Preference to white-skinned teachers
\n
\nMuhammad Iqbal
\nJakarta<\/p>\n
The number of new schools that are being developed in the
\nGreater Jakarta region is an indication of the growing number of
\noptions available to parents considering their children's
\neducation. However, it might also be an indication of the growing
\nnumber of people that are entering into the world of education
\nand, perhaps, their motives are not always solely philanthropic
\nand selfless in nature.<\/p>\n
There is a growing number of people who are entering into
\neducation with little more than the desire to make money from a
\ngrowing market. That growing market is the many parents who are
\nfrustrated with the national education scene and are looking for
\nalternatives.<\/p>\n
But the search for alternative routes or forms of education
\nshould not been done idly or blindly. Although it may seem odd to
\nsay this, it is increasingly important parents shop around for
\nthe right school for their children. There are indeed some
\n\"right\" schools but it has to be realized that there are also
\nsome quite \"wrong\" ones that offer no great improvements to what
\nexists nationally.<\/p>\n
Also, parents must adopt a sophisticated approach to education
\nand apparent educators. They should not be easily fooled into
\nbelieving the promises of school managers or in the credentials
\nof school staff members.<\/p>\n
A recent article in this newspaper, by a representative of a
\nnational plus school, set about defending the role of expatriate
\nteachers in Indonesia. A part of this article revolved around the
\nidea that the \"market (Indonesian parents) prefer any expatriate
\nto a talented Indonesian teacher.\" This is key question and
\nproblem for us as educators and parents in Indonesia.<\/p>\n
This offensive idea that we might choose \"any expatriate\"
\nahead of and instead of talented Indonesian teachers should not
\nbe allowed to stand unchallenged. The awful reality is that often
\ngood and even excellent Indonesian teachers are overlooked in
\npreference to expatriate teachers and this amounts to nothing
\nmore than prejudice and racism.<\/p>\n
What makes this situation even more unacceptable is the fact
\nthat often highly capable, experienced and qualified Indonesian
\nteachers have to suffer the ignominy of being required to
\n\"assist\" or be \"directed\" by expatriate teachers who may, in
\nfact, not even really be teachers. Alternatively these expatriate
\nteachers turn out to be either of limited educational experience
\nor have educational experiences that are not up-to-date. One
\nformer colleague of mine described some expatriate teachers in
\nJakarta as \"the teachers that could not find work in schools in
\ntheir own countries.\"<\/p>\n
Such a statement, indeed, may seem overly hard but we can see
\nexamples that suggest that sometimes it may not be too far from
\nthe truth.<\/p>\n
A friend, who has enjoyed success in both working in industry
\nand in education, applied to two private schools in Jakarta for a
\nteaching post. With a bachelor's degree from Australia, a
\nmaster's from the United States and work experience around the
\nworld, he can objectively be seen as a highly qualified and
\ncompetent teacher with a wealth and depth of experience that any
\nschool should be wanting and happy to receive within its teaching
\nstaff.<\/p>\n
Both of the schools that this excellent teacher went to for
\ninterview ultimately turned his application down and, it is
\nknown, that the teachers that were selected for the positions
\nturned out to be expatriates. In the one case it is known that
\nthe selected candidate had no teaching experience and had not
\neven completed a university degree in any subject. In the other
\ncase, the successful candidate's age would make it clear that he
\ncould not possibly offer the same depth and wealth of experience
\nand qualifications.<\/p>\n
Of course, many factors influence the recruitment policies and
\npractices of any organization, (even, quite subjectively,
\npersonalities can sway a decision) but in a case such as this it
\nis difficult to see the rationale behind the recruitment
\ndecision. An Indonesian of high caliber has been overlooked and
\nexpatriates of lowly caliber have been selected. Perhaps, in
\nfact, it is not so difficult to see the rationale to the
\nrecruitment decision. Perhaps \"the market\" and race have
\nintervened.<\/p>\n
But the market and race should not be allowed to intervene in
\nthis way. Schools must make decisions based on the educational
\nneed that they have and the educational objectives that they are
\nsetting out to achieve. The selection of a candidate simply on
\nthe basis that he or she is a Westerner or simply not Indonesian
\ncannot be seen as legitimate.<\/p>\n
We have allowed ourselves to look negatively upon Indonesian
\neducation and Indonesian teachers and, certainly, there are good
\nand unfortunate reasons for this. However we should not let this
\nblind us to the real world of education and educators, and in
\nparticular those that would come to Indonesia claiming to be
\neducators.<\/p>\n
A while back I met an expatriate teacher at a private school
\nin Jakarta. He handed me his name-card and after his name
\nappeared a series of letters to indicate the various
\nqualifications that he had. I looked at them and wondered whether
\nhe had ever done anything outside of education (in the real
\nworld, as they say).<\/p>\n
During our conversation I turned to ideas about differentiated
\nteaching and looking at multiple intelligences in the classroom.
\nThis person seemed to become nervous and it became clear that he
\nhad little knowledge of what I was talking about.<\/p>\n
Expatriate teachers may be fine in our schools but it
\nessential that they are really contributing to our schools'
\ndevelopment. Parents should not just look for the white faces
\namong the teaching staff of schools; they should and must look
\nfor people that can truly educate their children. If they happen
\nto be expatriates this is fine but if they also happen to be
\nIndonesians that should be fine too.<\/p>\n
The market should not be simplistically defined through
\nignorance of what is really required; it must be defined by the
\nsuppliers, the schools that employ real teachers.<\/p>\n
The writer is a teacher and educational counselor.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/preference-to-white-skinned-teachers-1447893297", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }