Teaching for Diversity

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This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.

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  • At the lake
  • This is in Norwich, Norfolk, UK
  • Teaching for Diversity

    1. 1. Teaching for DiversitySusan Hillyard, Pearson, Peru 2013
    2. 2. Questions for Today What is diversity? Do we have diversity in our classrooms? Do we recognise diversity in this society? Why is it important to teach for diversity? How do we include the concept in ourcurriculum?
    3. 3. Exercise Think TimeExercise Think Time Ask an open ended questionAsk an open ended question State the amount of think time availableState the amount of think time available Maintain silenceMaintain silence Ask Sts to jot down their answers in the chartAsk Sts to jot down their answers in the chart Ask Sts to read their own answers back toAsk Sts to read their own answers back tothemselves.themselves. Ask Sts to add or change anything.Ask Sts to add or change anything. Share in pairs.Share in pairs.
    4. 4. Ebony And IvoryPaul McCartney and Stevie Wonder
    5. 5. Ebony And IvoryEbony and ivory live together in perfect harmonySide by side on my piano keyboardOh Lord, why dont we?We all know that people are the samewherever you go.There is good and bad in everyone.When we learn to liveWe learn to give each otherWhat we need to survive together alive.Ebony and ivory live together in perfect harmony. . .Ebony and ivoryliving in perfect harmonyEbony……….Ivory…………
    6. 6. ReflectionEach time I see the UpsideManStanding in the water,I look at him and start tolaugh,Although I shoudnt oughtter.For maybe in another worldAnother time,Another town,Maybe HE is right side upAnd I am upside down.
    7. 7. Looking through Other EyesA Compact Disk to a native in the jungle a deaf person a music loverRed Meat to a hungry man a vegetarian a farmer
    8. 8. A Gun to a child a murderer a policemanA Red Light to a pedestrian to a blind woman to a tribesmanA Snake to a zoologist a mother with a baby a mouse
    9. 9. Some Quotations:Some Quotations:“You need to take a look at your culture,what your idea of normal is, and realize it isquite limited and, in fact, just reflecting aparticular experience.”“If you dont take multicultural education orantiracist education seriously, you arepromoting a monocultural or racisteducation.THERE IS NO NEUTRAL GROUND ONTHIS ISSUE”Enid Lee (a campaigner for multicultural education)
    10. 10. “Bring the voices of silenced groupsinto the classroom and examineyour own attitudes toward thoseexcluded from power”“You have to realise that what you consider asuniversal is, quite often, exclusionary”“Maybe teachers dont have this big vision all thetime. But I think those things are what a democraticsociety is supposed to be about”
    11. 11. Diversity as a conceptDiversity as a conceptIs there a clearly defined IDENTITY here in Peru?Is there a clearly defined IDENTITY here in Peru?Do people like to belong to CLUBS?Do people like to belong to CLUBS?Are people SQUARE?Are people SQUARE?Do people like ECCENTRICS?Do people like ECCENTRICS?Are you permitted to be CREATIVE?Are you permitted to be CREATIVE?Are you permitted to be CRITCAL?Are you permitted to be CRITCAL?Are you bothered about YOUR FAMILY? THE PEOPLE NEXTAre you bothered about YOUR FAMILY? THE PEOPLE NEXTDOOR? ON THE OTHER SIDE OF THE WORLD?DOOR? ON THE OTHER SIDE OF THE WORLD?Do you have a VOICE?Do you have a VOICE?Are you EDUCATED?Are you EDUCATED?
    12. 12. Two opposing views of diversityTwo opposing views of diversityin the Developed Worldin the Developed World1.1. That minority groups needed to be equippedThat minority groups needed to be equippedwith the language skills and the culturalwith the language skills and the culturalknowledge of the dominant group in order toknowledge of the dominant group in order tobe assimilated into the societal values of thatbe assimilated into the societal values of thatgroup.group.2.2. That the whole of society would be enrichedThat the whole of society would be enrichedby social pluralism and policies of diversity.by social pluralism and policies of diversity.
    13. 13. WE ARE ALL THE SAME –WE ARE ALL THE SAME –WE ARE ALL DIFFERENTWE ARE ALL DIFFERENTTHINK GLOBAL- ACT LOCALTHINK GLOBAL- ACT LOCAL
    14. 14. Model your values:Model your values: DEPDEPDemocracy versus DictatorshipDemocracy versus Dictatorship Egalitarianism versus ElitismEgalitarianism versus Elitism Process rather than ProductProcess rather than ProductYou must model these values in the classroom in your everyday BEING soYou must model these values in the classroom in your everyday BEING sothat your students will respond positively.that your students will respond positively.
    15. 15. Exercise: Matching Pictures1. Choose a set of “Diversity" pictures frommagazines. Cut pictures in half horizontally orvertically, one half per student 2. Stick on card. Shuffle them. Hand out. 3. Students observe the picture in silence andmake notes, in writing, of the details  4. Think how they will explain, to a listener, thesedetails. 5. At this point they will need to ask forvocabulary. Thats your job. 
    16. 16. 1. Explain they should note: People, Colour,Objects, Movement, Writing, Cut-off point. 2.Allow 3-5 mins to "Learn and return" thepicture face down on their chair. 3.Arrange a "Market Place" where they talkto each other and try to find their partner
    17. 17. 9. When they are happy they have found their partnerthey show each other the picture and sit together todiscuss and answer, each in writing, the followingquestions. Where did this "STORY " take place? Who is involved? Name them. What is happening? Why is this happening? How could the situation be resolved? How did this picture make you feel? Can you find any similar situation in your life? Would you want to experience this? Explain.
