Session for potential affinity group facilitators. Benefits of affinity groups, factors that lead to more or less success, potential topics of discussion, etc.
This document discusses facilitating affinity groups. It defines affinity, alliance, and interest groups and explains their purposes. Affinity groups are valuable as they provide safety, affirmation, and empowerment for members. However, facilitating affinity groups can meet resistance from unacknowledged fears and desires to remain ignorant. The document provides tips for facilitating successful groups, such as ensuring they are participant-driven and focus on pride over struggle. It also discusses addressing resistance, the differences between equality and equity, and establishing safe spaces for learning.
Those who have participated in affinity groups feel affirmed by the safe space, solidarity, and rejuvenation that come from gathering around identity. We know the benefits of positive identity on academic achievement, mental health, and well being. Why do affinity groups meet resistance? How do you make the case for them and launch them meaningfully to minimize resistance? What factors result in more successful groups? Discuss these questions and more.
This document discusses affinity groups, which are groups that bring together people who share a common identity or experience. It defines affinity, alliance, and interest groups and explains their purposes. Some key benefits of affinity groups are that they provide safety, affirmation, and help build resilience. Successful affinity groups focus on pride over struggle, are inclusive, and have participant-driven curricula. Resistance to affinity groups sometimes comes from unacknowledged fear or resistance to empowerment. The document provides discussion points to counter resistance and resources on the topics of equality vs equity and privilege.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document discusses institutional racism and developing cultural competency. It begins by defining types of racism, including structural, institutional, and individual racism. It then focuses on institutional racism, providing examples within education, medicine, and homeless youth services. The document also discusses cultural competency and inclusive development. It proposes assessing organizations' policies, programming, practices, personnel, and resources to identify areas for growth. The goal is for organizations to thoughtfully progress toward greater cultural competency and inclusion.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
This document discusses facilitating affinity groups. It defines affinity, alliance, and interest groups and explains their purposes. Affinity groups are valuable as they provide safety, affirmation, and empowerment for members. However, facilitating affinity groups can meet resistance from unacknowledged fears and desires to remain ignorant. The document provides tips for facilitating successful groups, such as ensuring they are participant-driven and focus on pride over struggle. It also discusses addressing resistance, the differences between equality and equity, and establishing safe spaces for learning.
Those who have participated in affinity groups feel affirmed by the safe space, solidarity, and rejuvenation that come from gathering around identity. We know the benefits of positive identity on academic achievement, mental health, and well being. Why do affinity groups meet resistance? How do you make the case for them and launch them meaningfully to minimize resistance? What factors result in more successful groups? Discuss these questions and more.
This document discusses affinity groups, which are groups that bring together people who share a common identity or experience. It defines affinity, alliance, and interest groups and explains their purposes. Some key benefits of affinity groups are that they provide safety, affirmation, and help build resilience. Successful affinity groups focus on pride over struggle, are inclusive, and have participant-driven curricula. Resistance to affinity groups sometimes comes from unacknowledged fear or resistance to empowerment. The document provides discussion points to counter resistance and resources on the topics of equality vs equity and privilege.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document discusses institutional racism and developing cultural competency. It begins by defining types of racism, including structural, institutional, and individual racism. It then focuses on institutional racism, providing examples within education, medicine, and homeless youth services. The document also discusses cultural competency and inclusive development. It proposes assessing organizations' policies, programming, practices, personnel, and resources to identify areas for growth. The goal is for organizations to thoughtfully progress toward greater cultural competency and inclusion.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
What is growth mindset, and what are its implications for education? What are other ways growth and fixed mindset manifest for girls and women? Discuss how we can support growth-minded girls and women who take on challenges, overcome obstacles, receive critical feedback well, and learn from the success of others.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
How do you navigate microaggressions - those "ouch" moments that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Keynote delivered to attendees of the AISNE Students of Color Conference. What are the forces that keep us apart, even though we all want equity and justice for our marginalized identities? Missing from the cultural competency conversation are intra-group competency and inter-group solidarity. How do we stop policing each other WITHIN our groups with terms like "acting White" or "ABC" or "Fresh Off the Boat" "Too Militant"? How do we gain more power and numbers ACROSS groups by defying divisive dynamics like Model Minority Asians versus Black and Brown People? People of Color versus LGBTQ People? Feminism as a White Female Movement? By extending understanding and empathy across our identity development scales and by supporting one another through allyship, we can be an even more powerful force toward equity and justice for ALL.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to teach young children about identity, difference, and microaggressions (ouch moments)?
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development to progress toward positive success for all.
