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School & Society PowerPoint - Oct 24

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University of Minnesota ...

University of Minnesota
Fall 2006

More in: Education
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  • 1. Sociology of Education Part 2 Jeni Snyder October 24, 2006
  • 2. What is culture?
    • Race/Ethnicity
    • Class
    • Gender
    • Sexual orientation/Choices
    • Socio-economic status
    • Geographic alignment
    • Profession
    • Team affiliations
    • What is my culture? Write down the cultural affiliations that matter to you.
  • 3. What is power?
    • The resources that we bring to the table:
    • Intellectual
    • Monetary
    • Integrity
    • Appearance/charisma
    • Culture & power awareness
    • Appropriate responses to a situation
    • What resources do I bring to the table? Write down the skills that you bring to the classroom.
  • 4. My Ideal Teaching Position
    • Subject area(s)
    • Grade Level(s)
    • School type: public (neighborhood, magnet, charter) private (secular, parochial)
    • Size: small (less than 400), medium (400-1000) , large (1000+)
    • Setting: urban, suburban, small town, rural
    • Student economic class: upper, upper middle, lower middle, working, lower/under
    • Student race: African-American, American Indian, Latino, Somali, Hmong, White, Other
    • Other groups, cultures, etc.
  • 5. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children
    • What does the title mean?
    Lisa D. Delpit
  • 6. Lisa Delpit Mini-Biography
    • Raised in Baton Rouge, Louisiana
    • Mom taught high school
    • Dad donated food to elementary schools
    • Harvard educated
    • Urban educator
    • Whole language v. skills-based instruction
    • Power in the classroom
  • 7. Issues of power are enacted in classrooms.
    • What does this mean?
    • Classroom as microcosm of U.S. culture
    • What are the implications for our classrooms?
    • Teacher over students, textbooks over curricula, others?
  • 8. There are codes or rules for participating in power; there is a culture of power.
    • What does this mean?
    • Covert and overt rules about linguistics,communication and presentation
    • What are the implications for our classrooms?
    • Need to identify self, setting and students
  • 9. The rules of the culture of power are a reflection of the rules of the culture of those who have the power.
    • What does this mean?
    • Success in U.S. institutions is linked to ability to emulate the culture in power
    • What are the implications for our classrooms?
    • The closer our students are to the culture of power, the more knowledge of and alacrity with the rules of power they bring to school
  • 10. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.
    • What does this mean?
    • It really helps to have someone directly tell you the rules of the culture of power
    • What are the implications for our classrooms?
    • We need to make time to tell our students how to navigate within the culture of power
  • 11. Those with power are frequently least aware of its existence. Those with less power are often most aware of its existence.
    • What does this mean?
    • The closer you are to the culture of power, the more difficult it is too see the culture of power
    • What are the implications for our classrooms?
    • Bring meaningful and authentic literacy experiences into our classrooms
    • Be aware of power differentials in schools
  • 12. National Urban Alliance
    • NUA's Mission is to substantiate in the public schools of urban America an irrefutable belief in the capacity of all children to reach the highest levels of learning & thinking demanded by our ever-changing global community .
  • 13. Carlos Mariani on diminishing institutional racism in schools
    • DON’T
    • Say or laugh at something you would not if there was a person of color in the room.
    • Work at a school you would not send your own child.
    • Teach children that you would not let your own children play with.
    • DO
    • See strengths in students of color.
    • Build authentic relationships with communities of color.
    • Increase the teacher of color population.
    Executive Director, MN Minority Education Partnership State Legislator, Minnesota House of Representatives
  • 14. Think about this!
    • To what extent does my culture match the culture of my ideal school and students?
    • In what ways does a match or mismatch impact my efficacy with my students?
    • What would Lisa Delpit say?