DIVERSITY:

1
DIVERSITY

• IN COMMUNITIES OF PRACTICE

2
COLLEGE OR UNIVERSITY
HIGH SCHOOL
NEIGHBORHOOD
FAMILY
NESTED COMMUNITIES OF PRACTICE
3
PEER GROUP AT WORK
FRIENDS
WORK GROUP YOU LEAD
OVERLAPPING COMMUNITIES OF PRACTICE
4
YOU ARE HERE
PEER GROUP AT WORK
COMMUNITY GROUP
TANGENTIAL COMMUNITIES OF PRACTICE
5
CAUGHT BETWEEN TWO DIFFERENT, IF NOT CONTADICTORY
SETS OF VALUE MESSAGES OR ROLES, THE INDIVIDUAL
HAS THREE CLEAR CHOICES

• ACCEPT ONE COMMUNITY AND WITHDRAW FROM THE OTHER
• REJECT BOTH COMMUNITIES, AND FIND ANOTHER PLACE
  TO LEARN, TO HAVE A ROLE
• TRY TO MAINTAIN A ROLE IN BOTH COMMUNITIES OF
  PRACTICE, DISPITE THE FRICTION AND THE CONFUSION,
  THIS CAN MEAN THE PERSON AT THE INTERSECTION POINT

6
STAGES OF GROUP DEVELOPMENT Chapter 3 (Schmucks,
2001)

• FACILITATING PSYCHOLOGICAL MEMBERSHIP
• ESTABLISHING SHARED INFLUENCE
• PURSUING ACADEMIC GOALS
• RECOGNIZING CONDITIONS OF SELF-RENEWAL

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SAPON-SHAVINS BOOK CHAPTER 1SCHOOLS AS
COMMUNITIESTHE VISION

• SECURITY
• OPEN COMMUNICATION
• MUTUAL LIKING
• SHARED GOALS OR OBJECTIVES
• CONNECTEDNESS AND TRUST

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SCHOOLS AS COMMUNITIES BARRIERS-EXCLUSION

• WE NEVER GOT A CHANCE TO KNOW AND FEEL SAFE WITH
  A WIDE RANGE OF PEOPLE
• WE WERE TAUGHT TO FEAR DIFFERENCE
• OUR UNDERSTANDING OF DEMOCRACY AND CITIZENSHIP
  BECAME DISTORTED
• WE FEARED FOR OUR OWN SAFETY IN THE COMMUNITY

9
SCHOOLS AS COMMUNITIESBARRIERS-COMPETITION

• WE VIEW OURSELVES AS NEVER GOOD ENOUGH OR SMART
  ENOUGH OR WORTHY ENOUGH
• OUR SENSE OF SAFETY IS DIMINISHED
• WE ARE DISCOURAGED FROM TAKING RISKS IN OUR
  LEARNING AND GROWTH
• WE LEARN TO SEE OTHERS AS OBSTACLES TO OUR
  SUCCESS
• WE ARE ENCOURAGED TO WIN AT ANY COST
• IT BECOMES HARDER FOR US TO SEE OTHER PEOPLE
  FULLY AND TO BE SUPPORTIVE OF THEIR EFFORTS

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Schmucks Chapter 6ExpectationsOBJECTIVES

• CIRCULAR INTERPERSONAL PROCESS.
• EXPECTATIONS ARE NORMAL AND ARE CREATED OUT OF
  PAST ASSOCIATIONS, FROM INFORMATION, AND FROM
  SOCIAL STEREOTYPES.
• ATTRIBUTIONS ASSIGN A CAUSE TO BEHAVIOR, EITHER
  THAT OF ANOTHER OR OF OUR OWN.
• EXPECTATIONS AND ATTRIBUTIONS ARE COMMUNICTED TO
  OTHERS INFLUENCING THE OTHERS BEHAVIORS
• SELF-FULFILLING PROPHECY TEACHERS UNCONSCIOUSLY
  CREATE AND PERPEUATE SOME STUDENT BEHAVIORS..
• THERE ARE CONCRETE ACTIONS ONE CAN TAKE WHICH USE
  EXPECTATIONS IN CLASSSROOMS TO ENHANCE STUDENT
  LEARNING.

