PNAIS Inclusive Classrooms Session
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PNAIS Diversity and Inclusion Breakout Session on Creating Inclusive Classrooms. 1 Hour. Areas to think about and several tools.
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PNAIS Inclusive Classrooms Session
- 1. PNAIS Diversity Conference Rosetta Eun Ryong Lee Seattle Girls’ School Stretching the Inclusive Boundaries: How Teachers Can Refine their Practice to Create Culturally Responsive Classrooms Rosetta Eun Ryong Lee
- 5. Dimensions of Identity and Culture This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute, adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work , Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee
- 14. So What? Now What? Rosetta Eun Ryong Lee
- 15. Final Questions or Comments? Rosetta Eun Ryong Lee
- 22. Feedback Conversation Rosetta Eun Ryong Lee
Editor's Notes
- Introduction - name, school, job, why
- Requests and FYI: Theory overview only, but ask questions if unclear, please hold examples for example section. Everyone’s experience will be different so it is ok if not everyone can relate to everyone else’ personal experience. Will not get to every theory in depth nor will we be able to share all experiences. Goal is to introduce for further study and gain enough examples to apply. Resource materials: available in hard copy and electronically through website.
- Strand structure: activity, theory, application, break Goals: information, conversation, activity for experience and to use in classroom and/or professional development. Requests and FYI: Theory overview only, but ask questions if unclear, please hold examples for example section. Everyone’s experience will be different so it is ok if not everyone can relate to everyone else’ personal experience. Will not get to every theory in depth nor will we be able to share all experiences. Goal is to introduce for further study and gain enough examples to apply. Resource materials: available in hard copy and electronically (USB drive, computer desktop, email). Please take only hard copies you know you will use so we can be as green as possible.
- Diane Finnerty, Heartland Center for Critical Democracy
- Understanding Youth: -“inordinate amounts of energy cannot be invested in a few ‘tough students.’ at the cost of educational quality for the larger whole.” Slippery slope! Where do you draw the line? -Adolescence is a social construction. -testing boundaries = students implicitly asking what kind of person they should be, what friends they should have, in what or whom to place trust, what kind of world they should make -In writing the life story, no one is a solo author. We are coauthoring the student’s stories, as they are coauthoring ours. -Should we as educators think of our work with youth in a more relational terms? With which students? All of them? Every day? Is this possible? If not, how do we choose? -Lev Vygotsky - interpsychological development - children’s cognitive development is shaped by the access they have to the thinking of other people’s lives. Educators need to make thinking as transparent as possible so students can choose to connect with it, contest it, or reject it. Zone of Proximal Development - aim at the higher end of zone to achieve maximal learning
- Personality Orientation: factor like MBTI Personality types Individual Values: Idiocentrism and allocentrism Self construal: Does one consider oneself a unique and apart individual from others in the community or an element of an interdependent community? Individual Socialization: What was actively taught by parent/role models/peers/society? What experiences has the person had in terms of positive or negative socialization? Cultural norms and rules. These can be dynamic and specific to a time and place. Dangerous to look at cultural identities and assume the whole picture of the person’s communication style is known. Although CCC helps reveal generalities and patterns, there are too many individual factors to make these general patterns universal. EXAMPLE: As an unmarried Korean American woman and immigrant, there are many assumptions that can be made about my communication. However, there are factors like my being an INFP, strong values around doing the right thing, my being an interdependent person who likes to read the context to fit in or fit the need, socialization around being heard when I am assertive or even abrasive, and the fact that I function as a teacher of children in US Mainstream culture, I go closer or further away from those assumptions.
- Understanding Youth: -“inordinate amounts of energy cannot be invested in a few ‘tough students.’ at the cost of educational quality for the larger whole.” Slippery slope! Where do you draw the line? -Adolescence is a social construction. -testing boundaries = students implicitly asking what kind of person they should be, what friends they should have, in what or whom to place trust, what kind of world they should make -In writing the life story, no one is a solo author. We are coauthoring the student’s stories, as they are coauthoring ours. -Should we as educators think of our work with youth in a more relational terms? With which students? All of them? Every day? Is this possible? If not, how do we choose? -Lev Vygotsky - interpsychological development - children’s cognitive development is shaped by the access they have to the thinking of other people’s lives. Educators need to make thinking as transparent as possible so students can choose to connect with it, contest it, or reject it. Zone of Proximal Development - aim at the higher end of zone to achieve maximal learning
- • IO/ID - trace cycle of oppression using women and leadership and communication. “sugar and spice” and “snips and snails,” women too emotional, women poor leader IO: women feel the need to “masculinize” herself through clothes, demeanor, and speech. ID: men feel the necessity to speak or lead in meetings. Rewards: “She’s got balls.” “What a real man.” Punishments: “She’s a bitch.” “He’s a pussy.” Negative impact for everybody: people cannot behave with complete freedom. • Stereotype Threat - Joshua Aronson. Took work of Claude Steele further (sidebar: Claude Steele now doing work to go beyond into impact of white people on stereotypes of whites being bigoted). Impact of stereotype threat on tests. I - Test 1: trying to figure out if this is a good test. No performance differences between AA and whites. Test 2: tests intelligence. Often a reflection of academic performance and indicator of future success. Achievement gap appears. II - both groups told test is just to see if it’s a good test. Test 1: no achievement gap. Test 2: boxes to declare race. Achievement gap appears. III - Test 1: all women and all men math tests. No difference. Test 2: all women except one man. Gap appears. Add another man. Gap gets bigger. IV - All white male engineering students taking a math test. Test 1: high achievement. Test 2: we’re trying to figure out why Asians do so much better on these tests. Scores