This document discusses expert groups discussing considerations around human trafficking from their area of expertise based on reading the book Nobodies by John Bowe. It outlines legal considerations, economic considerations, social and cultural considerations and theological considerations groups. It provides questions for the groups around what the book addressed and didn't address in their area as well as how the considerations relate to human trafficking.
Fight Club is a 1999 film directed by David Fincher that explores themes of isolation, masculinity in crisis, consumerism, and identity. The film had a budget in the range of a blockbuster and received mixed reviews from critics, with some praising its themes and style while others criticized its extreme violence and ideology. Key elements include Edward Norton as the unnamed narrator, the film's genre-bending style, and its commentary on social and cultural issues of the late 20th century.
So You Say You Want a Revolution? Evolving Agile AuthorityHarold Shinsato
These are slides and notes from a talk at Agile CultureCon June 26, 2014.
So You Say You Want a Revolution? Evolving Agile Authority
What do Arab Spring, Occupy Wall Street, Holocracy, and Open Space Technology have in common with the Agile software movement?
Where does authority come from, and where does it need to go in an agile culture?
The Agile Manifesto’s values and principles continue to face an uphill battle in traditional authority structures and your typical work place culture. It’s easy to want a revolution, especially since we have a “Manifesto” like the one Karl Marx penned that mobilized uprisings, chaos, and questionable positive progress. If you are confronting or designing the authority structure in your culture – yes you can “free your mind instead” as the Beatles recommended. But maybe we can do better using the best tools available from primate and human psychology, organizational development, improvisational acting, Tavistock Group Relations and more.
http://newtechusa.net/agileculturecon-2014-boston/#haroldshinsato
This presentation provides additional information about "constructs," and gives practical advice for choosing one for the Paper 1 assignment in our Comp II course.
This document outlines 8 critical approaches for analyzing the film Fight Club, including analyzing the star/performer, genre, auteur, social/cultural messages, gender issues, ethnicity, the film's institution, and its use of technology. It poses questions about the main stars (Brad Pitt, Edward Norton, Helen Bonham Carter), the genre, the auteur or director's style, and what the film says about society, politics, and values through lenses of Marxism, nihilism, and postmodernism. It also prompts considering the film's portrayal of men and women and the institution that produced it.
This document outlines 8 critical approaches for analyzing the film Fight Club, including analyzing the star/performer, genre, auteur, social/cultural messages, gender issues, ethnicity, the film's institution, and its use of technology. It poses questions about the main stars (Brad Pitt, Edward Norton, Helen Bonham Carter), the genre, the auteur or director's style, and what the film says about society, politics, and values through lenses of Marxism, nihilism, and postmodernism. It also prompts considering how the film represents men and women and the institution of its production.
The document provides guidance on researching forms of mass communication from a given decade. It instructs the reader to take notes from provided resources on topics like gender roles, ethnicity, religion, politics, education, and social norms from the decade. The reader is then asked to choose three forms of mass communication from that decade to research further using academic databases, Google, and evaluating websites. Finally, it recommends setting up an account with the online tool Noodle Tools to create citations, notecards, and a works cited page to properly attribute sources.
This document provides an overview of the organization Facing History and Ourselves, which uses education to promote more thoughtful and informed societies. It was created in 1976 by educators who believe intellectual vigor is important for teaching facts. Facing History provides resources to support educators worldwide in sharing the goal of creating a better society. The document outlines Facing History's case studies, pedagogy, and scope and sequence, which cover topics like identity, difficult moments in history, and human behavior. It also references lessons, workshops, and other materials available on their website and examines concepts like obedience, conformity, and how historical context affects choices.
This document discusses different ways to define and understand audiences. It introduces the concept of audiences as a mass - people experiencing the same media texts individually without interaction. However, this theory from 1950 that audiences are anonymous and isolated is now outdated, as people often share their media experiences with others. The learning objectives are to understand how audiences can be defined, particularly key ways of defining them.
Fight Club is a 1999 film directed by David Fincher that explores themes of isolation, masculinity in crisis, consumerism, and identity. The film had a budget in the range of a blockbuster and received mixed reviews from critics, with some praising its themes and style while others criticized its extreme violence and ideology. Key elements include Edward Norton as the unnamed narrator, the film's genre-bending style, and its commentary on social and cultural issues of the late 20th century.
So You Say You Want a Revolution? Evolving Agile AuthorityHarold Shinsato
These are slides and notes from a talk at Agile CultureCon June 26, 2014.
So You Say You Want a Revolution? Evolving Agile Authority
What do Arab Spring, Occupy Wall Street, Holocracy, and Open Space Technology have in common with the Agile software movement?
Where does authority come from, and where does it need to go in an agile culture?
The Agile Manifesto’s values and principles continue to face an uphill battle in traditional authority structures and your typical work place culture. It’s easy to want a revolution, especially since we have a “Manifesto” like the one Karl Marx penned that mobilized uprisings, chaos, and questionable positive progress. If you are confronting or designing the authority structure in your culture – yes you can “free your mind instead” as the Beatles recommended. But maybe we can do better using the best tools available from primate and human psychology, organizational development, improvisational acting, Tavistock Group Relations and more.
http://newtechusa.net/agileculturecon-2014-boston/#haroldshinsato
This presentation provides additional information about "constructs," and gives practical advice for choosing one for the Paper 1 assignment in our Comp II course.