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MARA CHAPTER 2SHARING OURSELVS WITH OTHERS
THE VISION

• THE IDEAL IS A PLACE N WHICH STUDENTS FEEL
  COMFORTABLE SHOWING THEMSELVES
• THE THINGS YOU ARE GOOD AT - TALENTS, STRENGTHS
• THE THINGS YOU ARE NOT SO GOOD AT
• THE THINGS YOU ARE AFRAID OF
• YOUR GOALS FOR YOUR FUTURE
• THE THINGS THAT MAKE YOU HAPPY
• THE THINGS THAT MAKE YOU UNHAPPY

13
MARA CHAPTER 2SHARING OURSELVS WITH OTHERS
CHALLENGES TO THE VISION

• IT IS DIFFICULT TO SHARE FULLY IF ONE FEELS THAT
  THEIR OPENNESS OR REVELATIONS WILL BE MET WITH
  SCORN OR DERISION.
• SAFETY CANNOT BE MANDATED IT MUST BE CREATED
• EACH OF US IS A COMPLEX INDIVIDUAL

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MARA CHAPTER 2SHARING OURSELVS WITH OTHERSIS
THIS WORKING?

• DO STUDENTS WILLINGLY SHARE THEIR STRENGTHS AND
  GIFTS?
• DO STUDENTS VOLUNTER INFORMATION ABOUT
  THEMSELVES, THEIR EXPERIENCES, AND THEIR
  CONCERNS?
• HOW DO OTHER STUDENTS RESPOND WHEN PEOPLE SHARE?
• DO STUDENTS KNOW THINGS ABOUT EACH OTHER?
• DO STUDENTS SHARE WHAT IS HARD FOR THEM?

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Schmucks Chapter 8 Leadership

• Leadership conceptualized
• As a property of an individual
• As a property of a group
• Leadership is an interpersonal influence process
  it is not merely attributes of a single person.
  It is a verb rather than a noun
• Functional Leadership Leadership is behavior
  which influences others in the classroom group to
  follow. Sometimes such behaviors are employed by
  the teacher at other times they are executed by
  students. Sometimes they may facilitate reaching
  educational goals on other occasions they may
  impede the achievement of those goals.

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Schmucks Chapter 8 Leadership

• Psychological bases of Influence POWER
  French Raven
• Expert Power
• Referent Power
• Legitimate Power
• Reward Power
• Coercive Power
• Informational Power
• Connection Power

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Schmucks Chapter 8 Leadership

• SOCIAL BASES OF INFLUENCE
• GENDER
• RACE
• ETHNICITY
• DEMOCRATIC, AUTHORITARIAN AND LAISSEZ-FAIRE
  LEADERSHIP

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Schmucks Chapter 8 Leadership

• INDIVIDUAL ATTEMPTS AT LEADERSHIP
• 1. A MOTIVE FORCE
• 2. AN EXPECTANCY FACTOR
• PREVIOUSLY SUCCESSFUL IN PEER GROUP
• EXPERTISE IN THE CONTENT AREA
• SELF-CONFIDENT
• 3. AN INCENTIVE VALUE OF ACTING
• PEER POWER STRUCTURES
• STUDENT EMERGENT LEADERSHIP
• GOAL-DIRECTED LEADERSHIP TASK AND
  SOCIAL-EMOTIONAL FUNCTIONS

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Schmucks Chapter 8 Leadership

• FLEXIBLE LEADERSHIP
• LEADERSHIP FOR EFFECTIVE TEACHING
• GOOD TEACHERS ARE TRANSFORMATIONAL LEADERS.
• PRACTICAL IDEAS FOR CLASSROM LEADERSHIP
• INDIVIDUAL CONTROL AND RESPONSIBILITY
• GROUP CONTROL AND RESPONSIBILITY
• STUDENT RESPONSIBILITIES FOR OTHER STUDENTS PEER
  TUTORING.

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MARA CHAPTER 3KNOWING OTHERS WELLTHE VISION

• ALL CHILDREN KNOW EACH OTHER WELL AND CONNECT
  FREELY AND EASILY
• IT IS POSSIBLE TO ASSIGN ANY TWO STUDENTS TO WORK
  TOGETHER AND KNOW THAT THEY HAVE ALREDY BEEN
  CONNECTED IN MANY WAYS
• PEOPLE WILL REACH OUT TO EACH OTHER WITH
  FRIENDSHIP AND SUPPORT
• CHILDREN KNOW THAT ALL HUMAN BINGS ARE
  MULTIDIMENSTIONAL AND THEY ARE ABLE TO SEE MANY
  PARTS OF OTHER PEOPLE
• THE GOAL OF MULTICULTURAL EDUCATIONIS GOING
  BEYOND KNOWING ABOUT DIFFERENCES TO RESPECTING
  AND APPRECIATING DIVERSITY AND WORKING TOGETHER
  FOR SOCIAL JUSTICE

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MARA CHAPTER 3KNOWING OTHERS WELLCHALLENGES
TO THE VISION

• IMPEDIMENTS TO BEING CLOSELY CONNECED WHICH COME
  FROM PERSONAL OR INDIVIDUAL EXPERIENCES
• ISOLATION
• COMPETITION
• SHAME
• BARRIERS COMING FROM STRUCTURAL OR SOCIETAL
  EXERIENCES
• EARLY MESSGES ABOUT DIFFERENCES
• TRACKING/SEGREGATION

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MARA CHAPTER 3KNOWING OTHERS WELLIS THIS
WORKING?