    18. 18. Exercise: My Name Is Me!Take away my name and you take away my reputation…. Eugene ONeillUsing the students name as the book title each studentproduces a "BOOK" about his response to world issues,diversity, values, feelings, relationships, etc.MonicaMonicaM is for MoneyM is for MoneyO is for OstracismO is for OstracismN is for NuremburgN is for NuremburgI is for International Womens DayI is for International Womens DayC is for CNNC is for CNNA is for Action speaks louder than WordsA is for Action speaks louder than Words
    19. 19. the student writes a "chapter" on eachtopicthey do some research and thinking at least one first draftthey put the book together with a cover,sleeve design, publishers notes,frontispiece, acknowledgements, contentspage, and bibliographyExercise: Process WritingExercise: Process Writing
    20. 20. Exercise: Find the themeExercise: Find the theme Get into groups of 4Get into groups of 4 Label each other with a number from 1-4Label each other with a number from 1-4 All turn with your backs to the screenAll turn with your backs to the screen When I call out a number (1) all the number 1sWhen I call out a number (1) all the number 1sturn to look at the screen and decide what wordsturn to look at the screen and decide what wordsthey will use to describe the image they seethey will use to describe the image they see Then turn to face the back of the room andThen turn to face the back of the room andremember the image while I call N° 2s etc etcremember the image while I call N° 2s etc etc Finally tell each other your images and find oneFinally tell each other your images and find oneor two words which sum up the theme. Tell me!or two words which sum up the theme. Tell me!
    21. 21. Penny the Penguin: A Primary Project for Peace1) Fluffy toy e.g. Pat the Dog, Sammy the Seal, Penny the Penguin2) Establish a relationship with the toy as part of the group, who interactswith "REAL" people, own desk, goes home for weekends etc.3) Find somebody who will take Penny on a real journey4) Send her off with good wishes and her own bag, complete with wash-bag,clothes and a diary and state a date for her return5) The chaperone should send e-mails, pictures and messages on FB6) The chaperone should complete the diary every day and put "goodies" inPennys bag7) On the specified date Penny returns to school, to a great welcome with acake and a "Welcome back!" sign and a party in her class.
    22. 22. 8) The teacher opens her bag to find souvenirs, sweets, mementos, photos anda full diary. (maybe a video)9) Follow-up work then begins on all the items; plotting her journey on a mapor on the world globe;learning some phrases from the languagethe written codethe moneythe customsthe dressfeatures of the peoplethe foodthe journey itself and the names of the historic or interesting sites visitedNote this is as real as you can get within the classroom. It is cross-cultural,integrated, holistic, meaningful, engaging and is the epitome of "languageacross the curriculum". Kim Mukoyama of San Francisco gave me this idea.
    23. 23. Listening ExerciseListening Exercise What’s the oppposite of tall, thin, pretty, white,What’s the oppposite of tall, thin, pretty, white,male, rich, healthy, good, happy?male, rich, healthy, good, happy? Listen to the songListen to the song Jot down all the words which describe theJot down all the words which describe thefeatures of short people.features of short people. Share your list and add from your partnersShare your list and add from your partners Now discuss what word you could use to replaceNow discuss what word you could use to replace“short”“short”
    24. 24. Ex: Short PeopleEx: Short People Randy NewmanRandy Newman
    25. 25. Short PeopleBy Randy NewmanShort people got no reason to liveThey got little hands and little eyesAnd they walk aroundTelling great big liesThey got little noses and tiny little teethThey wear platform shoesOn their nasty little feetWell I dont want no short people round hereShort people are just the same as you and I( A fool such as I)All men are brothersUntil the day they die( Its a wonderful world)Short people got nobody to loveThey got little baby legsAnd they stand so lowYou got to pick em upJust to say helloThey got little carsThat go beep ,beep, beepThey got little voicesGoin peep, peep, peepThey got grubby little fingersAnd dirty little mindsTheyre gonna get you every timeWell, I dont want no short people round here
    26. 26. A ParableOnce upon a time there was aclassAnd the students expresseddissaproval of the teacher.Why should they be concernedwithGlobal interdependancy, globalproblems,And what others of the worldwere thinking, feeling anddoing?And the teacher said she’d had adream in which sheSaw one of her students fiftyyears from today.The student was angry andsaid,“Why did I learn so muchdetail about the pastand the administration of mycountryand so little about the world?”He was angry because no-onetold himThat as an adult he would befacedAlmost daily with problems ofaGlobal interdependant nature,be theyProblems of peace, security,quality of life, inflation,
    27. 27. Or scarcity of naturalresources.The angry student found heThe angry student found hewas thewas theVictim as well as theVictim as well as thebeneficiary.beneficiary.““Why was I not warned?Why was I not warned?Why was I not betterWhy was I not bettereducated?educated?Why did my teachers not tellWhy did my teachers not tellme about the problemsme about the problemsand help me understandand help me understandI was a member of anI was a member of aninterdependant human race?”interdependant human race?”With even greater anger theWith even greater anger thestudent shouted,student shouted,““You helped me extend myYou helped me extend myhands with incrediblehands with incrediblemachines,machines,My eyes with telescopes andMy eyes with telescopes andmicroscopes,microscopes,My ears with telephones,My ears with telephones,radios, and sonar,radios, and sonar,My brain with computers,My brain with computers,But you did not help me extendBut you did not help me extendMy heart, love and concern,My heart, love and concern,To the entire human family.To the entire human family.You, teacher, gave me half aYou, teacher, gave me half aloaf”loaf”John Rye KinghornJohn Rye Kinghorn

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