This document outlines 8 critical approaches for analyzing the film Fight Club, including analyzing the star/performer, genre, auteur, social/cultural messages, gender issues, ethnicity, the film's institution, and its use of technology. It poses questions about the main stars (Brad Pitt, Edward Norton, Helen Bonham Carter), the genre, the auteur or director's style, and what the film says about society, politics, and values through lenses of Marxism, nihilism, and postmodernism. It also prompts considering the film's portrayal of men and women and the institution that produced it.
This document outlines 8 critical approaches for analyzing the film Fight Club, including analyzing the star/performer, genre, auteur, social/cultural messages, gender issues, ethnicity, the film's institution, and its use of technology. It poses questions about the main stars (Brad Pitt, Edward Norton, Helen Bonham Carter), the genre, the auteur or director's style, and what the film says about society, politics, and values through lenses of Marxism, nihilism, and postmodernism. It also prompts considering how the film represents men and women and the institution of its production.
The document provides guidance on researching forms of mass communication from a given decade. It instructs the reader to take notes from provided resources on topics like gender roles, ethnicity, religion, politics, education, and social norms from the decade. The reader is then asked to choose three forms of mass communication from that decade to research further using academic databases, Google, and evaluating websites. Finally, it recommends setting up an account with the online tool Noodle Tools to create citations, notecards, and a works cited page to properly attribute sources.
This document provides an overview of the organization Facing History and Ourselves, which uses education to promote more thoughtful and informed societies. It was created in 1976 by educators who believe intellectual vigor is important for teaching facts. Facing History provides resources to support educators worldwide in sharing the goal of creating a better society. The document outlines Facing History's case studies, pedagogy, and scope and sequence, which cover topics like identity, difficult moments in history, and human behavior. It also references lessons, workshops, and other materials available on their website and examines concepts like obedience, conformity, and how historical context affects choices.
This document discusses different ways to define and understand audiences. It introduces the concept of audiences as a mass - people experiencing the same media texts individually without interaction. However, this theory from 1950 that audiences are anonymous and isolated is now outdated, as people often share their media experiences with others. The learning objectives are to understand how audiences can be defined, particularly key ways of defining them.
Third EssayLearning to Write about DifferenceREADING .docxmeagantobias
Third Essay:
Learning to Write about Difference
READING
:
Rereading America
, from chapter five:
Parrillo, “Causes of Prejudice”
Fredrickson, “Models of American Ethnic relations: A Historical Perspective”
Harris and Carbado, “Loot or Find:
Fact or Frame?”
Kaplan, “Barack Obama:
“Miles Traveled, Miles to Go”
CONTEXT
:
Making arguments in our lives usually means persuading an audience; often it means, if it is a real argument, addressing a group that is not completely open to hearing and understanding our point of view.
This assignment will address two issues:
·
Building an argument using convincing textual evidence
·
Writing in order to persuade an unsympathetic argument
THE ASSIGNMENT
:
Chapter 5 in Rereading America addresses the history and present realities of the tensions that have surrounded, and still surround, racial and ethnic differences in the United States.
We can broaden the range of this topic to include areas of class, sexual orientation, religion, gender, and political affiliation, at the least.
Each of these categories, including race, are populated by groups we could call “others”—groups that both are seen by the majority culture as being somehow “outside” and are viewed by the majority culture with a degree of suspicion.
In a four-and-a-half to five page, double-spaced, 12-point typeface essay, argue for how some of the ideas in TWO of the essays in chapter 5 of
Rereading America
apply to ONE of these groups of “others” of your choosing. Define the group carefully. Write to an audience who would doubt the validity of your topic, the book’s texts, and your argument. If you choose to write about an “other” that is defined by race or ethnicity, be specific in naming this group (e.g., Korean, or mixed-race, or Persian).
For example, I might take the arguments in Harris and Carbado’s essay and apply them to similar thought patterns I see in Orange County about people whom the majority culture in the OC might consider “others”—those out of the cultural mainstream. Perhaps I would select French people as my group of others. I could talk about how Orange Countians see French speaking people suspiciously—people who spend too much time thinking about food. This would be a fairly silly paper, but I could nonetheless choose this topic.
IMPORTANT ADVICE
: Read all four essays and the discussion board entries on the essays. Try choosing the focus of your essay by writing about ideas from the essays that strongly affect you; don’t start out with a particular group in mind. Once you have identified interesting ideas, then think about a group of “others.”
AUDIENCE
: Each of the assigned essays from
Rereading America
for this assignment are written for audiences that likely will not agree with the respective writer’s ideas. Note the following areas in both the essays you read, and in constructing your own essays:
·
Tone—how does the writer decide to present these issues to a potentially unsympathetic a.
This document provides an agenda and discussion topics for an English class on September 28th and 30th. On the 28th, the class will discuss assigned readings, blog posts, and literature review samples. They will also work individually on literature reviews. On the 30th, the class will go over blog entries and a reading on the American Dream, discuss how literature reviews can help social action projects, and review more literature review samples. The document outlines various discussion topics around defining and dismantling racism, white supremacy, racial disparities, and moving beyond white guilt. It also provides tips and examples for writing a literature review.