• DO STUDENTS CONNECT ACROSS DIFFERENCES?
• DO CHILDREN NOTICE AND ATTEND TO STEREOTYPICAL
  STATEMENTS ABOUT WHO CAN BE FRIENDS WITH WHOM
• DO STUDENTS KNOW THINGS ABOUT EACH OTHER
• DO STUDENTS KNOW HOW TO ASK RESPECTFUL
  QUESTIONS OF ONE ANOTHER, PARTICULARLY ABOUT
  DIFFERENCES.

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Schmucks Chapter 5Friendship

• The concepts of Friendship and Cohesiveness
• Friendship attraction and hostility among
  peers that influence the self-concepts and
  academic performances of the individual students
• Cohesiveness is a characteristic of a group and
  differs from psychological feelings of inclusion
  or attitudes about involvement.
• Personal and Social Variables related to Liking
• Some Bases of Attraction and Friendship
• The Relationship Between Friendship and
  Cohesiveness
• Types of Classroom Cohesiveness
• The Circular Interpersonal Process The Case of
  the Rejected Student

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Schmucks Chapter 5Friendship

• Personal and Social Variables related to Liking
• Personal Variables Related to Liking
• Physical Attributes
• Social Behavior
• Intelligence
• Mental Health
• Sex and Race
• Social Variables Related to Liking
• Classroom Social Structure
• Centally Structured Groups
• Diffusely structured Groups
• Teacher Behavior

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Schmucks Chapter 5Friendship

• Some Bases of Attraction and Friendship
• Cognitive Validation Theory
• Balance Theory
• Self-Esteem Theory
• Need Complementarity Theory
• The Relationship Between Friendship and
  Cohesiveness
• Effects on Academic Performance
• Effects on
• Group Production

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Schmucks Chapter 5Friendship

• Types of Classroom Cohesiveness
• 1) attraction to the group because of friendship
  with the other members.
• 2) attraction to the group because of mutually
  held high interest in the task.
• 3) attraction to the group because of its
  prestige for the members
• The Circular Interpersonal Process The Case of
  the Rejected Student.
• Negative Cycle and peer Rejection
• Challenges of Full Inclusion and Diversity.

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MARA CHAPTER 4 PLACES WHERE WE ALL BELONG

• THE VISION
• DEFINITIONS OF INCLUSION
• SPECIAL EDUCATIONS
• FROM THE SPED PERSPECTIVE, AN INCLUSIVE CLASSROOM
  CAN BE DESCRIBED AS ONE IN WHICH ALL CHILDREN,
  REGARDLESS OF PERFORMANCE LEVEL, ARE EDUCATED
  WITH THEIR CHRONOLOGICAL PEERS IN A TYPICAL
  CLASSROOM. THAT IS, CHILDREN ARE EDUCATED IN
  THIRD GRADE (8-YR-OLDS) EVEN THOUGH THEY DO NOT
  READ AT THE 3RD-GRADE LEVEL, AND
  INDIVIDUALIZED OR SPECIALIZED SERVICES THAT MAY
  BE NEEDED ARE PROVIDED WITHIN THE CONTEXT OF THE
  GENERAL EDUCATION CLASSROOM.
• MARAS MORE EXPANSIVE DEFINITION
• REFERS TO WELCOMING AND ACCOMMODATING MANY KINDS
  OF STUDENT DIFFERENCES, NOT JUST THOSE TYPICALLY
  LABELED AS DISABILITIES. ADDRESSING STUDENT
  DIFFERENCES RELATED TO RACE, CLASS, GENDER,
  ETHNICITY, LANGUAGE, FAMILY BACKGROUND, AND
  RELIGION.

