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First Comes Love Van Horn & Hawkman 2018.pdf

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Normalization is described as "the messages in the curriculum that promote ideas about what is normal and good or strange and bad" (Rodriguez, N., & Swalwell, K., 2021).

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Referring back to what we learned about single stories, it creates stereotypes that are incomplete. The usage of single stories often normalizes what a family looks like in different cultures because it is perceived as natural or unacceptable to other cultures. When we have built single stories about places or people that we are unfamiliar with, oftentimes we do not realize what we have done until the people are upset or offended (Rodriguez, N., & Swalwell, K., 2021). In schools, students are called 'weird' or other worse names when they do not follow the typical standards such as clothing, religion, the way they speak, and so on. Those students, who experience criticism from their peers, will only cause them to drift away from them; while, other students may find other people who are similar to them (Rodriguez, N., & Swalwell, K., 2021).

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At the end, normalization is not only damaging, but it is also wrong and flawed. While this has the most immediate effect on the youth, it is absolutely horrible for everyone. Educators have worked to disrupt this at the beginning of the school year to build a community among their students, however, it often lasts for so little time. (Rodriguez, N., & Swalwell, K., 2021).

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During a child's individual development and identity, the influence of their family helps shape their ascending understanding of the world around it is undeniable. In lessons within social studies and children's literature, families are defined and described in the 'traditional' sense. For example, "a cisgender woman legally married to a cisgender man of the same race or ethnicity, with cisgender biological children of the same race or ethnicity" (Rodriguez, N., & Swalwell, K., 2021). Alas, those people and students who are in families that do not match the 'traditional' sense are placed outside of the norm; for example, divorced families or adoptive families, or multiracial families. Educators spend so much time focusing on students' identities that they often turn away from how some of the most popular activities about families go amiss (Rodriguez, N., & Swalwell, K., 2021).

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In the beginning of the school year, teachers mostly teach about families through the use of activities that often encourages students to get to know their peers. Such activities like 'All About Me' are designed to motivate students to describe themselves to others as an attempt to build positive relationships and a classroom community (Rodriguez, N., & Swalwell, K., 2021). However, these activities are mostly built on white, middle-class, and English-speaking norms; teachers oftentimes do not know which language is mostly spoken or what support is available at home. Other activities about families are mostly structured around hetero-marriages and biological children, but often exclude step-parents, same-sex parents, foster families, etc. (Rodriguez, N., & Swalwell, K., 2021). Schools often send documents to students' homes (asking for specific parents to sign or read them) fails to represent the realities of US families. Lastly, the use of images and books that only highlight White families/characters is very damaging for students.

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Opposing single stories requires getting to know people, so it is completely important that we are able to understand how vital it is to KNOW our students. This is how we are able to make learning more meaningful and make connections to what is happening in the classroom outside of those walls (Rodriguez, N., & Swalwell, K., 2021). But, we cannot know our students without knowing their families; and it has to be more than just an acquaintance, keeping a professional distance in mind. Secondly, it is important that we define families as inclusive in the best way possible; this means we must include extended family, foster parents, etc.

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Another example of normalization is the teaching and the celebrations of holidays in schools. "Christian holidays are those most often taught and celebrated in public schools" (Rodriguez, N., & Swalwell, K., 2021) in the United States. In the Constitution, the First Amendment prohibits the federal government to establish a religion and protects the rights of the people to worship whoever they chose (Rodriguez, N., & Swalwell, K., 2021). Teaching about religions supports students' engagement in our democracy as it helps them understand the role how religion plays in people's life. Teaching about religion is very important to do in schools, but teaching about one religion only is not agreeable and completely goes against the First Amendment (Rodriguez, N., & Swalwell, K., 2021).