This document outlines steps for students to carry out a citizenship investigation into identity and diversity in their community. It includes creating a wiki list to define key terms, designing an appropriate questionnaire to gather information, and providing instructions for students to administer the questionnaire as homework and collect initial data. The goal is for students to gain understanding of identity and diversity through respectful investigation of their local community.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
The document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison, a lecture on thesis statements and outlining, and an in-class writing assignment on essay #2. The materials include definitions for terms like ableism, ally, and binary gender. It also includes discussion questions about "Recitatif" related to themes of passing, race, class, memory, and ambiguity. The prompt for essay #2 asks students to argue for or against a quote about whether "idiots" would fail to seize opportunities of passing for white to gain advantages.
The document discusses groups and teams. It defines a group as two or more individuals who come together to achieve a specific goal. Groups can be formal or informal. Formal groups have designated work assignments and tasks, while informal groups occur naturally.
It discusses Bruce Tuckman's stages of group development which include forming, storming, norming, and performing. It also discusses potential explanations for successful groups, including being identified with a major decision maker, members with skills and abilities, and roles related to task performance and group maintenance.
The document covers concepts like group norms, groupthink, status, status incongruence, causes of conflict in organizations like task interdependence and communication problems, and examples of both lose
The document outlines the agenda and terms for an English writing class, including a presentation on terminology, a discussion of the short story "Recitatif", and a lecture on thesis statements, outlining, using evidence, and writing introductions. It also provides the prompt for the class's second essay assignment arguing either for or against a statement about the advantages of passing as white.
This week, students will submit a rough draft essay of at least 400 words choosing from topics about cultural universals, the Sapir-Whorf hypothesis, values versus norms in American culture, aspects of culture that might shock or not shock a time traveler from 1860s America, the meaning of socialization and the family's role, nature versus nurture, Gilligan's view of how gender impacts development, and psychological and sociological theories of development and socialization. The document provides these topic options and instructs students to develop their response with examples and avoid plagiarism.
This document provides guidance for a 1500-word essay and 600-word summary on a contemporary religious debate in the public sphere. It instructs the student to choose a debate such as those around gay marriage, public wearing of burqas, or religion in schools. For the essay, the student should present the two sides of the debate without taking a position. They should explain each side's arguments and concerns, and analyze how each side defines religion. The essay should also examine the groups involved, the bases of authority cited, the role of the state, how groups respond to each other, what is at stake, and each side's vision of religion and society. Both primary sources from debate participants and some secondary scholarly sources should be
The document outlines the agenda and materials for an English writing class. It includes a terms list defining concepts like ableism, ally, and binary gender. It also provides discussion questions about the short story "Recitatif" and prompts for an in-class essay arguing either for or against a quote about passing as a different race. The document provides guidance on developing a thesis, outline, evidence-based arguments, and introduction for the essay assignment.
ur culture, as Willis-Rivera states, is often internalized, which m.docxgarnerangelika
ur culture, as Willis-Rivera states, is “often internalized, which means that many of our cultural performances and symbols have become so instinctive to us that we don’t see them and we don’t think about them – they simply exist within us. We don’t think of our everyday actions as cultural, we think of them as ‘normal,’ because we are immersed in and surrounded by our own culture.”
However, others do recognize things that are our culture because often what is “normal” to us is foreign, and sometimes unacceptable or worse, to them.
Your textbook discusses power dynamics in terms of power within a culture, where as many of the articles you have just reviewed discuss intergroup communication power dynamics – power distribution between those with power and those without. Consider what Americans value, who Americans value, and then consider what and who you value from your cultural and co-cultural perspectives.
INITIAL POST
After reviewing the Learning Materials here and for the week, and after taking the ethnocentrism survey, discuss the following ideas (at least one):
1. Consider the cultures and co-cultures to which you avow (those you yourself own and say that you are a part of). Describe a culturally norm (every day activity or custom) that you perform that is a part of your culture, but that you might not have considered before our discussion on Culture (or before it was pointed out to you by someone who is not of your culture). For example: Shaking hands as a greeting in the United States is a social norm that is a part of our culture. For other cultures, they kiss on the cheek, hug, bow, etc.
Once you've described your cultural norm explain how others who are in your in-group react to your performance of this cultural norm. Then explain how others who are NOT in your in-group (out-group to your culture) react to your performance of this cultural norm.
2. Consider how cultural values and norms play a role in communication, and how overgeneralizations and stereotypes may be results of the cultures of which you are a member. Explain and/or provide examples (consider including discussion of specific cultural values or norms outlined in the chapter).
Then, pose a question to your peers to promote further understanding and discussion of the
communication
topic.
PEER POSTS
Respond to at least TWO peers’ Initial Posts. After responding to the post and answering your peers’ questions, consider discussing intercultural communication competence.
In addition, ask your peer a question about their experience.
...