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A BROADER DEFINITION OF INCLUSION REFERES TO A
CLASSROOM IN WHICH ALL CHILDREN ARE PART OF A
SHARED COMMUNITY AND THE FOLLOWING
CHARACTERISTICS ARE PRESENT

• OPEN DISCUSSION OF THE WAYS IN WHICH PEOPLE ARE
  DIFFERENT AND THE KINDS OF SUPPORT AND HELP THEY
  NEED AND WANT
• A COMMITMENT TO MEETING CHILDRENS INDIVIDUAL
  NEEDS WITHIN A CONTEXT OF SHARED COMMUNITY AND
  CONNECTION
• EXPLICIT ATTENTION TO THE WAYS IN WHICH STUDENTS
  DIFFERENCES CAN BECOME THE BASIS FOR
  DISCRIMINATION AND OPPRESSION AND TO TEACHING
  STUDENTS TO BE ALLIES TO ONE ANOTHER

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MARA CHAPTER 4CHALLENGES TO THE VISION

• MYTHS ABOUT ABILITY GROUPING
• THERE IS SUCH A THING AS ABILITY
• STUDENTS LEARN BETTER IN HOMOGENEOUS GROUPS
• TEACHING IS EASIER IN HOMOGENEOUS GROUPS

• MYTHS ABOUT INCLUSION
• INCLUSION MEANS DUMPING ALL STUDENTS BACK INTO
  REGULAR CLASSROOMS
• IT TAKES A SPECIAL PERSON TO WORK WITH SPECIAL
  CHILDREN - THOSE WHO HAVE DISABILITIES AND THOSE
  WHO ARE GIFTED
• INCLUSION IS BEYOND THE REACH OF THE ALREADY
  OVERBURDENED GENERAL EDUCATION TEACHER
• THE CURRICULUM OF THE GENERAL EDUCATION CLASSROOM
  WILL GET WATERED DOWN AND DISTORTED
• INCLUSION IS A FAVOR WE ARE DOING FOR CHILDREN
  WITH DISABILITIES AT THE EXPENSE OF OTHER
  CHILDRENS EDUCATION

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• MYTHS ABOUT TEACHING ABOUT DIFFERENCES
• IF WE DO NOT MENTION DIFFERENCES, STUDENTS WILL
  NOT NOTICE THEM
• MENTIONING DIFFERENCES CALLS NEGATIVE ATTENTION
  TO THEM AND MAKES THINGS WORSE
• PEOPLE ARE NATURALLY MORE COMFORTABLE WITH PEOPLE
  JUST LIKE THEM.
• CHILDREN ARE CRUEL AND CANNOT ACCEPT DIFFERENCES

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• MARA CHAPTER 4 IS THIS WORKING
• DO STUDENTS INTERACT WITH A WIDE RANGE OF OTHER
  STUDENTS?
• DO STUDENTS HAVE REPERTOIRES FOR INCLUDING ALL
  CLASSMATES IN ACADEMIC AND PLAY ACTIVITIES,
  INCLUDING THOSE WITH CHALLENGING BEHAVIORS AND
  DIVERSE LEARNING ABILITIES?
• DO STUDENTS KNOW ABOUT ONE ANOTHERS UNIQUENESSES
  AND CALL ATTENTION TO THESE IN POSITIVE AND
  THOUGHTFUL WAYS?
• DO STUDENTS ENGAGE IN INCLUSIVE THINKING (EG.,
  HOW WILL WE GET CATHERINES WHEELCHAIR ON THE
  BUS TO GO ON THE FIELD TRIP?
• DO STUDENTS ACTIVELY TAKE ON AN ADVOCACY ROLE
  WHEN CONFRONTED BY EXAMPLES OF EXCLUSION IN THEIR
  LIVES

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Schmucks Chapter 4Communications

• Types of Communication ONE, TWO AND MULTI WAY.
• Communication as a Reciprocal Process
• Communication as Symbolic Interaction
• Language Communication and Sex Roles
• Does the language LABEL by SEX?
• Are male or female MARKERS used?
• Is one sex OMITTED?
• Are males and females treated in nonparallel
  ways?

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Schmucks Chapter 4Communications

• Communication and Status in the Classroom
• Levels of Communication
• Spoken-Unspoken messages
• Surface-Hidden Intentions
• Work-emotional Activities
• Contrasting emotional styles
• Task-Maintenance Functions
• Communication Patterns
• Miscommunication

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Schmucks Chapter 4Communications

• Communication Skills
• Paraphrasing ideas
• Describing Others behavior
• Checking Impressions
• Making Clear Statements
• Describing Own Behavior
• Describing Feelings
• Giving and Receiving Feedback

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Schmucks Chapter 4Communications

• Developing Effective Group Discussions
• o Orienting statements
• o Agenda setting
• o Summarizing statements
• o Recording
• o Procedural statements
• o Taking a survey
• o Gate keeping
• o Encouraging
• o Process checks
• o Debriefing

