34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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1. Culture The sum of attitudes, customs, and beliefs that distinguishes one group of people from another. Culture is transmitted through language, material objects, ritual, institutions, and art, from one generation to the next.
10. Ideologies A set of specific ideas, attitudes and beliefs. Provides or advocates a coherent plan for social, political, or economic action. Typically a persisting cultural function in all social systems. Have differing dominant aspects of social organization in various cultural groups. Ideologies reinforce equality/inequality norms: Racial, ethnic, women, children, elderly, etc.i
11. Question and Answer Do ideologies create social and cultural problems?
12. Cultural identity : structure / socialization within North American culture Cultural identity: the identity of a group or culture, or of an individual as far as one is influenced by one's belonging to a group or culture. Value conflict: System of schooling values in north American culture: life is about getting to that end. http://souljerky.com/_media/swf/alan_watts_life.swf Culture is the primary lens through which we see power and the primary form of difference in culture is through the lens of power. – Linda Wheeldon
13. If classroom expectations are limited by our own cultural orientations, we impede successful learners guided by Another cultural orientation. If we only teach according to the ways we ourselves learn best, we are also likely to thwart successful learners who may share our cultural background but whose learning styles deviate from our own. (Bennett, C. Comprehensive Multicultural Education, p. 116)
17. Ceremony I will tell you something about stories, [he said] They aren't just entertainment Don’t be fooled. They are all we have, you see, All we have to fight off Illness and death. You don’t have anything. If you don’t have the stories.
18. Here, put your hand on it See, it is moving There is life here For the people And in the belly of this story the rituals and the ceremony are still growing.
19. Native Summit Elders Holistic Dual citizenship? Acknowledgement Low self esteem is huge in today's teens
23. Japanese In class Not in class Collective / Cooperation Subway Self centered approach
24. Arab Male Family approach Culturally Goals / Control / Helplessness Input of students is key
25. Haiti Oral Bedtime Debate / Constructive argument Create classroom where airing views is good!
26. What can we learn? Native – Build students up! Someone with a sense of self worth will learn much more! Chinese – Effort is an important factor! Japan – Cooperation of the whole class rather than a class of individuals. Arab – Allow students to assist in the goal setting process of what do to and allow a ceritan amount of control! Haiti – Encourage healthy debate and constructive argument.
29. The Controversy of Religion in the Classroom: Background Since the 1950s, there has been controversy over religion in the public school system Multiculturalism as federal policy reduced emphasis on religious instruction Two major court trials 1980s case over the Lord’s Prayer 1990s case over religious symbols Gordon Dirks
30. Current Controversies Quebec: Compulsory world religion curriculum Protest marches and 1700 parental requests to have children excused
31. Current Controversies: Quebec Against Agree Confusing for young children to form spiritual identity Takes away parents moral authority over the education of their children Infringes on parental rights of religious instruction Course instructed objectively Promotes equality, respect and tolerance Explains to children the diversity they now live in Does not limit parents’ ability to pass religious beliefs Right to ignorance is not protected under the Canadian Charter of Rights and Freedoms
32. Current Controversies: Alberta Bill 44 Written notice required when sex, religion or sexual orientation are to be covered in the curriculum Parents can then pull child out of planned lesson Parents can file human rights complaints against teachers and school districts No restrictions placed on casual classroom discussion
33. Discussion What do you think about the approaches of Quebec and Alberta? Which side do you most agree with? Quebec’s compulsory religious education OR Alberta’s parental authority over religious education Alternatives?
34. Language
35. Basic Educational:Global Action For Children The right of access to education - Education must be available for, accessible to and inclusive of all children. The right to quality education - Education needs to be child-centered, relevant and embrace a broad curriculum, and be appropriately resourced and monitored. The right to respect within the learning environment- Education must be provided in a way that is consistent with human rights, equal respect for culture, religion and language and free from all forms of violence.
39. Parental Involvement: Communicate frequently Be consistent Keep interactions to the point (simplify) Awareness of non-verbal communication Awareness of cultural-based assumptions about education
40. Hello, How are you? Shauna: German Mike: Greek Susan: Hebrew Josh: French Jill: Spanish