Session for newly elected or appointed student leaders. Part 1: Our Authentic Selves - What do our identities inform and strengthen our leadership? Part 2: The Power of Empathy - caucusing around identity to educate others about our experience. Part 3: Allyship in Action - intervening when microaggressive words and actions happen.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
MKA Framing and Talking Points for Diversity and Social JusticeRosetta Eun Ryong Lee
This document contains framing ideas and talking points from Rosetta Eun Ryong Lee on topics related to diversity, inclusion, equity, and social justice. It discusses key concepts like equality vs equity, institutional vs individual privilege, correlation vs causation, and developing as an ally. It provides advice on having difficult conversations, addressing microaggressions, and creating inclusive communities through recognizing personal triggers and building authentic relationships.
Part 1 - Cross Cultural Communication. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2 - Navigating Microaggressions. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
This document contains notes and discussion points from a workshop on multicultural teaching and developing skills as an ally. Key topics discussed include developing understanding of concepts like privilege, microaggressions, and effective strategies for intervening in biased situations or having respectful conversations about biased comments and actions. The document provides examples and discussion prompts to help participants reflect on how to cultivate self-awareness, build relationships, and have constructive discussions about challenging issues related to diversity, equity and inclusion.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for facilitating as well as participating in the conversation.
We see ourselves as open and inclusive people, accepting of differences and treating all people with dignity, kindness, and respect. We want to create and be part of communities that are inclusive and culturally competent toward all people of all backgrounds. Yet, there are implicit and unconscious biases that get in the way of our best selves, and intentions aren't enough to guide our behaviors. Learn the science of cognitive biases we all have and what we can do to mitigate them within ourselves and our organizations.
What is growth mindset, and what are its implications for education? What are other ways growth and fixed mindset manifest for girls and women? Discuss how we can support growth-minded girls and women who take on challenges, overcome obstacles, receive critical feedback well, and learn from the success of others.
How do you navigate those "ouch" moments - those that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
How do you navigate microaggressions - those "ouch" moments that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Keynote delivered to attendees of the AISNE Students of Color Conference. What are the forces that keep us apart, even though we all want equity and justice for our marginalized identities? Missing from the cultural competency conversation are intra-group competency and inter-group solidarity. How do we stop policing each other WITHIN our groups with terms like "acting White" or "ABC" or "Fresh Off the Boat" "Too Militant"? How do we gain more power and numbers ACROSS groups by defying divisive dynamics like Model Minority Asians versus Black and Brown People? People of Color versus LGBTQ People? Feminism as a White Female Movement? By extending understanding and empathy across our identity development scales and by supporting one another through allyship, we can be an even more powerful force toward equity and justice for ALL.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to teach young children about identity, difference, and microaggressions (ouch moments)?
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Part 1: Cultural Competency
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)?
Part 2: Cross Cultural Communication
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 3: Navigating Microaggressions
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development to progress toward positive success for all.
Session for newly elected or appointed student leaders. Part 1: Our Authentic Selves - What do our identities inform and strengthen our leadership? Part 2: The Power of Empathy - caucusing around identity to educate others about our experience. Part 3: Allyship in Action - intervening when microaggressive words and actions happen.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
MKA Framing and Talking Points for Diversity and Social JusticeRosetta Eun Ryong Lee
This document contains framing ideas and talking points from Rosetta Eun Ryong Lee on topics related to diversity, inclusion, equity, and social justice. It discusses key concepts like equality vs equity, institutional vs individual privilege, correlation vs causation, and developing as an ally. It provides advice on having difficult conversations, addressing microaggressions, and creating inclusive communities through recognizing personal triggers and building authentic relationships.
Part 1 - Cross Cultural Communication. Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.
Part 2 - Navigating Microaggressions. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
This document contains notes and discussion points from a workshop on multicultural teaching and developing skills as an ally. Key topics discussed include developing understanding of concepts like privilege, microaggressions, and effective strategies for intervening in biased situations or having respectful conversations about biased comments and actions. The document provides examples and discussion prompts to help participants reflect on how to cultivate self-awareness, build relationships, and have constructive discussions about challenging issues related to diversity, equity and inclusion.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for facilitating as well as participating in the conversation.
Overview of Affinity Groups and what they are. Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
This document discusses affinity groups, which are groups that bring together people who share a common identity or experience. It defines affinity, alliance, and interest groups and explains the value of affinity groups in creating safe spaces and building resilience. It provides a five-stage process for launching affinity groups that includes identifying needs, determining formats, communicating the purpose, facilitating groups, and assessing effectiveness. It acknowledges potential resistance to affinity groups and provides talking points to address concerns. Overall, the document makes a case for establishing affinity groups as a way to empower and support students.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how affinity and alliance groups instill positive self identity in our children and coach them to be positive influences on others' identities.