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Schmucks Chapter 4Communications

• Effective Transactional Communicators
• Receptiveness to Student Ideas
• An Egalitarian Perspective
• Openness, Candor, and Honesty
• Warmth and Friendliness
• Respect for Students Feelings
• Sensitivity to Outcasts
• A sense of Humor
• A caring Attitude
• Reducing the Communication Gap

37
SAPON-SHAVINS BOOK CHAPTER 5 SETTING GOALS AND
GIVING AND GETTING SUPPORT

• THE VISION
• ALL PEOPLE NEED AND DESERVE HELP- EVEN PEOPLE WHO
  ARE CONSIDERED INTELLIGENT, COMPETENT, AND
  MATURE.
• PEOPLE SHOULD BE ALLOWED TO SPECIFY THE KINDS OF
  HELP THEY NEED AND WANT AND WHEN THEY WANT IT.
• BOTH GIVING AND GETTING HELP ARE POSITIVE ACTIONS
  AND CAN HELP BRING PEOPLE CLOSER TOGETHER.
• THERE IS NO STIGMA OR SHAME ASSOCIATED WITH
  NEEDING OTHER PEOPLES HELP, SUPPORT,
  ENCOURAGEMENT, OR APPRECIATION.

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CHALLENGES TO THE VISION

• BARRIERS TO SHARED GOAL SETTING
• GOAL SETTING TENDS TO BE A PRIVATE ACT, AND MANY
  PEOPLE ARE HESITANT TO SHARE THEIR GOALS WITH
  OTHER PEOPLE FOR SEVERAL REASONS
• THEY DONT WANT OTHER PEOPLES ADVICE OR
  INTRUSION INTO WHAT THEY PERCEIVE AS PERSONAL
• THEY DONT WANT REPROACH OR HUMILIATION IF THEY
  PERCEIVE THAT THEY ARE FAILING AT THEIR GOALS
• THEY BECOME COMPETITIVE OR EMBARRASED ABOUT THE
  NATURE OR CALIBER OF THEIR GOAL (IM ONLY TRYING
  TO LEARN TO PRINT)

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• BARRIERS TO GETTING AND GIVING HELP
• CULTURAL NORMS OF COMPETITION
• IF BEING OF VALUE IS CLOSELY LINKEDTO BEING THE
  BEST OR THE FASTEST, THEN HELPING MAY BE
  DYSFUNCTIONAL TO YOUR OWN PERSONAL GOAL
• SELF ESTEEM AND SELF-WORTH
• IF YOUR SELF ESTEEM AND WORTH HINGES ONA NOTION
  OF INDIVIDUAL COMPETENCE, THEN BY ASKING FOR
  HELP, YOU MAY BE MAKING PUBLIC THAT YOU ARE WEAK,
  LIMITED, OR NEEDY IN SOME WAY

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MARA CHAPTER 5 IS THIS WORKING?

• DO STUDENTS SET REALISTIC AND REASONABLE GOALS
  FOR THEMSELVES?
• DO STUDENTS THINK CRITICALLY ABOUT WHAT GOALS
  WOULD MAKE SENSE FOR THEMSELVES?
• DO STUDENTS RECOGNIZE THAT DIFFERENT PEOPLE IN
  THE CLASS WILL (AND SHOULD) HAVE DIFFERENT GOALS?
• ARE STUDENTS ABLE TO ARTICULATE THEIR OWN GOALS
  CLEARLY?
• ARE STUDENTS ABLE TO EXPLAIN OTHER STUDENTS
  GOALS CLEARLY?
• ARE STUDENTS SUPPORTIVE OR ONE ANOTHERS GOALS?
  DO THEY OFFER CONCRETE AND RESPONSIVE HELP TO
  THEIR CLASSMATES?
• DO STUDENTS FREELY ASK FOR HELP WHEN THEY ARE
  STRUGGLING?

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• DO STUDENTS ASK FOR HELP APPROPRIATELY, RATHER
  THAN WHINING OR COMPLAINING?
• ARE STUDENTS ALERT TO OTHERS WHO REQUIRE
  ASSISTANCE?
• DO STUDENTS OFFER ASISTANCE RESPECTFULLY TO
  CLASSMATES?
• DO STUDENTS ACCEPT HELP FROM OTHERS GRACIOUSLY?
• DO STUDENTS REJECT UNWANTED OFFERS OF HELP
  POLITELY?
• DO STUDENTS HAVE WELL-DEVELOPED REPERTOIRES FOR
  PROVIDING SUPPORT AND ASSISTANCE TO CLASSMATES
  WHO ARE QUITE DIFFERENT FROM THEMSELVES (I.E.,
  THOSE WITH PHYSICAL AND EDUCATIONAL CHALLENGES,
  THOSE WHO SPEAK ANOTHER LANGUAGE, ETC.)?

