Although this experience was unsettling, Laura Ihonvbere made several valuable discoveries about herself that day. Most importantly, she demonstrated that she works with a moral imperative (Fullan, 2003). She has the courage to do what’s right regardless of personal risk. Additionally, she has the skills to effectively handle this type of encounter, and she knows that if she follows a few guidelines, speaking out does not have to result in a heated argument.

What guidelines did Ihonvbere follow?

1. She understood it was pointless to preach or argue with the parent, because she knew one interaction would not change his deeply seated beliefs. Released from this strong urge to change his beliefs, her motive for speaking out was to send a clear message that his racist remarks were not tolerated in school.
2. She listened carefully to what the parent had to say rather than dismissing his comments.
3. She stayed calm during the entire interaction, which allowed her to think quickly on her feet and disagree in as matter-of-fact manner as she could.
4. Despite the fact that Ihonvbere has a son who is biracial, she did not take the parent’s remarks personally but remained emotionally detached to prevent the interaction from escalating into a heated debate where neither side hears the other. She also avoided the use of hot-button phrases such as, “I can’t believe you just said that” or “that’s a racist comment,” so the parent did not become defensive and feel the need to retaliate. She did not use body language and facial expressions (e.g. rolling her eyes) that sent judgmental messages about the parent’s views.
5. By stating that both “inappropriate behavior ” and “wonderful qualities and attributes” were found in all groups of people, Ihonvbere countered his stereotypical view.

Although this one interaction is not likely to change this parent’s beliefs, the interaction informed the parent that his view is not universally shared and that such views are unacceptable.

Speaking out against racist remarks and deficit beliefs is never easy. But as Ihonvbere discovered, the more you engage in these critical conversations, the more the fear dissipates, communication skills improve, and self-confidence builds. As a result, the more likely you are to challenge statements that demean students and families and harm the teaching and learning process. Being willing to do what is right even when it’s difficult is what it means to be a culturally proficient educator.

— Guerra and Nelson

Reference

Fullan, M. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.