“…Similar to the experiences of other children, the process of assimilating myself into western culture created pressures to both anglicize my name and disassociate myself from many aspects of my culture (Souto-Manning, 2007). Changing my name enabled me to hide my culture and my language, allowing me to somewhat control aspects of my identity that I choose to make visible (Peterson et al, 2015).…”
Section: mentioning
confidence: 99%
“…For children, these pressures to change can come from schools because of their curricular reflection of largely western values (Kohli & Solórzano, 2012). Due to the biases embedded in western educational systems, many researchers invited educators to reflect on the power that they hold over students of colour, calling for the curricular and pedagogical embrace of culturally responsive practices that do not further marginalize children (Kohli & Solórzano, 2012;Peterson et al, 2015;Souto-Manning, 2007). It is important to correctly and respectfully use children's ethnic names, making sure to support and honour the connections that children have with their names, identity, and sense of belonging (Kohli & Solórzano, 2012;Peterson et al, 2015;Souto-Manning, 2007).…”
Section: Schools and Educatorsmentioning
confidence: 99%
“…Schools were one of the hardest places to hide my culture, especially since I went by the name Mandeep. Although my name was given an anglicized pronunciation, it was fairly easy to see how it was connected to my culture, language, and family (Peterson et al, 2015). As a child, I never corrected my teachers on the pronunciation of my name.…”
Names have been linked to various aspects of identity including ethnicity and language, and family. Studies have shown that the proper use of children’s names can reinforce and validate their identity. Research on renaming throughout Canadian history shows how these practices have the ability to dismantle and remove or alter identity. South Asians represent a large portion of Ontario’s population. However when their names do not conform to the dominant western culture, South Asians can be marginalized through racist microaggressions that contribute to their renaming. This paper is guided by critical race theory and Desi critical theory and explores the significance of my use of different names and why I chose and continue to choose these names. Using an autoethnographic approach I reflect on my name alteration experiences from my childhood and youth to explore how renaming practices can and do further marginalize minority children.
Keywords: renaming practices; naming; South Asian; identity; belonging; childhood; autoethnography
“…Similar to the experiences of other children, the process of assimilating myself into western culture created pressures to both anglicize my name and disassociate myself from many aspects of my culture (Souto-Manning, 2007). Changing my name enabled me to hide my culture and my language, allowing me to somewhat control aspects of my identity that I choose to make visible (Peterson et al, 2015).…”
Section: mentioning
confidence: 99%
“…For children, these pressures to change can come from schools because of their curricular reflection of largely western values (Kohli & Solórzano, 2012). Due to the biases embedded in western educational systems, many researchers invited educators to reflect on the power that they hold over students of colour, calling for the curricular and pedagogical embrace of culturally responsive practices that do not further marginalize children (Kohli & Solórzano, 2012;Peterson et al, 2015;Souto-Manning, 2007). It is important to correctly and respectfully use children's ethnic names, making sure to support and honour the connections that children have with their names, identity, and sense of belonging (Kohli & Solórzano, 2012;Peterson et al, 2015;Souto-Manning, 2007).…”
Section: Schools and Educatorsmentioning
confidence: 99%
“…Schools were one of the hardest places to hide my culture, especially since I went by the name Mandeep. Although my name was given an anglicized pronunciation, it was fairly easy to see how it was connected to my culture, language, and family (Peterson et al, 2015). As a child, I never corrected my teachers on the pronunciation of my name.…”
Names have been linked to various aspects of identity including ethnicity and language, and family. Studies have shown that the proper use of children’s names can reinforce and validate their identity. Research on renaming throughout Canadian history shows how these practices have the ability to dismantle and remove or alter identity. South Asians represent a large portion of Ontario’s population. However when their names do not conform to the dominant western culture, South Asians can be marginalized through racist microaggressions that contribute to their renaming. This paper is guided by critical race theory and Desi critical theory and explores the significance of my use of different names and why I chose and continue to choose these names. Using an autoethnographic approach I reflect on my name alteration experiences from my childhood and youth to explore how renaming practices can and do further marginalize minority children.
Keywords: renaming practices; naming; South Asian; identity; belonging; childhood; autoethnography
“…Picturebooks can support a visual way of learning while promoting story analysis and building on literacy skills (EBSCO, ). Peterson, Gunn, Brice, and Alley () argued thatteachers may guide these critical discussions to explore more broadly how language can be used as a tool for leveraging or sharing social power and promoting or debunking stereotypes, as well as for the positive or negative positioning of particular individuals and societal groups. (p. 42)Incorporating stories for students to discuss within their classroom and lived experiences can help students feel connected and supported through literature.…”
Section: Supporting Rj Through Conversations In Picturebooksmentioning
To positively influence students’ behavior and social relationships in the school and community settings, teachers can support students during early interventions and active conversations. Conversations held during class time that use picturebooks and restorative practice activities can be an appropriate way to support student learning and engagement. Lessons and activities can be implemented through any subject and integrated into classroom discussions to support students’ relationships, personal growth, well‐being, and behaviors. Incorporating discussions surrounding picturebooks with specific messages relating to social skills or situations in the classroom or community can support a restorative justice framework. The authors present ideas and activities relating to using picturebooks while upholding a restorative environment.
“…Self-reflection and critical engagement enable one to understand the history of resistance of communities of colors to the dominant culture by giving their children unique names, names connected to their family history and cultural backgrounds. Peterson and Alley (2015) provided the following pedagogical approaches to honor students' names:…”
By the time children enter school, they know how to spell their names and are accustomed to their family's and community's pronunciation of their names; those names are generally the first aspect of their identity we educators recognize when they enter our classrooms. As the nation's classrooms become more diverse, there is an urgent need for educators at all levels to enact multicultural and cultur
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