42
Schmucks Chapter 9Conflict

• Definition of Conflict
• A conflict exists when incompatible activities
  occur - when one activity blocks, interferes
  with, injures, or in some way makes a second
  activity less likely or effective.
• Why conflict is important to study
• Types of Conflict
• The social psychology of conflict
• Conflict Resolution

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Schmucks Chapter 9Conflict

• TYPES OF CONFLICT
• PROCEDURAL CONFLICT
• GOAL CONFLICT
• CONCEPTUAL CONFLICT
• INTERPERSONAL CONFLICT
• INTER-GROUP CONFLICT

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Schmucks Chapter 9Conflict

• The Social Psychology of Conflict
• Self Interest
• Interpersonal Relationships
• Conflict Resolution
• Peacemaking in the Schools
• Setting a Classroom Environment for Conflict
  Resolution
• Dealing with a violent students

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MARA CHAPTER 6 WORKING TOGETHER TO LEARN
THE VISION A COOPERATAIVE CLASSROOM IS ONE IN
WHICH ALL MEMBERS WORK TOGETHER TO ACHIEVE MUTUAL
GOALS.
46
MARA CHAPTER 6 CHALLENGES TO THE VISION

• THERES NOT ENOUGH TO GO AROUND
• OTHER PEOPLE STAND IN THE WAY OF OUR SUCCESS
• THE SYSTEM IS FAIR YOU GET WHAT YOU DESERVE AND
  DESERVE WHAT YOU GET
• ITS NOT SAFE TO GET TOO CLOSE/CONNECTED WITH
  OTHER PEOPLE
• COOPERATION COUNTS LESS THAN INDIVIDUAL
  ACHIEVEMENT
• COMPETITION IS MOTIVATING
• COMPETITION HELPS PREPARE STUDENTS FOR THE REAL
  WORLD
• BARRIERS TO CONFLICT RESULUTION

47
IS THIS WORKING CHAPTER 6

• DO STUDENTS USE THE LANGUAGE OF COOPERATION
• DO STUDENTS CONCEPTUALIZE TASKS AS COOPERATIVE,
  LOOKING FOR OTHERS TO WORK WITH, OR AS
  COMPETITIVE, OR AS INDIDUALISTIC
• DO STUDENTNS CONSTANTLY COMPARE THEIR WORK TO
  OTHERS, OR ARE THEY ABLE TO SUPPORT THE EFFORTS
  OF THEIR CLASSMATES
• DO STUDENTS DISPLAY THE SKILLS NECESSARE FOR
  WORKING IN COOPERATIVE GROUPS LISTENING, PROBLEM
  SOLVING, TAKING TURNS, ENCOURAGING OTHERS, ASKING
  FOR CLARIFICATION, DISAGREEING NICELY
• DO STUDENTS TURN TO ONE ANOTHER AS SOURCES OF
  HELP WHEN THEY HAVE ACADEMIC OR PERSONAL PROBLEMS
• DO STUDENTS CONSISTENTLY EMPOWER OTHER STUDENTS
  AND GIVE THEM OPPORTUNITIES TO DO THINGS
• DO STUDENTS HAVE REPERTOIRES OF COOPERATIVE GAMES
  THAT THEY KNOW HOW TO PLAY AND WILL INITIATE WITH
  OTHERS?
• ARE STUDENTS CRITICAL AND THOUGHTFUL ABOUT
  COMMUNITY AND WORLD EVENTS THAT ARE STRUCTURED OR
  CONEPTUALIZED COMPETITIVELY, POINT IOUYT THAT
  THERE MIGHT BE ALTERNATIVE, MORE COOPERATIVE WAYS
  TO ACCOMPLISH THE SAME GOAL?

48
Schmucks Chapter 7Norms

• FOUR TYPES OF NORMS
• PERCEPTUAL NORMS DERIVES MEANING FROM SENSORY
  EXPERIENCES
• COGNITIVE NORMS SHARING THOUGHT PROCESSES
  SUCH AS REASONING, REMEMBERING, ANALYZING, AND
  ANTICIPATING AND MAY NOT CORRESPOND TO A PHYSICAL
  REALITY
• EVALUATIVE NORMS SHARED ATTITUDES THAT ARE
  ACCOMPANIED BY HIGH AMOUNTS OF GROUP FEELING
• BEHAVIORAL NORMS BEHAVIORS THAT ARE INFLUENCED
  BY PERCEPTIONS, COGNITIONS AND EVALUATIONS AS
  WELL AS BY CIRCUMSTANCES IN THE SITUATION
  (CONTEXT).