drop. • Accumulated Impact - We know as educators what accumulated impact is “what time is it?” “what time is it?” “what time is it?” 1st few times no big deal. Then annoyance then irritability then anger. Kid 20 doesn’t know your experience and reads the situation as “you’re such an angry person.” when in reality there has been so much happening leading up to that point. You may be able to curb your response at times, but often, we can’t help but respond from the accumulation. Example: AA “You’re so articulate” Obama brought to national discussion. Example: Asian Americans “Where are you from?” • Code/Mode Switching - Because of our cultural identities and socialization, some of us can dress, speak, and be the same way from home to work to friends to clubs to whatever. Others of us have to adopt different modes and codes every time we enter a new situation. Example of teacher who sees student in “the outside world” and noticing tremendous difference. Question: what is the unsafe/unwelcoming culture of the classroom that forces the student to so drastically code and mode switch? PRIVILEGE • Fish Seeing the Water: Ask a fish what water is like and it will not know what you’re talking about. Ask a land-dwelling animal what water is, and it will tell you lots “it’s cold, it’s wet, I can’t breathe in it, this is how you move in it, etc.” White people sometimes say “I have no culture.” Not true. Just fish not seeing the water. Important to understand the culture of dominance so that we can understand how it does not treat some people fairly. • Normal versus Good: What happens statistically frequently is called “norm.” We have a tendency to interpret this as “normal” which has a value judgment associated with it. We then extend normal into good. When someone sneezes, the norm in this culture is to say “bless you.” We then consider this “normal.” Then we judge people who don’t say “bless you” as being rude or uncaring. Not necessarily. When we expect people to speak or behave in certain ways, we need to examine whether we are expecting these things because it’s the norm or because it’s good. • Intent versus Impact: In privilege, we sit in the luxury of concentrating on the intent more than impact. What we say and do can hurt or oppress, but we sometimes dismiss it citing that we “didn’t mean to.” ANALOGY: If you’re driving down the street and you accidentally run over someone’s foot, you’re going to leap out of the car. “I’m so sorry. Are you okay? Are you in a lot of pain? Can I get you to a hospital?” Imagine how ridiculous it would be if we got out of the car and said “I didn’t mean it. It can’t be THAT bad. Aren’t you exaggerating a bit rolling around on the ground like that? I didn’t do it on purpose, so I don’t see what the big deal is.” Yet this is what we do sometimes when someone tells us about an impact our words or actions have on them. Impact that is just as if not more painful than physical injury. We need to stop and listen and acknowledge when these things happen and work to stop and undo the accumulation. EXAMPLE: My walking down the street and asking a struggling man who was missing his arms below the elbow is he “needed a hand.” My intent was trying to be helpful, but impact was probably anger or pain. I need to own it.
- VALUE DIFFERENCES: Individualism collectivism, informality formality, competition cooperation, egalitarianism hierarchy, use of time passage of time, change/future tradition/past, action orientation being orientation, practicality idealism NONVERBAL COMMUNICATION: Physical appearance, gestures, eye contact, greetings, social distance and touch, etiquette, volume of voice, smiles, timing of verbal exchanges, concept of time,
- Parallel, Regressive, Crossed, Progressive, Symbiotic
- • Non-Verbal Communication – breakdown of some major categories of non-verbal communication as well as some differences you will find across different cultures. • Cultural Value Differences – some differences in cultural values around categories like relational and temporal. These differences can sometimes lead to major miscommunication and conflict due to value judgment. • 7 Criteria for Values – useful in thinking about values and value systems. I personally believe that TRUE values are never bad, but we tend to judge others based on their value PRIORITIES. The 7 criteria reminds us what makes a value a value and hopefully steers us clear of believing them invalid for someone else. • Values Definition Table – several values and basic definitions. I have found this table useful in values clarification exercises and conflict resolution for the sake of verbalizing what is at the root motivation of actions and statements that lead to conflict. (The last two documents are part of something I developed for an ethics primer for middle school and high school students. If interested in more, please go to http://www.nwabr.org/education/ethicslessons.html#PR . Though the organization is biomedicine focused, the primer is very cross-curricular.) • Yin-Yang Telephone – Direct and Indirect Communication • Whispers – Distractions and Internal Monologues of Intercultural Communication • Left Column Communication – Separating the actual observable data and internal thoughts, feelings, interpretations, and inferences. Includes theory, example, and blank form. • Non-Verbal Violation – Activity designed to demonstrate the discomfort and offense caused by conflicting nonverbal cues and norms. Wonderful activity developed by a fantastic facilitator, Stella Ting-Toomey. • Communication Exercises – I developed this series of communication activities to kick off my school’s all-school anti-bias programming. They are activities designed to demonstrate one-way and two-way communication, importance of objective and careful listening, dialogue and debate (supportive and defensive forms of communication), and intercultural communication and conflict. They were developed for 6th-8th graders, but I have used these exercise with adults with minor adjustments and deeper reflection questions. • Effective Interventions – Material I used in my classroom to give students some tools around interrupting offensive remarks, jokes, and slurs. You may find it a little puerile to use with adults, or you may find it a resource accessible to anyone. No matter what, I hope you find it a useful talking point for people looking to apply oppression, privilege, and power understanding to everyday situations. • Growing As an Ally – A complementary piece I used with “Effective Interventions” to give students tools around being an ally rather than, well, the self-righteous jerks they were being with each other at times. Gives thinking and doing points for folks eager to enter the world of allyship. • Book: Kiss, Bow, or Shake Hands by Morrison and Conway. Although meant for the business traveler, this book makes a handy resource for looking up general customs and norms of several countries. Use with caution, of course, that you are using it as an FYI starting point rather than an idiot’s guide to intercultural communication.