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Oftentimes educators have tried to include more 'multicultural' holidays to avoid only highlighting one specific holiday. However, teachers bring these multicultural holidays without fully understanding their practices, origins, or traditions; this, once again, normalizes Christianity (Rodriguez, N., & Swalwell, K., 2021). The winter celebrations still mainly focus on Christmas, even though it is said to be a holiday season. There are holidays that happen over the month of December, but it is overshadowed and dominated by Christmas. However, the most harmful thing that an educator can do to multicultural holidays is comparing them to Christmas; they are not the same thing.

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Educators should not only include religious holidays, but nonreligious holidays as well; teaching other traditions and holidays can give students the opportunity to see their holidays reflected in the classroom. We should also avoid the "exoticization of cultures, food, or people" (Rodriguez, N., & Swalwell, K., 2021). For example, tacos are not precisely unique to Mexico, and sushi is not only founded in Japan (Rodriguez, N., & Swalwell, K., 2021). Teaching about celebrations and celebrating them are completely different things. Teaching about celebrations can help us learn about each other and the communities that form the school or classroom. However, we should never make students from different beliefs opt in or out of celebrations; it is important that we respect their beliefs and values.

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Expansion of ideas was highlighted throughout this chapter, coming up with ways of how we can expand our teaching and knowledge when it comes to learning about families and holidays. So, what are some ways that we can expand our teaching in both topics?

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Some ways, or the most common method used in schools, is hosting "meet the teacher" or other events that heavily involve introducing yourself to your student's family. Having direct communication helps create those desired relationships that are needed to pursue student success and "inform the educator's development of culturally relevant and sustaining pedagogy" (Rodriguez, N., & Swalwell, K., 2021). When creating lessons about families and self, it should be able to recognize the unique features of students' past experiences. Educators can ask families about their child's strengths, interests, concerns, and so on; to include this, educators can also invite families to share their expertise with the class about topics like cultural celebrations. Most importantly, trust must be earned! Educators should take the family's lead and be engaged as possible with them on their own terms.

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When teaching about holidays, it is important to get technical and fully understand why they are celebrated in the first place. For example, Eid-al-Adha (a Muslim holiday) honors Abraham's will to sacrifice his son in the name of God (Rodriguez, N., & Swalwell, K., 2021). Secondly, the combination of holidays unites the religious with the non-religious. So, Kwanzaa (an African American holiday) is a 7-day holiday that takes place from Dec. 26 - Jan. 1st, to counter the commercialization of the Christmas holiday. As mentioned before, older holidays celebrated in December are overshadowed by Christmas. Hanukkah is not another version of Christmas for the Jewish, it celebrates the reclamation of the Second Temple by the Maccabees and lasts 8 nights (Rodriguez, N., & Swalwell, K., 2021). So, it is important that we are able to recognize and understand these holidays as to why and how they are being celebrated to teach students.

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Contextualization means to give students insight and real context when it comes to describing and explaining these topics more in-depth for them. So, how does contextualization help learning about families and holidays?

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Having insights into a student's life can create important conversations about their interests, hobbies, and sports that both the student and their family enjoy. In addition, students may provide you with the knowledge of challenges they face in their daily life. Small details, such as this, are vital to those who teach them to acknowledge (Rodriguez, N., & Swalwell, K., 2021). With this type of knowledge, it can help teachers explore and teach family diversity to their students. In stories, it is important that we offer lots of human examples that highlight different races so, students can see themselves and their families being represented; as well as, see the difference between their families and the story. Lastly, it is important that the way to disrupt the normalization in the teaching of families is to interrupt the limited definitions of it. This means that we have to "fully contextualize the different ways that people live their lives" (Rodriguez, N., & Swalwell, K., 2021). This helps build a strong classroom community and support systems for students, as well as, the foundation of democracy.