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CHAPTER 7 NORMS (THE SCHMUCKS)
50
SAPON-SHAVINS BOOK CHAPTER 7 SPEAKING THE
TRUTH AND ACTING POWERFULLY
THE VISION IN COMMUNITY, PEOPLE DISCOVER THEIR
COLLECTIVE POWER.

• NOTICING (THATS SOMETHING WRONG)
• COURAGE (TO MAKE A DIFFERENCE)
• STRATEGIES (TO BRING ABOUT CHANGE)

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• THE VISION (GOAL) FOR STUDENTS
• STUDENTS SHOULD BE INFORMED AND AWARE OF ISSUES
  AND PROBLEMS IN THE WORLD. THEY SHOULD APPROACH
  THE WORLD WITH EYES WIDE OPEN, NOTICING THINGS
  THAT ARE WRONG OR UNFAIR, ALERT TO INJUSTICES AND
  INEQUITES. NOTICING
• STUDENTS SHOULD FEEL A COMMITMENT TO MAKING A
  DIFFRENCE. THEY SHOULD HAVE A SENSE THAT WHAT
  THEY DO MATTERS, THAT THEY CAN MAKE A DIFFERENCE,
  AND THAT THEY MUST BE WILLING TO EXPEND THE
  ENERGY AND TIME TO DO SO. COURAGE
• STUDENTS SHOULD HAVE THE SKILLS AND STRATEGIES
  THEY NEED IN ORDER TO TAKE ON PROBLEMS AND
  ISSUES. THEY MUST HAVE COMMUNICATION SKILLS
  (TALKING TO OTHERS, ASKING QUESTIONS, AND
  LISTENING), INFORMATION GATHERING SKILLS
  (READING, DATA GATHERING, AND WAYS TO SORT
  THROUGH CONFUSING AND CONFLICTING INFORMATION),
  CONFLICT RESOLUTION SKILLS (WHAT TO DO WHEN
  PEOPLE DONT AGREE OR ARE GETTING ANGRY), AND
  SKILLS IN BRINGING ABOUT CHANGE (LETTER WRITING,
  LOBBYING, AND ADVOCACY). STRATEGIES

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• THE VISION (GOALS) FOR TEACHERS
• TEACHERS MUST FIND WAYS OF TEACHING STUDENTS
  ABOUT COMMUNITY AND GLOBAL PROBLEMS THAT ARE AGE
  APPROPRIATE AND DEVELOMENTALLY APPROPRIATE,
  NEITHER TALKING DOWN TO STUDENTS NOR OVERWHELMING
  THEM WITH INFORMATION AND FEELINGS THAT
  OVERPOWER THEM. NOTICING
• TEACHERS MUST IDENTIFY STRATEGIES FOR HELPING
  STUDENTS TO LOOK AT BIG ISSUES WITHOUT FEELING
  POWERLESS OR SUNK. COUNTERACT DESPAIR AND
  HOPELESSNESS IN THEIR STUDENTS (AND THEMSELVES).
  COURAGE
• TEACHERS MUST HELP STUDENTS ACQUIRE THE SKILLS
  AND ATTITUDES THEY NEED TO ACT POWERFULLY AND
  MAKE A DIFFERENCE. STRATEGIES

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• CHALLENGES TO THE VISION
• IM NOT REALLY COMFORTABLE WITH THIS ISSUE
  MYSELF. SOMETIMES, I FEL PRETTY CONFUSED SO HOW
  COULD I TAKE IT ON WITH THE STUDENTS.
• I DONT KNOW ENOUGH ABOUT THIS TOPIC MYSELF TO
  TEACH IT RIGHT I MIGHT GET IT ALL WRONG.
• TALKING ABOUT AN ISSUE LIKE THIS COULD REALLY
  MAKE THINGS WORSE WHYROCK THE BOAT?
• I DONT DARE BRING UP A TOPIC LIKE THIS. I
  COULD GET IN TROUBLE WITH PARENTS (THE
  ADMINISTRATION, OTHER TEACHERS).
• I HAVE SO MUCH OF THE MANDATED CURRICULUM TO
  COVER, I SIMPLY DONT HAVE TIME FOR THIS.

