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teacher led Student A to her seat ignoring the actions made by her students. The following lesson, the teacher asked Student A for an oral recitation in their native language and Student A have not been able to answer the questions, making the entire class laugh again.
There are variousl dominant discourses operating within the situation that has been described in this report and the subsequent response to this situation. These discourses are related to racism issues. In the above situation, the rest of the students have discriminated Student A because she barely understands their native language.
Consequently, racism presents itself repeatedly inside the classroom owing to the ignorance of individual instructors and other students through institutionalised racism. It can be said that, students of color or with differnty race experience inequality by being given a smaller amount of instructional time biased texts as well as curriculum, harsh sanctions (suspension and also detention), and teacher/administrator, lowered teacher expectations, and school denial of racist actions. Those students who lack sufficient comprehsension of racism on the other hand often blame their acts on the victims of utilising their ethnicity or race as a crutch to be able to get special treatment because of their lasiness and tardiness to do things on their own initiative. In this issue, potentially brilliant student with different rac represses their abilities and skills as well as talent out of fear of being bullied as well as resentment of not being taken seriously (Mclean Donaldson, 1996).
The dilemma that can be considered is that, with the educational system, this aspect has been too complacent or too comfortable to address the issues of institutionalised racism. The secondary school in China for example, has taken refuge in its insistence that racism could not emerge in an academic institute because of thenotions that the institute claim to uphold. School programmes and activities include, but are not limited to, admissions, recruitment, financial assistance, academic programmes, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, recreation, , athletics and employment and physical education. However, unfortunately most of the time, discrimination has been linked with the act of making a difference an inequality, as in favour of or against a person or thing. It is a form of behaviour which shows prejudic.
Within the situation mentioned above, there is distinct power relations at work for both the teacher as well as the students involved. Firstly, Student B and the rest of the students have power over Student A by discriminating her through their actions. In this regard, the power may be real or imagined, but in oriental society, the context of racism is inextricably linked with that of power (de Plevits, 2007). Although Student A may not understand their native language since she is new to the place, she should be treated well by her classmates.
According to Polite Saenger (2003), the teacher and educational system should create classroom communities which are supposed to be, positive, practical, constructive as well as developmentally suitable and fitting communities of learning which as important for solid learning to happen.
They give attention on the need of an individual, specifically students to feel comfortable to be able to take risks, and learni