This document discusses facilitating affinity groups. It begins with definitions of affinity groups, alliance groups, and interest groups. It then discusses the value of affinity groups in providing safety, affirmation, identity socialization and resilience. Guidelines are provided for successful affinity groups, such as having participant-driven curricula and opportunities for sharing. Potential challenges are also outlined, such as lack of consistency or reinforcement of stereotypes. The document argues affinity groups strengthen communities and provides equity rather than just equality. Resources for further information are provided.
This document discusses identity development, affinity groups, and allyship. It begins with an overview of identity development models and the different stages people may progress through in developing marginalized or privileged identities. It then defines affinity groups as spaces for people who share an identity to gather for support and community, and alliance groups as spaces for people committed to supporting a particular identity group. The document provides examples of how schools already have informal affinity groups and discusses how people can support identity development and affinity groups. It concludes with presenting more resources on identity development and related topics.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for facilitating as well as participating in the conversation.
This document outlines an agenda and presentation for a "Train the Trainer" workshop about facilitating courageous conversations. The agenda includes discussions of courageous conversations, fears and obstacles to conversations, interruption and facilitation skills, and practices. It provides guidance on reducing defensiveness, keeping conversations going, building relationships, and winning allies. Examples and practices are provided to help participants learn skills for interrupting effectively and facilitating difficult discussions.
This document outlines an agenda and presentation for a train the trainer workshop on facilitating courageous conversations. The presentation covers challenges like fears, obstacles, and pitfalls that can prevent these important discussions, as well as techniques for interrupting respectfully, keeping conversations constructive, building relationships, and overcoming obstacles. Key skills emphasized include reducing defensiveness, active listening, asking open-ended questions, and creating a welcoming environment.
Title: Identity, Inclusion, and Allyship
What are the various ways we identify ourselves: female, African American, Buddhist, homosexual, middle class, etc.?
Why do some people develop proud and healthy self-identity and others experience own-group shame and hatred?
Attend this training to learn about:
Various ways we identify ourselves
How we co-author peers' identity, as well as our own
The startling opportunity gap in education and society
Practical steps toward inclusion
How we turn commitment into action
Allyship strategies to work toward inclusion of all
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for facilitating as well as participating in the conversation.
Bishop Strachan School Cultural Competency and MicroaggressionsRosetta Eun Ryong Lee
A look at culture and cultural competency as it applies to education. Next, we look at experience across difference and how, unmitigated, lack of cultural competency affects individuals and groups. We then dive deeper into the phenomenon of microaggressions and how they show up for all of us. Finally, we look at conversation tools to navigate microaggressive moments, whether we are impacted, we witness them, or we perpetrate them.
Talking about difficult topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and participating in courageous conversations.
This document outlines a presentation by Rosetta Eun Ryong Lee on facilitating courageous conversations. The agenda includes discussing the difference between safe and brave conversations, examples of challenges that arise, and strategies for overcoming fears and moving discussions forward productively. Key topics are defining privilege, the importance of inclusion over assimilation, addressing colorblindness, and becoming an effective ally rather than engaging in saviorism. The goal is providing tools to have difficult discussions while creating understanding across differences.
Conflict is an everyday element of our personal and professional lives, yet many of us were socialized to avoid it. This workshop presents fears and common pitfalls that keep us from broaching courageous conversations, how to identify conflict across cultural differences, how to address conflict across perspective differences, and frameworks for engaging in productive dialogues in groups.
Follow up discussions on courageous conversations. Addressing current events, hate and extremism, personal trauma, and more. Common scenarios of derailment and what we might do. Framing and talking points to navigate through common misunderstandings.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools and our lives in order to be more inclusive and change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
Session at the end of the school year. Faculty/Staff SEED group reported out reflections and takeaways. This session to frame their work and future work in terms of cultural competency.
Similar to Meridian Facilitating Affinity Groups (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
This document discusses strategies for maintaining well-being and building support networks after attending a gathering. It recommends staying connected to experts and allies met at the event by asking them questions. Specific strategies are provided for building coalitions at home, such as finding hidden allies, affirming others, and creating "mini-mes" to spread ideas to new people. Developing self-care practices like affirmations, mantras, and balancing logical and emotional thinking are also suggested. The document concludes by offering additional resources and inviting final comments.
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document outlines Rosetta Eun Ryong Lee's holistic approach to diversity, equity, and inclusion. Her approach focuses on heart, head, and hands. The heart orientation involves empathy, perspective, and relationships. The head orientation includes knowledge, awareness, and systems thinking. The hands orientation centers around capacity building, consciousness raising, and adaptation. Lee facilitates discussions to help participants understand their own identities, experiences, values, and motivations in relation to diversity and equity issues. She encourages deep listening and sharing in small groups to build understanding and relationships. The goal is to thoughtfully consider what communities need and how to have meaningful conversations around important topics.