The document provides an agenda and materials for an English writing class, including a terms list, discussion questions about the story "Recitatif", and an outline for an upcoming essay assignment arguing either for or against a statement about racial passing. Students will analyze texts, discuss themes of passing and identity, and begin drafting their essay in class.
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docxvannagoforth
OBSTACLES TO CULTURAL COMPETENCE
UNDERSTANDING RESISTANCE TO MULTICULTURAL TRAINING
Chapter Objectives
1. Acknowledge and understand personal resistance to multicultural training.
2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence.
3. Understand worldview differences between majority and socially devalued group members in this society.
4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed.
5. Be cognizant of how worldviews may influence the ability to understand, empathize, and work effectively with diverse clients.
6. Realize that becoming an effective multicultural counselor is more than an intellectual exercise and is a lifelong journey.
Reading and digesting the content of this book may prove difficult and filled with powerful feelings for many of you. Students who have taken a course on multicultural counseling/therapy or multicultural mental health issues have almost universally felt both positive and negative feelings that affect their ability to learn about diversity issues. It is important not to allow those emotions to go unacknowledged, or to avoid exploring the psychological meanings they may have for you. As you begin your journey to becoming a culturally competent counselor/mental health professional, the road will be filled with obstacles to self-exploration, to understanding yourself as a racial/cultural being, and to understanding the worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other sociodemographic characteristics.
The subject matter in this book and course requires you to explore your biases and prejudices, a task that often evokes defensiveness and resistance. It is important to recognize personal resistance to the material, to explore its meanings, and to learn about yourself and others. Sometimes what is revealed about you may prove disturbing, but having the courage to continue is necessary to becoming a culturally competent counselor or therapist. This chapter is specifically written to help readers understand and overcome their emotive reactions to the substance of the text, and the course you are about to take. Let us begin by sharing reactions from four past students to reading Counseling the Culturally Diverse and discuss their meaning for the students, and the implications for mental health practice.
Reactions to Reading Counseling the Culturally Diverse
Reaction #1
1. White Female Student:“How dare you and your fellow caustic co-author express such vitriol against my people? You two are racists, but of a different color. . .I can't believe you two are counselors. Your book does nothing but to weaken our nationalism, our sense of unity and solidarity. If you don't like it here, leave my country. You are both spoiled hate-mongers who take advantage of our educational system by con ...
This document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison and a lecture on thesis statements, outlining, using evidence, and introductions. It also includes an in-class writing assignment on the prompt "If passing for white will get a fellow better accommodations on the train, better seats in the theatre, immunity from insults in public places, and may even save his life from a mob, only idiots would fail to seize the advantages of passing, at least occasionally if not permanently." Students are asked to argue for or against this statement in a 4-6 page essay using evidence from texts discussed in class. The document
This document provides an overview of an English class for week 2. It includes announcements about upcoming events, the agenda for class discussions and activities, potential topics for social action projects, and guidance on developing research questions. The class will discuss readings on social diversity and privilege. Students will work in groups to brainstorm questions about images and individually refine topics for their social action projects. The document offers tips for making research questions focused yet challenging and outlines strategies for developing a working knowledge base through various sources and search engines. Assignments include identifying working research questions for social action projects.
Lesson 2 - Representation, gender and stereotypesElle Sullivan
This document discusses representation and gender stereotypes. It explores the difference between sex and gender, with sex referring to biological characteristics and gender referring to socially constructed roles. It then lists common stereotypes associated with masculine and feminine traits, such as colors, clothes, jobs, and character qualities. The document discusses theorists like Claude Levi-Strauss and their views on binary oppositions and how meanings are produced. It also analyzes representations of men focusing on strength, power, attractiveness, and physique, while representations of women focus on beauty, sexuality, emotions, and relationships.
This document provides an agenda for an EWRT 211 class. It includes questions about an upcoming essay assignment, a vocabulary review, brainstorming for the next essay, and an introduction to the in-class essay. The essay topic involves identifying and analyzing how a character is marginalized in Harry Potter and the Chamber of Secrets. Students are instructed to choose a character, explain their marginalization with examples and quotes, and compare it to marginalization discussed in another source or song lyrics. An outline format for the essay is also provided.
This document provides guidance on writing arguments about literature, including short stories and poems. It discusses selecting an issue to address, forming a claim about that issue and providing evidence to support the claim. It also covers analyzing various elements of literature like characters, themes, symbols and literary devices. The document emphasizes choosing a clear thesis, using quotes to support arguments, and comparing multiple works through their similarities and differences.
This document provides guidance for observing and analyzing discourse communities based on John Swales' framework. It instructs students to look at issues of power, authority, and assimilation when newcomers join a discourse community. Students are told to observe a discourse community, collect texts, and interview members to understand how expertise, communication practices, genres, and specialized language contribute to enculturation and the distribution of authority.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
Third EssayLearning to Write about DifferenceREADING .docxmeagantobias
Third Essay:
Learning to Write about Difference
READING
:
Rereading America
, from chapter five:
Parrillo, “Causes of Prejudice”
Fredrickson, “Models of American Ethnic relations: A Historical Perspective”
Harris and Carbado, “Loot or Find:
Fact or Frame?”
