School & Society PowerPoint - Oct 24


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University of Minnesota
Fall 2006

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  • School & Society PowerPoint - Oct 24

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