COE: Through the Eyes of Our Students

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COE Through the Eyes of Our Students

• Midwest Equity Assistance Center
• Be Stoney
• Department of Secondary Education
• Enhancing Instruction for All Learners
• October 20, 2006
• Kansas State University

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• CULTURAL AWARENESS TEST

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• Have you ever wondered what it would be like to
  be a different race for a day?
• Have you noticed when you see someone from a
  different race do something that seemed odd to
  you, and wondered, why did they do that?

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• One of the things I would like to learn
  more about the topic of race includes more
  knowledge and understanding about the way
  minorities are still treated in our society.

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• I want to learn how to access more articles on or
  materials that discusses race in the classroom.
• I want to learn more as an individual, what I can
  do on the subject of race, and speak out against
  racial comments in the classroom and other social
  settings.

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• I found this course (EDSEC 455) helpful in
  understanding race, specifically how race is
  directly linked to the classroom.
• My hope is, as I progress through the teacher
  certification program that our other classes are
  open in discussing race without being
  uncomfortable.

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• Terms and Definition Activity

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DEFINITIONS

• Race
• Diversity
• Culture
• Discrimination

• Privilege
• Assimilation
• Prejudice
• Racism

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RACE

• A term that refers to the attempt by physical
  anthropologists to divide human groups according
  to their physical traits and characteristics.
• Banks, J. Banks, C. A. (2007). Multicultural
  issues issues and perspectives (6th ed.).
  Hoboken, NJ John Wiley Sons.

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DIVERSITY
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CULTURE

• Is a complex concept that anthropologists and
  sociologists have defined in a variety of ways.
  Before the 1960s it was typically defined as a
  pattern of behavior and customs.
• Today it refers to the integrated patterns of
  human behavior that include communication styles,
  customs, beliefs, values, and institutions that
  give a group with a common heritage a sense of
  peoplehood.
• MyIntryre, A. (1997). Making meaning of
  whiteness Exploring racial identity with white
  teachers. Albany State University of New York
  Press.

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DISCRIMINATION

• The differential treatment of individuals or
  groups based on categories such as race,
  ethnicity, gender, sexual orientation, social
  class, or exceptionality.
• Banks, J. Banks, C. A. (2007). Multicultural
  issues issues and perspectives (6th ed.).
  Hoboken, NJ John Wiley Sons.

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PRIVILEGE
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PRIVILEGE

• Not considering race in everyday activities IS a
  privilege. How can we as Whites not see our
  behaviors?

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• It is true, in the U.S., White citizens are
  elevated through privileges because we are White.
  We are trusted more readily the culture, media,
  and politics are centered about us, and we do not
  even consider that others may not receive the
  same treatment as us.

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ASSIMILATION
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PREJUDICE

• A set of rigid and unfavorable attitudes toward a
  particular individual or group that is formed
  without consideration of facts.
• Prejudice is a set of attitudes that often leads
  to discrimination, the differential treatment of
  particular individuals and groups.
• Banks, J. Banks, C. A. (2007). Multicultural
  issues issues and perspectives (6th ed.).
  Hoboken, NJ John Wiley Sons.

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PREJUDICE

• I am concerned that prejudice would be ignored to
  keep the peace or not upset anyone.

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RACISM

• A belief that human groups can be validly grouped
  according to their biological traits and that
  these identifiable groups inherit certain mental,
  personality , and cultural characteristics that
  determine their behavior.
• Racism, however, is not merely a set of beliefs
  but is practiced when a group has the power to
  enforce laws, institutions, and norms, based on
  its beliefs, that oppress and dehumanize another
  group.
• Banks, J. Banks, C. A. (2007). Multicultural
  issues issues and perspectives (6th ed.).
  Hoboken, NJ John Wiley Sons.

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RACISM

• I am involved in racism, I am entrenched in it,
  because of my White privilege. However, my role
  in racism is not something I can change. I may
  cause it, but not intentionally.

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Racial Models

• Cross Model of Racial Identity
• Helms Model of Identity

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• FLASH JUDGMENT VIDEO

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• Strategies for Classrooms when dealing with Race

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Levels of Integration

• Level 1
• The Contributions Approach
• Focuses on heroes, holidays, and discrete
  cultural elements
• An important characteristic of the contributions
  approach is that the mainstream curriculum
  remains unchanged in its basic structure, goals,
  and salient characteristics.
• Prerequisites for the implementation of this
  approach are minimal.

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The Additive ApproachLevel 2

• Content, concepts, themes, and perspectives are
  added to the curriculum without changing its
  structure.
• This approach allows teachers to put ethnic
  content into the curriculum without restructuring
  it.

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The Transformative ApproachLevel 3

• The structure of the curriculum is changed to
  enable students to view concepts, issues, events,
  and themes from the perspectives of diverse
  ethnic and cultural groups.
• The goal is to enable student to view from the
  point of view of the cultural, ethnic, and racial
  groups that were the most active participants in,
  or were most cogently influenced by, the event,
  issue, or concept being studied.

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Social Approach Level 4

• Students make decisions on important social
  issues and take actions to help solve them.
• Major goal is to educate students for social
  criticism and social change and to teach them
  decision-making skills.

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• I feel the best way to understand someones view
  is to see it through their eyes without being
  judgmental.
• People have unique ways of understanding, and as
  a future teacher, it would be beneficial for me
  to know my students backgrounds.

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• QUESTIONS ANSWERS