Kaplan, “Barack Obama:
“Miles Traveled, Miles to Go”
CONTEXT
:
Making arguments in our lives usually means persuading an audience; often it means, if it is a real argument, addressing a group that is not completely open to hearing and understanding our point of view.
This assignment will address two issues:
·
Building an argument using convincing textual evidence
·
Writing in order to persuade an unsympathetic argument
THE ASSIGNMENT
:
Chapter 5 in Rereading America addresses the history and present realities of the tensions that have surrounded, and still surround, racial and ethnic differences in the United States.
We can broaden the range of this topic to include areas of class, sexual orientation, religion, gender, and political affiliation, at the least.
Each of these categories, including race, are populated by groups we could call “others”—groups that both are seen by the majority culture as being somehow “outside” and are viewed by the majority culture with a degree of suspicion.
In a four-and-a-half to five page, double-spaced, 12-point typeface essay, argue for how some of the ideas in TWO of the essays in chapter 5 of
Rereading America
apply to ONE of these groups of “others” of your choosing. Define the group carefully. Write to an audience who would doubt the validity of your topic, the book’s texts, and your argument. If you choose to write about an “other” that is defined by race or ethnicity, be specific in naming this group (e.g., Korean, or mixed-race, or Persian).
For example, I might take the arguments in Harris and Carbado’s essay and apply them to similar thought patterns I see in Orange County about people whom the majority culture in the OC might consider “others”—those out of the cultural mainstream. Perhaps I would select French people as my group of others. I could talk about how Orange Countians see French speaking people suspiciously—people who spend too much time thinking about food. This would be a fairly silly paper, but I could nonetheless choose this topic.
IMPORTANT ADVICE
: Read all four essays and the discussion board entries on the essays. Try choosing the focus of your essay by writing about ideas from the essays that strongly affect you; don’t start out with a particular group in mind. Once you have identified interesting ideas, then think about a group of “others.”
AUDIENCE
: Each of the assigned essays from
Rereading America
for this assignment are written for audiences that likely will not agree with the respective writer’s ideas. Note the following areas in both the essays you read, and in constructing your own essays:
·
Tone—how does the writer decide to present these issues to a potentially unsympathetic a.
This document provides an agenda and discussion topics for an English class on September 28th and 30th. On the 28th, the class will discuss assigned readings, blog posts, and literature review samples. They will also work individually on literature reviews. On the 30th, the class will go over blog entries and a reading on the American Dream, discuss how literature reviews can help social action projects, and review more literature review samples. The document outlines various discussion topics around defining and dismantling racism, white supremacy, racial disparities, and moving beyond white guilt. It also provides tips and examples for writing a literature review.
This document outlines steps for students to carry out a citizenship investigation into identity and diversity in their community. It includes creating a wiki list to define key terms, designing an appropriate questionnaire to gather information, and providing instructions for students to administer the questionnaire as homework and collect initial data. The goal is for students to gain understanding of identity and diversity through respectful investigation of their local community.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
The document provides an agenda and materials for an English writing class. The agenda includes a discussion of the short story "Recitatif" by Toni Morrison, a lecture on thesis statements and outlining, and an in-class writing assignment on essay #2. The materials include definitions for terms like ableism, ally, and binary gender. It also includes discussion questions about "Recitatif" related to themes of passing, race, class, memory, and ambiguity. The prompt for essay #2 asks students to argue for or against a quote about whether "idiots" would fail to seize opportunities of passing for white to gain advantages.
The document discusses groups and teams. It defines a group as two or more individuals who come together to achieve a specific goal. Groups can be formal or informal. Formal groups have designated work assignments and tasks, while informal groups occur naturally.
It discusses Bruce Tuckman's stages of group development which include forming, storming, norming, and performing. It also discusses potential explanations for successful groups, including being identified with a major decision maker, members with skills and abilities, and roles related to task performance and group maintenance.
The document covers concepts like group norms, groupthink, status, status incongruence, causes of conflict in organizations like task interdependence and communication problems, and examples of both lose
The document outlines the agenda and terms for an English writing class, including a presentation on terminology, a discussion of the short story "Recitatif", and a lecture on thesis statements, outlining, using evidence, and writing introductions. It also provides the prompt for the class's second essay assignment arguing either for or against a statement about the advantages of passing as white.
This week, students will submit a rough draft essay of at least 400 words choosing from topics about cultural universals, the Sapir-Whorf hypothesis, values versus norms in American culture, aspects of culture that might shock or not shock a time traveler from 1860s America, the meaning of socialization and the family's role, nature versus nurture, Gilligan's view of how gender impacts development, and psychological and sociological theories of development and socialization. The document provides these topic options and instructs students to develop their response with examples and avoid plagiarism.