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
The document discusses gender and sexuality diversity. It begins with definitions of key terms like biological sex, gender identity, gender expression, and transgender. It then discusses how gender is typically portrayed and outlines a more inclusive paradigm. The document shares the mission and beliefs of Seattle Girls' School, and how it has worked to be more welcoming through education, examination, planning, implementation and adaptation. Examples of changes at SGS include admissions, forms, introductions and curriculum to be more inclusive of all identities. The presentation concludes with discussion questions and resources for further information.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
This document outlines Rosetta Eun Ryong Lee's approach to equity work, which focuses on developing holistic understanding and taking action. Her approach emphasizes developing knowledge and awareness through readings and research, cultivating empathy and perspective-taking, and building capacity for consciousness, assessment, and adaptation through simulations, case studies, and processes. The goal is to have small group discussions where participants reflect on and share their experiences and perspectives to cultivate relationships and understanding.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
3. Agenda
Basic Definitions
Value of Affinity Groups
Sources of Resistance
Facilitating Affinity Groups
Overcoming Resistance
Strengthening Communities
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. Basic Definitions
The term affinity group is used as a
bringing together of people who have an
identifier in common, e.g. race, gender,
religion, family status, etc. Affinity groups
are for individuals who identify as members
of the group and can speak to the
experience of being a member of the group
from the “I” perspective.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
5. Basic Definitions
The term alliance group is used as a
bringing together of people who have a
common commitment to an identifier group,
e.g. race, gender, religion, family status,
etc. Alliance groups are for individuals who
identify as members of the group and/or as
people who support and stand in solidarity
with that group.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. Basic Definitions
The term interest group is used as a
bringing together of people who want to
learn about, share, and engage in a special
interest, e.g. hobby, skill, topic, etc.
Interest groups are for individuals who want
to gather to teach, learn, and share.
Membership can be fluid and changing.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
7. Why Affinity Groups Are Great
Safety and Comfort to be
Authentic
Affirmation
Critical Mass
Identity Socialization
Building Resilience
Preparing to Engage
Deeply with Other Groups
Empowerment Toward
Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. Why Affinity Groups
Meet Resistance
Unacknowledged Fear
of Assembly
Unacknowledged
Resistance to
Empowerment
Desire to Stay Ignorant
of Issues
Privilege
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
9. Forms of Resistance
• False Parallels
• Inverting the Injustice
• Outright Dismissal
• Minimization
• Righteousness
• Colorblindness
• Jealousy
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
10. Facilitating Groups
Identity Pride
History
Positive Change and
Activism
Opportunities and
Challenges
Strategies for Success
Supporting Each Other
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
11. Factors Leading to More Success
Pride > Struggle
Deflection of Blame
Inclusive of Full Spectrum
Who’s in the Room
Participant Driven Curricula
Opportunities to Share
Collective Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
12. Factors Leading to Less Success
Lack of Consistency
Lack of Budget
Lack of Curricula
Reinforcement of
Stereotypes
Chauvinism
Leader Agenda
Visitors and Gawkers
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
13. Talking Points for Affinity Groups
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
http://tiny.cc/AGFAQ
14. “Affinity Spaces”
Schools Already Have
• An Admissions Based Student Body
• Gendered Bathrooms
• Board Meetings
• Tracked Classes
• Financial Aid Allocation Meetings
• Sports Teams
• Divisions and Grades
• Casts of School Plays
• Faculty/Staff Rooms
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
15. Equality versus Equity
Everybody gets a shirt versus everybody
gets a shirt that fits.
Giving everybody some insulin in
equality. Giving only people who are
diabetic some insulin is equity.
What is “fair”?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
17. Privilege
“Privilege exists when one group has
something of value that is denied to others
simply because of the groups they belong
to, rather than because of anything they’ve
done or failed to do.”
[as described by Peggy McIntosh and quoted by Allan Johnson]
Privilege is SYSTEMIC. It drives the
systems that dominate our societies.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. Situational Advantage
There are prime parking spots and seats
reserved for people with disabilities. People
with disabilities are often first to board
planes and other transportation vehicles.
These advantages are situational and do not
balance out systemic oppression.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Safety versus Comfort
Safety: I feel that, in this space, I can ask questions without
fear of judgment. I can voice my perspective and know that
I will be validated for the fact that that is my truth. Others
may challenge my ideas, but that challenge is in the spirit of
greater shared understanding and growth.
Comfort: I feel that, in this space, my reality will be agreed
with, validated, and unchallenged. I don’t have to explain
myself to be understood, and I don’t have to justify my
perspective, as everyone shares it.
As educators, we are constantly setting up an environment
where students are safe but not always comfortable...
SO THAT THEY CAN LEARN AND GROW.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Resources
Full resources, web links,
downloadable documents, and more can
be found at:
http://tiny.cc/affinitygroups
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
22. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)