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Handouts Teaching for Diversity
 

Handouts Teaching for Diversity

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This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related ...

This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.

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    Handouts Teaching for Diversity Handouts Teaching for Diversity Document Transcript

    • Teaching for DiversitySusan Hillyardhillyard@ciudad.com.arAbstractThis workshop explores the need to use English, with above beginners, as a globallanguage to examine global issues through the practice of critical, comparative, and creativethinking skills related to social values. The framework is based on Robert Fisher’s languagelearning model of the interrelatedness of reading, writing, listening, speaking, input, outputand metacognition. In this awareness raising session the basic tenet underpinning the actionis We are all the Same, We are all Different with the emphasis on teaching for diversity.Questioning ourselves comes before questioning the students, and changing our perceptionsis a necessary first step. There will be some theory and plenty of activity.HandoutsWhy ?Questioning yourself.Reflection By Shel SilversteinEach time I see the Upside ManStanding in the water,I look at him and start to laugh,Although I shoudnt oughtter.For maybe in another worldAnother time,Another town,Maybe HE is right side upAnd I am upside down.Some Quotations:"You need to take a look at your culture, what your idea of normal is, and realize it is quitelimited and, in fact, just reflecting a particular experience."" If you dont take multicultural education or antiracist education seriously, you arepromoting a monocultural or racist education. THERE IS NO NEUTRAL GROUND ONTHIS ISSUE."Bring the voices of silenced groups into the classroom and examine your own attitudestoward those excluded from power"" You have to realise that what you consider as universal is, quite often, exclusionary"Maybe teachers dont have this big vision all the time. But I think those things are what ademocratic society is supposed to be about" Enid Lee ( an Afro/ Caribbean)
    • Part A1) What is your definition of "Education"?2) What sort of education did you receive ?3) What is your definition of "The Educated Person"?4) What does "Your child is very well-educated" mean in Argentine English?Part B1) What is the "curriculum"?2) What is the "Hidden Curriculum"?3) To what extent do you feel empowered to change the curriculum?What?Diversity as a concept." Oh, were not prejudiced. We dont have any BLACK people in Argentina"Does this mean that all Argentines are the same? Is there a clearly defined IDENTITY?Do people like to belong to CLUBS?Are people SQUARE?Do people like ECCENTRICS?Are you permitted to be CREATIVE?Are you permitted to be CRITCAL?Are you bothered about YOUR FAMILY? THE PEOPLE NEXT DOOR? ON THEOTHER SIDE OF THE WORLD?Do you have a VOICE?Are you EDUCATED?Two opposing views of diversity in the Developed World1) That minority groups needed to be equipped with the language skills and the culturalknowledge of the dominant group in order to be assimilated into the societal values ofthat group.2) That the whole of society would be enriched by social pluralism and policies ofdiversity.New Concepts.NOW there is a stress on social and economic FUNCTIONALISM so that diversityis seen not as a PROBLEM to be eradicated or a RIGHT to be guaranteed ( the patronisingattitude ) but rather as a RESOURCE to be cultivated.+Opening up,+raising awareness,+building empathy,+developing compassion*THINK GLOBAL- ACT LOCAL*WE ARE ALL THE SAME -WEARE ALL DIFFERENT
    • IMPLICATIONS1) Take baby steps before giant strides.2) See the world through eyes other than your own.3) Start with yourself and examine your beliefs, aspirations, capabilities, situation andcontext.4) Write your own journal of your developing awareness.5) Work on the student- self before the bigger issue of the group, the community, the city,the country and the world. Start with the person as a thinker. If self esteem is low it isunlikely you will get a positive response to issues which go further afield.6) Look at Local issues in relation to World issues. Dont expect students to immediatelysee the point.7) Become informed: watch the news, buy the Economist, National Geographic, GEO,read TIME or Newsweek, read an English Language Daily paper.8) Garner poems, short stories, quotations, songs, music which will help you get yourpoint across.9) Make picture banks, word banks, think-time problem banks……get your resourcestogether before you start.10) Ask the students what they want to talk and learn about?11) Read, read, read!!!!!!!!!!!!!!!!Model your valuesRemember DEP:1) Democracy versus Dictatorship2) Egalitarianism versus Elitism3) Process rather than ProductYou must model these values in the classroom in your everyday BEING so that yourstudents will respond positively.Bibliography:SampedroR and Hillyard S (2004) Global Issues OUP Oxford UKKreidler,W.J: Creative Conflict Resolution, Good Year Books,1983Trovato,C.A: Teaching Kids to Care, Scholastic 1993Kalantzis,Cope, Noble and Poynting: Cultures of Schooling, The Falmer Press1990
    • Bernbach Evans, F: A World of Diversity, Multicultural Readings in the News,Herald Int. Tribune 1996