Introducing the ‘Antiracist Scientific Method’ – Opinion

Two University of North Carolina at Chapel Hill professors are working on a new version of education.

The original version, as you probably already know is reliable.

Britannica.com

An example of scientific method is when a researcher creates a hypothesis, then tests it with various ways, and finally modifies the hypothesis according to the findings of those tests. Once the hypothesis has been modified it is retested and modified again until it matches observed phenomena or testing results.

But there’s a new science in town: wokeness.

It turned out that the original method did not have enough whiteness.

Elizabeth Pungello Bruno, an early childhood educator researcher and Iheoma Iruka, have therefore proposed an update published by The Hechinger Report.

The paper poses that COVID-19 “and the nationwide movement for racial justice” have made improving outcomes for children more urgent.

Specifically, the authors note, “opportunity gaps” must be closed for nonwhite kids. Such starts with “expanding all families’ access to high-quality learning environments, in preschools and beyond.”

That sounds great.

However, it is important to understand the difference between race and racism in order for epidermis-associated inequities to be eradicated.

To do so, our foundational techniques need to evolve — and that means embracing antiracist scientific methods.

According to CNN, “antiracism” includes canceling colorblindness — statements in favor of old-school unity are considered microaggressions.

Per the professors, it’s time to purge our cultural closet of America’s outdated outfits:

[T]The classical scientific method, as it is known, claims to be race neutral. Colorblindness was in vogue for years as a way to avoid the difficult topics of race and racism in favor of more “neutral” variables like socioeconomic status. This is harmful to Black communities as it fails to recognize the racist oppressive policies that have a negative impact on children, families, communities.

“Instead of defining people by the problems they face,” the instructors explain, “[antiracist methods] take different groups’ resilience into account, valuing communities for the unique perspectives and strengths they bring to the table that can be built upon in early care and education environments.”

The bottom line

A proactive antiracist scientific approach allows us to create better studies, better interventions and better outcomes.

These writers refer to the Acecedarian Project described on IResearchnet.com.

Researchers selected infants from low-income families who were found to be at particularly high risk for educational failure… The participants received full-time, high-quality educational intervention in a child care setting from their infancy until the age of five. Individually, each participant was given a set of learning activities and games that focused on their cognitive, social and emotional areas. … Findings demonstrated that important, long-lasting benefits were associated with the early childhood program.

That’s easy to believe. But, so far as I can tell, the study — begun in the early ’70s — didn’t institute a racialized approach.

A failure, in fact — as observed by Elizabeth and Iheoma — was that publications reporting the findings “did not consider the importance and value of Black educators for Black children.”

Research has revealed that Black preschool teachers can be a great help to Black children.

Revert to colorblindness

This lack of visibility for Black teachers’ role and value in educating Black children must stop.

The authors cite the Abecedarian Project as “just one example of powerful work that can be further improved by embracing an antiracist perspective.”

This is “how science evolves,” they say.

Here are a few ways scientists can “use an antiracist lens to inform their work in pursuit of both justice and better science”:

• Our researchers must be representative of communities they are studying. Having Black researchers and other researchers of color lead the work will enrich and improve the knowledge being created — and advance equity in the long run.
• We must see Black children in a holistic way — from the ways they learn, talk and connect with others, to the ways they experience the world. We champion ideal learning environments, which prioritize equity to support each young learner’s unique experiences.
• Our research must be culturally appropriate and relevant to communities.

Maybe the most important:

• It is time to move beyond blaming individuals for the deficit and instead blame the systemic inequalities that cause the harm that people are suffering.

Educational changes that have a positive impact on the outcome of education should be praised.

As for viewing it all through an “antiracist lens,” we once lived in a society where individuality was recognized. I believe that this is a more current view than the one we have today. While Americans were incorrectly divided by race in the United States, there was no nationwide idea that individuals from each race should not be considered as individuals. Each student in school was responsible for their performance.

As we make great strides towards group identity, it seems that we actively erase the concept of individuality.

Meanwhile, we’re being told our “community” is simply those with whom we share a hue.

If I were to guess, this kind of community would be very weak in loyalty and strength.

We are flirting with the loss of personal identity. So goes individual accountability.

Better?

The word on select streets is…yes.

In fact, some say it’s downright scientific.

I suppose we’ll find out.

To sum it all, here’s a suggestion: America faces some serious problems.

-ALEX

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