This document provides guidance for a 1500-word essay and 600-word summary on a contemporary religious debate in the public sphere. It instructs the student to choose a debate such as those around gay marriage, public wearing of burqas, or religion in schools. For the essay, the student should present the two sides of the debate without taking a position. They should explain each side's arguments and concerns, and analyze how each side defines religion. The essay should also examine the groups involved, the bases of authority cited, the role of the state, how groups respond to each other, what is at stake, and each side's vision of religion and society. Both primary sources from debate participants and some secondary scholarly sources should be
The document outlines the agenda and materials for an English writing class. It includes a terms list defining concepts like ableism, ally, and binary gender. It also provides discussion questions about the short story "Recitatif" and prompts for an in-class essay arguing either for or against a quote about passing as a different race. The document provides guidance on developing a thesis, outline, evidence-based arguments, and introduction for the essay assignment.
ur culture, as Willis-Rivera states, is often internalized, which m.docxgarnerangelika
ur culture, as Willis-Rivera states, is “often internalized, which means that many of our cultural performances and symbols have become so instinctive to us that we don’t see them and we don’t think about them – they simply exist within us. We don’t think of our everyday actions as cultural, we think of them as ‘normal,’ because we are immersed in and surrounded by our own culture.”
However, others do recognize things that are our culture because often what is “normal” to us is foreign, and sometimes unacceptable or worse, to them.
Your textbook discusses power dynamics in terms of power within a culture, where as many of the articles you have just reviewed discuss intergroup communication power dynamics – power distribution between those with power and those without. Consider what Americans value, who Americans value, and then consider what and who you value from your cultural and co-cultural perspectives.
INITIAL POST
After reviewing the Learning Materials here and for the week, and after taking the ethnocentrism survey, discuss the following ideas (at least one):
1. Consider the cultures and co-cultures to which you avow (those you yourself own and say that you are a part of). Describe a culturally norm (every day activity or custom) that you perform that is a part of your culture, but that you might not have considered before our discussion on Culture (or before it was pointed out to you by someone who is not of your culture). For example: Shaking hands as a greeting in the United States is a social norm that is a part of our culture. For other cultures, they kiss on the cheek, hug, bow, etc.
Once you've described your cultural norm explain how others who are in your in-group react to your performance of this cultural norm. Then explain how others who are NOT in your in-group (out-group to your culture) react to your performance of this cultural norm.
2. Consider how cultural values and norms play a role in communication, and how overgeneralizations and stereotypes may be results of the cultures of which you are a member. Explain and/or provide examples (consider including discussion of specific cultural values or norms outlined in the chapter).
Then, pose a question to your peers to promote further understanding and discussion of the
communication
topic.
PEER POSTS
Respond to at least TWO peers’ Initial Posts. After responding to the post and answering your peers’ questions, consider discussing intercultural communication competence.
In addition, ask your peer a question about their experience.
...
The document provides an agenda and materials for an English writing class, including a terms list, discussion questions about the story "Recitatif", and an outline for an upcoming essay assignment arguing either for or against a statement about racial passing. Students will analyze texts, discuss themes of passing and identity, and begin drafting their essay in class.
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docxvannagoforth
OBSTACLES TO CULTURAL COMPETENCE
UNDERSTANDING RESISTANCE TO MULTICULTURAL TRAINING
Chapter Objectives
1. Acknowledge and understand personal resistance to multicultural training.
2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence.
3. Understand worldview differences between majority and socially devalued group members in this society.
4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed.
5. Be cognizant of how worldviews may influence the ability to understand, empathize, and work effectively with diverse clients.
6. Realize that becoming an effective multicultural counselor is more than an intellectual exercise and is a lifelong journey.
Reading and digesting the content of this book may prove difficult and filled with powerful feelings for many of you. Students who have taken a course on multicultural counseling/therapy or multicultural mental health issues have almost universally felt both positive and negative feelings that affect their ability to learn about diversity issues. It is important not to allow those emotions to go unacknowledged, or to avoid exploring the psychological meanings they may have for you. As you begin your journey to becoming a culturally competent counselor/mental health professional, the road will be filled with obstacles to self-exploration, to understanding yourself as a racial/cultural being, and to understanding the worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other sociodemographic characteristics.
The subject matter in this book and course requires you to explore your biases and prejudices, a task that often evokes defensiveness and resistance. It is important to recognize personal resistance to the material, to explore its meanings, and to learn about yourself and others. Sometimes what is revealed about you may prove disturbing, but having the courage to continue is necessary to becoming a culturally competent counselor or therapist. This chapter is specifically written to help readers understand and overcome their emotive reactions to the substance of the text, and the course you are about to take. Let us begin by sharing reactions from four past students to reading Counseling the Culturally Diverse and discuss their meaning for the students, and the implications for mental health practice.
Reactions to Reading Counseling the Culturally Diverse
Reaction #1
1. White Female Student:“How dare you and your fellow caustic co-author express such vitriol against my people? You two are racists, but of a different color. . .I can't believe you two are counselors. Your book does nothing but to weaken our nationalism, our sense of unity and solidarity. If you don't like it here, leave my country. You are both spoiled hate-mongers who take advantage of our educational system by con ...
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Lesson 2 - Representation, gender and stereotypesElle Sullivan
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You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
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5. NOBODIES:
EXPERT GROUPS
• Group 1: Legal Considerations
• Group 2: Economic Considerations
• Group 3: Social & Cultural Considerations
• Group 4: Theological
6. NOBODIES: EXPERT GROUPS
(A) What considerations pertaining to your area of expertise
did Bowe specifically address or imply in his book?
What examples (anecdotal, statistical, or other) did
Bowe use that point to these considerations?