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SOME OF THE ISSUES

• OPPRESSIONS
• SEXISM
• RACISM
• HETEROSEXISM/HOMOPHOBIA
• CLASSISM
• ANTI-SEMITISM AND OTHER RELIGIOUS OPPRESSION
• ETHNIC CLEANSING
• HANDICAPISM/ABLEISM

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• INEQUITIES
• POVERTY/HOMELESSNESS/HUNGER
• ABUSE

• TEACHERS CAN HELP STUDENTS OPERATIONALIZE THE
  IDEA OF TAKING SMALL (AND THEN BIGGER) STEPS
  TOWARD MAKING A DIFFERENCE BY TEACHING STUDENTS
  ABOUT THE FOLLOWING
• RESISTANCE/TAKING ACTION.
• ALLIES.

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IS THIS WORKING CHAPTER 7

• NOTICING
• DO STUDENTS NOTICE PRACTICES OR POLICIES THAT ARE
  UNFAIR AND BRING THEM TO THE ATTENTION OF THE
  TEACHER AND THEIR CLASSMATES?
• DO STUDENTS IDENTIFY STEREOTYPES AND
  STEREOTYPICAL LANGUAGE IN BOOKS THEY ARE READING
• DO STUDENTS IDENTIFY STEREOTYPES AND
  INAPPROPRIATE LANGUAGE IN THE MEDIA?
• ARE STUDENTS ABLE TO IDENTIFY JOKES THAT ARE
  RACIST, SEXIST, OR HOMOPHOPIC?
• ARE STUDENTS CRITICAL ENOUGH OF THEIR OWN
  CURRICULUM TO NOTICE THAT WHAT THEIR TEXTBOOKS OR
  VIDEOS SAY MAYNOT BE THE WHOLE STORY, OR THE SAME
  STORY THAT OTHERS MIGHT TELL?

57

• COURAGE
• AFTER STUDENTS HAVE NOTICED THAT SOMETHING IS NOT
  FAIR OR IS OPPRESSIVE IN A PARTICULAR WAY, ARE
  THEY WILLING TO RAISE THE ISSUE WITH THE TEACHER,
  OTHER STUDENTS, ADMNISTRATORS, THEIR PARENTS,
  OTHER COMMUNITY MEMBERS?
• ARE STUDENTS ABLE TO SEEK ALLIES AND SUPPORTERS
  SO THAT THEY ARE ABLE TO TAKE ON DIFFICULT
  ISSUES?
• DO STUDENTS GENERALLYAPEAR HOPELESS WHEN THEY
  NOTICE AN INJUSTICE?
• DO STUDENTS SEE THEIR INTERESTS IN VERY
  INDIVIDUAL WAYS OR ARE THEY ABLE TO THINK ABOUT
  OTHERS PERSPECTIVES AND SITUATIONS?
• DO STUDENTS SEE THEIR PURVIEW AS CONFINED TO
  THEIR OWN SITUATION OR CLASSROOM OR ARE THEY ABLE
  TO STEP BACK AND TAKE A BROADER VIEW, THEIR
  VISION OF JUSTICE ENCOMPASSING THEIR
  NEIGHBORHOOD, COUNTRY, AND THE WORLD?

58

• STRATEGIES
• ARE STUDENTS FLUENT WITH THE WAYS IN WHICH PEOPLE
  THROUGHOUT HISTORY HAVE TAKEN A STAND BOYCOTTS,
  PETITIONS, LETTER-WRITING CAMPAIGNS, STRIKES?
• DO STUDENTS HAVE THE SKILLS THEY NEED TO WRITE
  LETTERS TO ADVERTISERS WHO PROMOTE RACIST TOYS,
  TO MAKE POLITE PHONE CALLS TO SHOP OWNERS WHOSE
  STORES ARE NOT ACCESSIBLE TO PEOPLE WHO USE
  WHEELCHAIRS.?
• DO STUDENTS HAVE REPERTOIRS FOR INTERRUPTING
  OPPRESSIVE BEHAVIOR IN WAYS THAT ARE LIKELY TO BE
  EFFECTIVE?
• ARE STUDENTS ABLE TO LISTEN WELL TO OTHERS, ABLE
  TO HEAR THEIR STORIES WITHOUT INTERRUPTION OR
  DEFENSIVENESS, AWARE THAT THERE IS MUCH TO BE
  LEARNED FROM EVEN THE YOUNGEST PERSON OR ONE
  PERCEIVED AS LESS COMPETENT?

59
End of EDP 621 SLIDES