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AASL 2017

AASL 2017 presentation

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AASL 2017

  1. 1. TRANSFORMING YOUR LESSONS FOR EQUITY Casey Rawson, Ph.D. @CaseyHRawson Kimberly Hirsh @kimberlyhirsh
  2. 2. About Project READY • Funded by IMLS • 3-year project: – Year 1: Design PD focused on racial equity – Year 2: Implement PD with school librarians and their collaborative partners inWake County, NC – Year 3:Transition PD curriculum online
  3. 3. Educating for Equity • Working toward racial equity requires attention to: – Our collections (#OwnVoices) – Our spaces – Our policies and procedures – Our interactions with students and families – Our instruction
  4. 4. Rethinkingthe Standard Curriculum • North Carolina 4th Grade Social Studies Standard: 4.H.2.1 Explain why important buildings, statues, monuments, and place names are associated with the state's history. • Basic Unit: – Students choose a building, statue, or monument in the state and create a written report about its history. – Classroom teacher creates a list of monuments from which students can choose and oversees the written reports. – Librarian collects print and digital resources students can use to research their chosen monument. Confederate Soldier Memorial, Fayetteville, N.C. Image: Public Domain. http://dc.lib.unc.edu/cdm/singleitem/collection/nc_post/id/1753/rec/2
  5. 5. James A. Banks: Levels of Integration of Multicultural Content • James A. Banks, professor of Diversity Studies at the University ofWashington • Developed a model outlining four approaches to integrating diverse perspectives into the classroom • Goal: to enable students from diverse racial and ethnic groups to fully engage with and access the curriculum – Challenges the Euro-centric traditional curriculum • Takes advantage of the cultural assets students bring to the classroom • Works toward prejudice reduction • One tool for dismantling structural racism in schools Image: Photographed by Dell Upton. http://docsouth.unc.edu/commland/features/essays/upton/
  6. 6. James A. Banks: Levels of Integration of Multicultural Content • Students complete the same assignment. • Teacher ensures that the list of monuments students can choose from includes those that memorialize prominent African Americans, such as the Martin Luther King, Jr. monument in Edgecombe County or the John Coltrane statue in Guilford County. • Librarian provides resources. MLK, Jr. Memorial, Rocky Mount, N.C. Level 1 Contributions Approach Focuses on heroes, holidays, and discrete cultural elements. Image: Photographed by Dell Upton. http://docsouth.unc.edu/commland/features/essays/upton/
  7. 7. James A. Banks: Levels of Integration of Multicultural Content • Teacher expands the list further to include options such as the Greensboro Four monument in Guilford County and the Cherokee Botanical Gardens in Jackson County. • Student reports must now include a one-page “letter to the editor” written from the perspective of a person living in the time period before the monument or building was dedicated, arguing for its development. • Librarian provides resources, co-teaches letter to the editor guidelines. Cherokee Botanical Gardens, Cherokee, NC Level 2 Additive Approach Content, concepts, themes, perspectives added; structure of curriculum unchanged. Image: Photographed by Chris Kruessling http://www.ncpedia.org/cherokee-botanical-garden
  8. 8. James A. Banks: Levels of Integration of Multicultural Content • Teacher & Librarian revise the unit to focus on the main idea that a community’s values and biases are evidenced by what it chooses to memorialize.The unit incorporates media about recent protests over Confederate monuments in Durham and Chapel Hill, North Carolina. Level 3 Transformation Approach Structure of curriculum changed to enable students to view concepts from diverse perspectives Image: SilentSam protest, 8/23/2017, photographed by Sara Davis. http://time.com/4912005/unc-protest-silent-sam-confederate-monument/
  9. 9. James A. Banks: Levels of Integration of Multicultural Content • Students discuss the history of these monuments and what they communicate about our state’s values and biases. Other monuments, such as the Greensboro Four monument, are similarly discussed. • Groups of students then work together to decide on one positive value they feel North Carolinians exemplify. • With the librarian’s help, they conduct research to find a North Carolina citizen or event that embodies that value & design a monument or statue memorializing that person or event. Level 3 Transformation Approach Structure of curriculum changed to enable students to view concepts from diverse perspectives
  10. 10. James A. Banks: Levels of Integration of Multicultural Content • Similar to Level 3 plans, except… • Student groups will prepare a package of materials to send to local officials in the city or county where they would like to place their proposed monument or statue.This package might include letters, images, audio or video recordings, student artwork, etc. • This packet would actually be sent to city councilors or other officials as appropriate.Alternatively, the teacher and librarian could arrange for some local officials to visit the school to hear student proposals in person. Level 4 SocialAction Approach Students make decisions on important social issues and take actions to solve them.
  11. 11. Information Literacy Skills Addressed Original Plan: • Selecting appropriate sources • Completing a product to express their learning Level 4 Plan: • Selecting & evaluating sources • Identifying bias, conflicting information, point of view • Connecting understanding to the real world • Considering diverse perspectives in drawing conclusions • Showing social responsibility • Using information in the service of democratic values • + more!
  12. 12. Shared FoundationsAdd ressed Original Plan: • Curate Level 4 Plan: • Inquire • Explore • Include • Collaborate • Curate • Engage
  13. 13. James A. Banks: Levels of Integration of Multicultural Content Level 4 SocialAction Approach Students make decisions on important social issues and take actions to solve them. Level 3 Transformation Approach Structure of curriculum changed to enable students to view concepts from diverse perspectives Level 2 Additive Approach Content, concepts, themes, perspectives added; structure of curriculum unchanged. Level 1 Contributions Approach Focuses on heroes, holidays, and discrete cultural elements.
  14. 14. James A. Banks: Levels of Integration of Multicultural Content • CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. • Let’s try to brainstorm units at each level of Banks’s model
  15. 15. James A. Banks: Levels of Integration of Multicultural Content • CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. • Topic: Recent hurricanes (Harvey, Irma, & Maria) • Base (“Level 0”): Students read and compare two different news stories about the hurricanes from major news outlets
  16. 16. James A. Banks: Levels of Integration of Multicultural Content Level 4 SocialAction Approach Students make decisions on important social issues and take actions to solve them. Level 3 Transformation Approach Structure of curriculum changed to enable students to view concepts from diverse perspectives Level 2 Additive Approach Content, concepts, themes, perspectives added; structure of curriculum unchanged. Level 1 Contributions Approach Focuses on heroes, holidays, and discrete cultural elements.
  17. 17. Workshop • Work with a group to brainstorm lesson or unit plans at each level of integration. • Your lesson or unit plans should address a content area standard on your handout or another standard you teach.You should also discuss what the librarian’s role could be at each level and what information literacy skills and/or content could be taught.
  18. 18. Resources • Banks, J. (2013). An Introduction to Multicultural Education (5th Ed.). Boston: Pearson. • Multiculturalisms’s five dimensions: Dr. James A. Banks on multicultural education • Overview of Banks’s four levels of content integration: http://resources.css.edu/diversityservices/docs/levels ofintegrationofmulticulturalcontent.pdf • Hughes-Hassell, S., Bracy, P. B., & Rawson,C. H. (2016). Libraries, literacy, and African American youth: Research and practice. Santa Barbara, CA: Libraries Unlimited. • Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies:Teaching and learning for justice in a changing world. NewYork:Teachers College Press.

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