(B) What other considerations in your expert field came to
mind as you read the book that Bowe didn’t seem to
focus on or address at all?
(C) How are all the considerations brought up in this
discussion important factors or issues in relation to
human trafficking?
Group 1: Legal Considerations Group 3: Social & Cultural
Considerations
Group 2: Economic Considerations Group 4: Theological Considerations
7. NOBODIES:
JIGSAW DISCUSSION GROUPS
• In your expert groups, count off by ones & be sure
to remember your number!
• Meet up with the others in the class who share the
same number! This is your new discussion group.
• Use the information discussed in your expert group,
as well as material from Bowe’s book, to guide your
responses to the questions posed in the remainder
of this presentation.
8. NOBODIES:
THE ROOT CAUSES OF HUMAN TRAFFICKING
• Bowe’s thesis is that the underlying cause of labor slavery is
power: “What motivates human behavior more than simple
greed or the desire for mere money is the desire for power—
that is, power over other human beings.”
• In your Jigsaw Group, discuss:
Is Bowe successful in defending his thesis? Why or
why not? What other motivations for human trafficking
does Bowe link to power?
9. NOBODIES:
IS IT SLAVERY?
• Bowe: “When I published an article telling the story of García Orozco and
his friends, its subtitle was: “Does Slavery Exist in America?” It might seem
strange to ask. After all, a court of law had found the Ramoses guilty of
holding people in involuntary servitude. But even after thinking about the
subject for two years, I felt slightly hesitant about using the word slavery.
Wouldn’t it be just as appropriate to say that García Orozco and his friends
had simply been intimidated, threatened, and unpaid for a few weeks’
work? The answer to my question, I would eventually realize, is no.”
• In your groups, discuss: In last week’s book, Brennan was
critical of the use of the term slavery to describe human
trafficking. Bowe, however, defends its use to describe
the abuses of workers described in the book. Do you
think slavery is an appropriate term to use to refer to
human trafficking? Why or why not?
11. NOBODIES: SOLUTIONS
• In your groups, discuss:
What solutions does Bowe offer to help solve the
problems of human trafficking? Keeping in mind
Bowe’s proposed solutions and the work of the
CIW; do you feel these suggestions are realistic
in light of his thesis that human beings have a
desire for power? Why or why not?
12. NOBODIES:
POTPOURRI
• In your groups, discuss:
What else in the book did you
find particularly powerful,
surprising, meaningful, or
puzzling?
13. NOBODIES: WRAP UP
• What are the main themes
addressed in Bowe’s book?
• Would you recommend this book
to a fellow seminarian, not in this
class? Why or why not?
14. NOBODIES:
INTERESTED IN LEARNING MORE?
• John Bowe appeared on C-Span & the Daily Show with Jon
Stewart to discuss Nobodies, & the video is available online:
http://www.c-span.org/video/?201704-1/book-discussion-nobodies
http://thedailyshow.cc.com/videos/660s6x/john-bowe
Editor's Notes
Please join me in prayer: Almighty and loving God, your son Jesus Christ promised to give rest to the weary. As we look into the issues surrounding human trafficking, as we learn of the suffering and greed of our brothers and sisters, are emotions are stirred. We pray that you guide us so that through our daily living and, when necessary, exceptional means, we choose to act in loving ways that nurture all your children and creation. Through Jesus Christ, our Lord. Amen."
In his book, Nobodies: Modern American Slave Labor & the Dark Side of the New Global Economy, John Bowe explains the contemporary contexts of U.S. labor slavery through historical, scholarly, and investigative research.
From the title of Bowe’s book, one would conclude that Globalization is a driving force in modern day labor slavery in the United States, an assertion few of us would deny. In a world increasingly divided between the haves and the have-nots, employers and managers can manipulate, take advantage of, oppress, and abuse workers knowing that, should a worker leave, many other unemployed, desperate people are ready to fill the vacancy.
In his work, Bowe focuses on the experiences of foreign-born workers in the United States, in particular, Mexican and Central-American tomato and orange pickers in Florida, India-born welders in Oklahoma, …
…and Asian garment workers in Saipan. As you know from our reading last week, the workers in the U.S. on work visas or without legal permission are particularly vulnerable to abuse.
Laura Germino, an organizer with the Coalition of Immokalee Workers explains,
“Modern-day slavery cases don’t happen in a vacuum. They only occur in degraded labor environments, ones that are fundamentally, systematically exploitive. In industries where the labor force is contingent, day-haul, with sub-poverty wages, no benefits, no right to overtime, no right to organize—that’s where you see slavery taking root.” - John Bowe. Nobodies: Modern American Slave Labor and the Dark Side of the New Global Economy, Kindle Edition (New York: Random House, 2007), Location 786-789.
At this time, we are going to count of by fours in order to form four “Expert” Groups
Will all the ones meet here, twos here, threes there, and fours over there.
Each group is going to discuss an aspect of human trafficking utilizing Bowe’s text to find examples, information, and arguments from all sides of any issue.
Group 1 will be addressing legal considerations; Group 2 – economic considerations; Group 3 – social and cultural considerations; and Group 4 will look into the text to uncover theological considerations that underlie the anecdotes and statistics.
