THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
Social Stratification: Class, Race, Ethnicity, Gender, and SexChristina Sookdeo
Defining social stratification and discussing it's most common divisions such as race, class, gender, ethnicity, and sex. Also looks at the impact each has on education.
THE IMPORTANCE OF RACE AND ETHNICITY. University level presentation, Master in Education, University of Auckland. About authors and the 2013 study, what is race, what is ethnicity, ethnicity stereotypes, Tajfel Social Identity Theory 1981, racial ethnic identity (REI).
Social Stratification: Class, Race, Ethnicity, Gender, and SexChristina Sookdeo
Defining social stratification and discussing it's most common divisions such as race, class, gender, ethnicity, and sex. Also looks at the impact each has on education.
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
Diversity is a hot topic right now. Before you dive into diversity and inclusion conversations, it’s important to understand the terms and words you use in these crucial conversations. Every organization tries to adopt new equity analysis tools to see how they’re doing from the employee’s perspective.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
“Inequality is the status quo. There is huge inequality between people in their access to resources, to decision-making, to securing human rights and safety, and in their freedom from discrimination. Reducing inequality if both morally right and pragmatically necessary for global economic and climate security in the future”
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Not Separate but Not Equal
(Racism In Education)
Presented By: Johnny Ailey
2. What is Social Justice?
Social justice is the view that everyone
deserves equal economic, political and social
rights and opportunities.
Encyclopedia of Social Work
(19th ed., Vol. 1, pp. 95-100).
3. What is Racism?
The belief that race accounts for differences in
human character or ability and that a
particular race is superior to others.
The American Heritage® Dictionary of the English Language
4. "When attempting to correct so many
generations of bad faith and cruelty operating
in classroom and society, you will meet the
most fantastic, brutal, determined resistance.
There is no need in pretending this will not
happen."
(Baldwin, p.185)
5. Why Should We Be Concerned?
Children across the nation are entitled to a
quality education and equal access to that
education. The United States has
acknowledged this right of children, but so far
the country has not turned it into a reality.
6. Background Information
Most times in lower economic communities
there are basically Blacks, Hispanics and other
minorities. Sometimes, when there are nonminorities teachers in a low economic area
they do not expect the minorities to measure
up to white-Americans academic
achievements. It affects the minorities by not
giving them an equal opportunity to learn and
further their accomplishments in education.
7. What impact does Social Justice Have
On Education?
• Individual Racism
• Institutional Form of Racism
8. Individual Racism
Refers to an individual's racist assumptions,
beliefs or behaviors and is "a form of racial
discrimination that stems from conscious and
unconscious, personal prejudice." (Henry &
Tator, 2006, p. 329). Individual Racism is
connected to/learned from broader socioeconomic histories and processes and is
supported and reinforced by systemic racism.
9. Institutional Form of Racism
Includes the policies and practices entrenched
in established institutions, which result in the
exclusion or promotion of designated groups.
It differs from overt discrimination in that no
individual intent is necessary.
(Toronto Mayor's Committee on Community and Race Relations. Race Relations.
Myths and Facts)
10. “It is teachers and parents - not central
government - that know what is happening in
their schools, and they are best placed to deal
with racist behavior when it happens”
Department for Education
11. Building the Future for All Students
We believe that No child will be knowingly
discriminated by ethnicity, culture, gender, or
learning capability.
12. Our policy includes…
• All teachers are required to instruct students
to reach their full potential regardless of
ethnicity, gender, religion and social economic
status.
13. We Believe That…
When all students are valued and created equal
we build a bridge with a foundation of
equality, students can succeed with our help
to become better leaders in their community,
school, home, and most importantly
throughout the nation.
14. The Potential Barriers
• Increased evaluation of teachers in classrooms
to make sure the policy is properly
implemented.
• The curriculum would be in more depth to
insure all students are on target level.
15. Call To Action
The United States must make the necessary
steps to address the problems in the American
public education system before the education
system will ever reflect the intent of the
Brown decision. We may not uphold the
"separate but equal" doctrine but we have
certainly not created an integrated and equal
system.
16. Conclusion
To move forward for social justice, educators
need the strategies, revolutionary ones in
some contexts, for rethinking and taking
leadership for school practices to better meet
diverse students’ needs. Also, educators need
the language to translate intellectual concepts
into practice and experiential understandings.
17. Raise Awareness to
end
Discrimination within
the
Education System for ALL students
Join Me, Make A Connection
Change, Change, Change…
Be Smart. Have Heart.