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Multicultural/Inclusive Learning & Teaching Philosophy

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slide set with preliminary notes as i build a public learning and teaching philosophy statement using non-traditional modes of delivery - as promised to students in a Teaching in Higher Ed course that I would make emergent document public. This is the penultimate draft - ready for final scripting.

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Multicultural/Inclusive Learning & Teaching Philosophy

  1. 1. islandMulticultural Learning & Teaching Is Everybody’s Everyday Work. Period. Ilene D. Alexander
  2. 2. STUDENTS capable of learning capable of learning on their owncapable of learning in other ways capable of resilient creativity LEARNERS
  3. 3. Two-Eyed Learning
  4. 4. Adult Learning1. THINK DIALECTICALLY recognize contextual, move between • objective/subjective • universal/specific2. EMPLOY PRACTICAL LOGIC attend to internal features of given situation • reason in divergent, deep, critical ways
  5. 5. 3. KNOW HOW WE KNOW WHAT WE KNOW • become conscious of learning • perspective taking • adjust ways of learning situationally • discern grounds for decision-making4. ENGAGE IN CRITICAL REFLECTION assess the match between • earlier rules / practices / practical theories, and • emerging understandings in interpersonal, work, and political lives as well as learning life
  6. 6. Teachers and students must engage inmultiple of ways of knowing, making sense ofmultiple sources, realities, solutions, conflicts, relationships, experiences and methods. “I need to learn and work in a variety of ways. Life is complex and so should learning be complex.” Marco “I need people to see me as an individual, yet entertain the possibility that I am also shaped by and bring strengths from my cultural ways of doing things.” Mikayla
  7. 7. What if we cast the classroom as a net ofrelationships with people who care abouteach other’s learning as well as their own?
  8. 8. Integration involvesattempts to stimulate,test, and perhapsexperience newunderstandings,and social, personalconfigurations. Ira de A. Reid: Journal of Negro Education, 1954
  9. 9. • bias and curiosity • hierarchy and yearning • certainty and whimsy • concepts and creativity• grammars and innovations • fear and possibility • facts and discovery
  10. 10. P Potential Coalitions Purposeful Communities C Participatory Collaborations Principled Considerations Pragmatic Connections Pertinent Contact Poignant Conjecture Practical Consensus Plucky Climates
  11. 11. The past is never dead. It’snot even past. William Faulkner
  12. 12. 1847 “blue book” report conclusions: the Welsh are ignorant, lazy, immoral among the causes of this: •Welsh language •nonconformity •teachers speak only English,provide only English language text-books
  13. 13. G U I L T is not a feeling.It is an intellectual mask to a feeling. Fear is a feeling. Fear is real.
  14. 14. Read Write Speak Draw: To Participate To Learn To Change
  15. 15. The work of a teacher involves bridging …recognition of meaning attribution & the power thatemotions, values, and personal experience have inshaping interpretation of information.

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