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Religion plays a major role in the development of ethics and relationships with others; as such, holidays can be an important aspect to one's religion. So, using context is completely vital when it comes to which holidays should be taught and celebrated in schools (Rodriguez, N., & Swalwell, K., 2021). It can possibly be tracing the origins of the holidays that would allow students to use the historical lens in their learning. "Contextualizing traditions and rituals rather than superficially celebrating them help students grapple with tensions within and across minoritized and marginalized communities" (Rodriguez, N., & Swalwell, K., 2021). With that being said, contextualization matters in who our students are too. We should never assume that all students are the same and celebrate the same holidays. So, when teaching about the different holidays, we have to devote time to understanding the history behind them; like how Cinco de Mayo is celebrated here in the US by white people without truly knowing the story and context of it. It is completely important that we are able to understand the context of all holidays before teaching them to students.

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In the book, chapter 3 discusses how important it is for educators to personally know their students, their families, and their backgrounds; as well as, how important it is to expand beyond the typical family stereotypes presented in society. In the article, it discusses how we can welcome diverse families into the classroom and introduce topics such as "same-sex marriage." Both, the book and article, consider the importance of bringing in topics that are the realities of the US society and where students can learn how Supreme Court decisions affect their communities and lives. Since June 2015, when the Supreme Court licensed that marriage licenses were to be given to same-sex couples; this made history for the LGBTQ+ community as they were given this equality nationwide. If teachers would like to teach this topic, it is important that we are able to bring history and social issues to life through well-chosen books. It is vital that teachers are able to provide enough human examples "so that children can see themselves, their families, and families that differ from theirs" (Rodriguez, N., & Swalwell, K., 2021). Bringing in topics like the LGBTQ+ community into the classroom can create meaningful conversations about families with students. In addition, helping students develop these ideas can help build a solid classroom community and support systems. "The way to disrupt the normalization rampant in the teaching of families is to interrupt limited definitions of family that reflect the dominant narrative" (Rodriguez, N., & Swalwell, K., 2021).

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The lesson presented demonstrated how to introduce the topic of "Supreme Court Decisions and Diverse Families" into the classroom using the C3 Framework. It includes developing questions, history of marriage equality, parent permissions, and lots more that are beneficial for students' learning.

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When teaching about the holidays, should teachers teach ALL holidays that take place in the month of November-December? With keeping parents' permission in mind, of course.

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Should topics like same-sex marriage be included in history lessons?

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Should all teachers research on a topic they would like to show students before teaching the topic? This can apply to social issues and holidays.

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Before the school year starts, teachers can highlight a diverse range of holidays, as well as, events that focus on important struggles of justice and social issues. Teachers can use resources such as Planning to Change the World from the Education for Liberation Network Rethinking Schools or any online educational source. Research beforehand and educate yourself before teaching them to students. Teachers should teach these holidays that is culturally sustaining and allows students to learn more in-depth about other cultures and traditions (Rodriguez, N., & Swalwell, K., 2021).

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Having Children's books that cover social issues like marriage equality, is quite beneficial for students' learning. Using these books in classrooms can light how different races or groups of people were kept out of power by exploring their struggles and successes. Having these books placed in the classroom can help students understand what people from different races and ethnicity had to go through as they see things from their perspective. To include, these books can provide civics lessons to students about their roles in democracy and teach empathy, as well as, other feelings. (Van Horn & Hawkman, 2018)

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Teachers can create surveys that focus on "more inclusive of diverse family structures." Within the survey, teachers can ask families about their funds of knowledge (for example, the child's interests, strengths, parents' concern, etc.) that they can refer back to throughout the year that will support the learning for all of their students. Alas, parents' trust must be earned and can take a while to develop (Rodriguez, N., & Swalwell, K., 2021). However, teachers can develop that trust with students' families by using the information they were given; especially, if parents' included any advice and/or concerns they may have.

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Rodriguez, N., & Swalwell, K. (2021). Social Studies for a better world: An anti-oppressive approach for elementary educators. (Equity and Social Justice in Education) New York: W.W. Norton and Company Inc

Van Horn, S. E., & Hawkman, A. M. (2018). First Comes Love, Then Comes Marriage (Equality): Welcoming Diverse Families in the Elementary Classroom.

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