Running Head: Indivisible, Liberty, and Justice for All

Indivisible, Liberty, and Justice for All October 26, 2012 Indivisible, Liberty, and Justice for All2 Abstract This writing discusses Jane Elliots experiment with her terzetto grade class and Olivia Murrays document A Mindfulness To evanesce Pre-Service Lip-Service A direct for K-12 Schools To Invest in Social Justice Education. The document gives a brief overview of each authors work and their approach to help understand the impact of a social arbiter education.Finally, the es differentiate provides the importance of combining both authors approach to achieve equality in America. Indivisible, Liberty, and Justice for All3 Every morning, diverse groups of Ameri quarter students- moneyed and poor, black and white, rural and urban- begin the school mean solar daytime rising, facing the flag, and pledging allegiance to a country that claims to be indivisible, ensuring liberty and justice for all. Students learn closely the nurture of equality, as Americans we have the right of equal treatment regardless of our background, belief, race or religion.They learn ab verboten justice, that society removeers the same benefits and has the same obligation to all citizens. Both of these values teach students that no unmatchable is favored over any other one, yet by reading A Mindfulness To fade Pre-Service Lip-Service A Call for K-12 Schools To Invest in Social Justice Education (Olivia Murray) and watched A Class change integrity I recognized that disparate inequalities non only exist, but may continue to be perpetrated, if we do not take the initiative to change.Lisa Delpit wrote we all interpret behaviors, information, and situations through our own cultural lenses these lenses operate involuntarily below the level of conscious awargonness making it seem that our own view is simply the fashion it is (Olivia Murray, pg. 48-49). Not until we are impacted by someone elses perception of us as existence different do we realize that our cultural awareness is b ias. Society has faced this debacle for centuries we have scholars go back and forth trying to find a solution on how to teach ur children to be colour blind, to be less bias and to treat everyone the way they want to be treated. It seems so simple to say yet it is very hard to achieve. In the video A Class Divided, third grade teacher Jane Elliot attempts with her class an experiment to demonstrate the impact of inequality. The article A Mindfulness To Transcend Pre-Service Lip-Service A Call for K-12 Schools To Invest in Social Justice Education (Olivia Murray) presents a three-fold approach so individual schools can address the issues of avoiding social injustice.The assassination of Dr. Martin Luther King Jr. led to turmoil and riots across the country. Jane Elliot, a white, third grade teacher, felt the need to try a new approach to teach her Indivisible, Liberty, and Justice for All4 materialization students about discrimination especially after hearing the white media refe rring to those people and those communities, as if black Americans were in some way not part of America. The experiment was for two days, it started on Tuesday.Jane Elliot begins by a stripg the class about national Brotherhood Week, what it means and whether there are people in America who arent treated analogous brothers. The children responded yes, Blacks and Indian Americans are not treated like brothers. So, Elliot proposes the experiment to help the students understand what discrimination means. all over the next two days, the class was split into blue- centerfieldd and brown-eyed students and that on the first day, blue-eyed people are better than brown-eyed.This meant they got extra recess, could drink from the fountain, have seconds at lunch and could play on the playground equipment. Brown-eyed students mustiness utilisation paper cups to drink from, may not play with blue-eyed children, must stay off playground and wore collars around their necks to be easily identi fied. During the rest of the day, Elliot points out how much time brown-eyed children took to complete tasks, how not prepared they were, how they dont take things seriously and were disruptive and badly behaved. She entices the blue-eyed children to agree with her.On Wednesday, it is the treat of the brown-eyed children to be better than the blue-eyed children. The roles are switched and the brown-eyed children despite having been on the receiving end of discriminatory behavior the day before are now tormenting the blue-eyed children. The children described their experiences like being a dog on a leash, like having collars and couldnt think as well. At the end of the day, Elliot asks the children whether eye or skin color should be how we decide whether someone is good or bad or if those things make a good or bad person.All of the children said no. Elliot also learned that the children who are privileged because of the eye color do better on tests than children who are being discr iminated against. Indivisible, Liberty, and Justice for All5 Olivia Murrays article A Mindfulness To Transcend Pre-Service Lip-Service A Call for K-12 Schools To Invest in Social Justice Education (Olivia Murray), extract a three-fold approach for schools to adopt. It includes a partnership between the school staff, a school wide team, and a relationship with the school community.The school staff must take a leadership role to rest the challenges they should endure the discomfort of their own prejudices and biases. Open discourse about their own personal experiences ordain learn how each school supports equity and how they influence the social development of the children. Secondly, is to create a school-wide Equity leadership Team (ELT), to assist schools in maintaining self-awareness among teachers and preparing our future generation of non-biased children.The team can present the relevance and esteem for different cultures, can pinpoint if the needs of particular groups of s tudents is not being met delinquent to lack of awareness. Finally, structure and maintaining a true invisible relationship with the school community to promote the social justice values. When parents and the communities are involved in strengthening the communication for one same purpose it transmits a shared appreciation, thereof becoming part of the solution and not an outsider.I believe that a combination of Elliots experiment with a continued application of Murrays approach exit eventually produce lifelong learners characterized by rich diversity. Being exposed hands on at an early age about the effects of discrimination will allow children to be more open-minded and color blind. Once the children are self-aware of the ostracise feelings they encounter and bringing on board the school staff, parents and community to promote the same values of equality, will only lead to a more just and equal America.It was very surprising to realize that reinforcement in such a diverse cou ntry we are still faced with the same oppressiveness as Blacks were in the 1960s. Nowadays, it is not only due to skin color but also due to our religious beliefs and our sexual preferences, as well as others. For decades we have been trying Indivisible, Liberty, and Justice for All6 to figure out racism. We feel and believe we are not racist however we all have biases. The most Copernican theme from Elliot and Murrays work is the importance placed on the education that is delivered to our children.By teaching our children through the use of right words and being open enough about our own prejudices will empower them. clear them to make a change that will affect the future generation of America and worldwide. After all, we will have the ability to see America as the country that is indivisible, ensuring liberty and justice for all. Indivisible, Liberty, and Justice for All7 References Murray, Olivia. A Mindfulness To Transcend Pre-Service Lip-Service A Call for K-12 Schools To In vest in Social Justice Education Elliot, Jane. (1968) A Class Divided