In your groups, you will have approximately 7 minutes to discuss the following:
What considerations pertaining to your area of expertise did Bowe specifically address or imply in his book? What examples (anecdotal, statistical, or other) did Bowe use that point to these considerations?
What other considerations in your expert field came to mind as you read the book that Bowe didn’t seem to focus on or address at all?
How are all the considerations brought up in this discussion important factors or issues in relation to human trafficking?
In your expert groups, count off by ones starting with ones until each person in the group has a different number. Be sure to remember your number!
Meet up with the others in your class who share the same number. This is your new discussion group. If you did this right, there should be no more than one expert from each area of expertise in your group. Depending on the number of experts in class today, you may not have a full complement of four experts in your group.
As we continue through this morning’s presentation, we will occasionally pause to discuss a topic or question. Use the information discussed in your expert groups as well as information from the book and other sources to discuss these topics in your group. At the end of each discussion, the groups will be asked to share their insights with the entire class. A different group member will serve as “reporter” for each question.
Bowe’s thesis is that the underlying cause of labor slavery is power: “What motivates human behavior more than simple greed or the desire for mere money is the desire for power—that is, power over other human beings.” -John Bowe. Nobodies: Modern American Slave Labor and the Dark Side of the New Global Economy, Kindle Edition (New York: Random House, 2007), Location 2730-2731.
In your Jigsaw Group, discuss: Is Bowe successful in defending his thesis? Why or why not? What other motivations for human trafficking does Bowe link to power?
What did your groups have to say on the subject of power and human trafficking?
Over the course of researching for this book, Bowe came to the realization that the situations of manipulation, maltreatment, and exploitation of workers he was investigating were, in his mind, cases of modern slavery.
“When I published an article telling the story of García Orozco and his friends, its subtitle was: “Does Slavery Exist in America?” It might seem strange to ask. After all, a court of law had found the Ramoses guilty of holding people in involuntary servitude. But even after thinking about the subject for two years, I felt slightly hesitant about using the word slavery. Wouldn’t it be just as appropriate to say that García Orozco and his friends had simply been intimidated, threatened, and unpaid for a few weeks’ work? The answer to my question, I would eventually realize, is no.” - John Bowe. Nobodies: Modern American Slave Labor and the Dark Side of the New Global Economy, Kindle Edition (New York: Random House, 2007), Location 1518-23.
In your Jigsaw groups, discuss: In last week’s book, Brennan was critical of the use of the term slavery to describe human trafficking. Bowe, however, defends its use to describe the abuses of workers described in the book. Do you think slavery is an appropriate term to use to refer to human trafficking?
What did your groups have to say about the use of the term slavery?
Me: Topical Quote: Dr. Kevin Bales believed that the workers at JPC were the victims of modern slavery. In his testimony at the trial, he said that according to the Victims of Trafficking and Violence Protection Act of 200, “the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, through the use of force, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery.” Bowe continues, “What was so tricky to understand? The men had been forced to work in a situation they had not freely consented to and had been made to feel unfree to leave.” - John Bowe. Nobodies: Modern American Slave Labor and the Dark Side of the New Global Economy, Kindle Edition (New York: Random House, 2007), Location 2473-2476.
Bowe cites the Coalition of Immokalee Workers as a model for ways of helping exploited workers. Here is a short video discussing a few of the many ways the CIW is working with Florida agricultural workers to improve conditions.
From PBS Video, A Voice For Workers, PBS, http://video.pbs.org/video/2365031701/ (accessed February 13, 2015)
In your groups, discuss: What solutions does Bowe offer to help solve the problems of human trafficking? Keeping in mind Bowe’s proposed solutions and the work of the CIW; do you feel these suggestions are realistic in light of his thesis that human beings have a desire for power? Why or why not?
What did your groups think?
Me: At the face of it, it seems that the wealthy, powerful business owners have rigged the system and their lust for power will always result in the exploitation of workers. On the other hand, the exploited workers desire power as well, and to empower laborers at risk of being abused with knowledge about their rights, when coupled with fair labor laws and adequate enforcement, could help eliminate the abuse of workers.
John Bowe’s book was filled with a variety of anecdotes, statistics, and arguments. In your groups, discuss: Is there anything else in the book did you find particularly powerful, surprising, meaningful, or puzzling?
As we near the end of this presentation, what would your group like to add to our class discussion?
Me: In his conclusion, Bowe paints a bleak picture of oppressed people resorting to violence and warns that in many ways, the uprisings have already begun. I agree that much of the violence and extremism in the world is at least, in part, caused by poverty and oppression. But, as a Christian, I do not share Bowe’s somewhat pessimistic outlook on the future. My faith in a loving, merciful God gives me hope that, with hard work and sacrifice on all our parts, things can get better.
We have covered a lot in a very short time, and so, before we end, I would like to help you bring what we have discussed together in a way that will hopefully help it stick in your brain. To do this closing exercise, you will need a piece of paper or your computer so you can write down your individual responses to the following questions:
What are the main themes addressed in Bowe’s book?
Would you recommend this book to a fellow seminarian, not in this class? Why or why not?