check the
praise's meaning and context to address this microaggression. Praise ideas or contributions, not
racial or appearance-based linguistic competency. Someone remarks, "I really appreciated your
insights in the meeting," without assuming backstory. Microaggressions decrease, and an
inclusive workplace that promotes talent over diversity results.
The second common microaggression is, "Where are you really from?" targeting various races
and nations. Foreigners, even if their family has been there for years. This question emphasizes
that citizenship and race are incompatible. Rephrase the inquiry to honor the person's history
(Daha, 2016). More "Where are you from?" : "Do you have a favorite place you have lived or
visited?" Open-ended responses without race or origin encourage civility and inclusivity.
Raising workplace and school microaggression awareness requires an educated and open-minded
culture. Teachers, staff, and students first receive diversity and inclusion training (Aguilar,
2011). Program participants should investigate microaggression types, effects, and remedies.
Workshops, seminars, and interactive sessions may increase learning. Class or occupational
training may mainstream and highlight microaggressions.
Personal accounts boost awareness. Personalize microaggression and educate coworkers,
professors, and peers by sharing your experience (Daha, 2016). Forums, team meetings, and
school assemblies may encourage storytelling. Microaggressions affect us daily; therefore, these
anecdotes may remind us to be inclusive and sensitive in our interactions.
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Standardized microaggression reporting is needed. Report and resolve workplace and school
microaggressions. This lets you complain. Changing these principles may improve workplace
politeness and diversity.
These activities must include families and communities. Parents and communities may get
microaggression training from schools and businesses (Aguilar, 2011). Community leaders may
support these initiatives and foster an inclusive atmosphere outside work and school.
Microaggressions may inadvertently harm disadvantaged groups. Be aware of subliminal signals
behind microaggressions such as "You speak English so well!" and "Where are you really
from?" and promote welcoming places. Community participation, education, stories, and clear
policies raise awareness.
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References
Elena Aguilar. (2011). 20 Tips for Developing Positive Relationships With Parents.
Maryam Daha. (2016). Recognizing and Addressing Microaggressions in Teacher-Family
Relationships.
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Mini Essay 7 Reflecting on Every Kid Needs a Champion
Educational effects and Rita Pierson's "Every Kid Needs a Champion" film prove that educators
alter cultures. Pierson discusses youth advocacy, relationships, and conviction in his TED Talk.
This fits my life and the school's social scene. Teachers are mentors, role models, and student's
most influential people—those who push and motivate them.
Mrs. Johnson, my high school English teacher, inspired and taught me. I noticed her peculiar
teaching approach as I entered her classroom. We liked Mrs. Johnson's apparent connection with
pupils. Our mentor cared about our future and well-being, not just school.
Mrs. Johnson's class encouraged critical thinking and creativity. She told us to read literature to
comprehend the world and ourselves, not only study it. She enjoyed reading and made difficult
books entertaining (Chapter 8 - Welcoming and Supporting Families. (n.d.). Her teaching helped
me love reading and writing in school and work.
Mrs. Johnson taught us life lessons beyond the classroom. She emphasized compassion,
fortitude, and honesty. A notable discussion was on Harper Lee's "To Kill a Mockingbird." Mrs.
Johnson's book taught us about social justice and doing the right thing when it is hard. She used
these concepts in real life, and her presentation went beyond text. Her lessons molded my values,
problem-solving, and social abilities (Galuski, 2019).
Mrs. Johnson had an impact beyond the classroom. She consistently supported her children
intellectually and emotionally. I needed help choosing a career. Mrs. Johnson listened and
advised me, transforming my future. Her trust motivated me to sell and run businesses.
We know educators impact students and communities. Teachers like Mrs. Johnson teach lifelong
values. My experience and classmates' who learned from her agree. Her legacy emphasizes
education and committed instructors.
Integration of course content requires instructors to do more than educate (Pierson, 3:28). "One
year I came up with a bride idea to tell my students, 'You are chosen to be my clients because I am the
best teacher and you are the best students." Freire thinks teachers promote liberty and critical
thought. Mrs. Johnson taught critical thinking about social change, reflecting her philosophy.
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Freire believed education impacted society by pushing students to question, confront, and
participate (Galuski, 2019).
Social connection in learning is another of Vygotsky's emphasis. Vygotsky's Zone of Proximal
Development (ZPD) theory suggests that children learn best when assigned issues slightly
beyond their skill level with teacher guidance. Mrs. Johnson was the finest example, pushing and
encouraging us. Her supportive learning atmosphere let us fail and develop.
Thus, the "Every Kid Needs a Champion" film reveals that society needs Mrs. Johnson-type
instructors. Student talent and knowledge increase. Mrs. Johnson affected my academic and
personal development, demonstrating the power of devoted teachers. Her faith, sensitivity,
persistence, and critical thinking helped me succeed. Society expects teachers to motivate
children, instill values, and better the world.
References
Chapter 8 - Welcoming and Supporting Families. (n.d.).
Rita Pierson. (n.d.).G"Every Kid Needs a Champion" videoG[Video].
Tracy Galuski. (2019). Navigating the "Gray Areas" of Ethics.
(3:28) "One year I came up with a bride idea to tell my students, 'You are chosen to be my clients
because I am the best teacher and you are the best students."
