Title: DIVERSITY:
1DIVERSITY
- IN COMMUNITIES OF PRACTICE
2COLLEGE OR UNIVERSITY
HIGH SCHOOL
NEIGHBORHOOD
FAMILY
NESTED COMMUNITIES OF PRACTICE
3PEER GROUP AT WORK
FRIENDS
WORK GROUP YOU LEAD
OVERLAPPING COMMUNITIES OF PRACTICE
4YOU ARE HERE
PEER GROUP AT WORK
COMMUNITY GROUP
TANGENTIAL COMMUNITIES OF PRACTICE
5CAUGHT BETWEEN TWO DIFFERENT, IF NOT CONTADICTORY
SETS OF VALUE MESSAGES OR ROLES, THE INDIVIDUAL
HAS THREE CLEAR CHOICES
- ACCEPT ONE COMMUNITY AND WITHDRAW FROM THE OTHER
- REJECT BOTH COMMUNITIES, AND FIND ANOTHER PLACE
TO LEARN, TO HAVE A ROLE - TRY TO MAINTAIN A ROLE IN BOTH COMMUNITIES OF
PRACTICE, DISPITE THE FRICTION AND THE CONFUSION,
THIS CAN MEAN THE PERSON AT THE INTERSECTION POINT
6STAGES OF GROUP DEVELOPMENT Chapter 3 (Schmucks,
2001)
- FACILITATING PSYCHOLOGICAL MEMBERSHIP
- ESTABLISHING SHARED INFLUENCE
- PURSUING ACADEMIC GOALS
- RECOGNIZING CONDITIONS OF SELF-RENEWAL
7SAPON-SHAVINS BOOK CHAPTER 1SCHOOLS AS
COMMUNITIESTHE VISION
- SECURITY
- OPEN COMMUNICATION
- MUTUAL LIKING
- SHARED GOALS OR OBJECTIVES
- CONNECTEDNESS AND TRUST
8SCHOOLS AS COMMUNITIES BARRIERS-EXCLUSION
- WE NEVER GOT A CHANCE TO KNOW AND FEEL SAFE WITH
A WIDE RANGE OF PEOPLE - WE WERE TAUGHT TO FEAR DIFFERENCE
- OUR UNDERSTANDING OF DEMOCRACY AND CITIZENSHIP
BECAME DISTORTED - WE FEARED FOR OUR OWN SAFETY IN THE COMMUNITY
9SCHOOLS AS COMMUNITIESBARRIERS-COMPETITION
- WE VIEW OURSELVES AS NEVER GOOD ENOUGH OR SMART
ENOUGH OR WORTHY ENOUGH - OUR SENSE OF SAFETY IS DIMINISHED
- WE ARE DISCOURAGED FROM TAKING RISKS IN OUR
LEARNING AND GROWTH - WE LEARN TO SEE OTHERS AS OBSTACLES TO OUR
SUCCESS - WE ARE ENCOURAGED TO WIN AT ANY COST
- IT BECOMES HARDER FOR US TO SEE OTHER PEOPLE
FULLY AND TO BE SUPPORTIVE OF THEIR EFFORTS
10Schmucks Chapter 6ExpectationsOBJECTIVES
- CIRCULAR INTERPERSONAL PROCESS.
- EXPECTATIONS ARE NORMAL AND ARE CREATED OUT OF
PAST ASSOCIATIONS, FROM INFORMATION, AND FROM
SOCIAL STEREOTYPES. - ATTRIBUTIONS ASSIGN A CAUSE TO BEHAVIOR, EITHER
THAT OF ANOTHER OR OF OUR OWN. - EXPECTATIONS AND ATTRIBUTIONS ARE COMMUNICTED TO
OTHERS INFLUENCING THE OTHERS BEHAVIORS - SELF-FULFILLING PROPHECY TEACHERS UNCONSCIOUSLY
CREATE AND PERPEUATE SOME STUDENT BEHAVIORS.. - THERE ARE CONCRETE ACTIONS ONE CAN TAKE WHICH USE
EXPECTATIONS IN CLASSSROOMS TO ENHANCE STUDENT
LEARNING.
11(No Transcript)
12MARA CHAPTER 2SHARING OURSELVS WITH OTHERS
THE VISION
- THE IDEAL IS A PLACE N WHICH STUDENTS FEEL
COMFORTABLE SHOWING THEMSELVES - THE THINGS YOU ARE GOOD AT - TALENTS, STRENGTHS
- THE THINGS YOU ARE NOT SO GOOD AT
- THE THINGS YOU ARE AFRAID OF
- YOUR GOALS FOR YOUR FUTURE
- THE THINGS THAT MAKE YOU HAPPY
- THE THINGS THAT MAKE YOU UNHAPPY
13MARA CHAPTER 2SHARING OURSELVS WITH OTHERS
CHALLENGES TO THE VISION
- IT IS DIFFICULT TO SHARE FULLY IF ONE FEELS THAT
THEIR OPENNESS OR REVELATIONS WILL BE MET WITH
SCORN OR DERISION. - SAFETY CANNOT BE MANDATED IT MUST BE CREATED
- EACH OF US IS A COMPLEX INDIVIDUAL
14MARA CHAPTER 2SHARING OURSELVS WITH OTHERSIS
THIS WORKING?
- DO STUDENTS WILLINGLY SHARE THEIR STRENGTHS AND
GIFTS? - DO STUDENTS VOLUNTER INFORMATION ABOUT
THEMSELVES, THEIR EXPERIENCES, AND THEIR
CONCERNS? - HOW DO OTHER STUDENTS RESPOND WHEN PEOPLE SHARE?
- DO STUDENTS KNOW THINGS ABOUT EACH OTHER?
- DO STUDENTS SHARE WHAT IS HARD FOR THEM?
15Schmucks Chapter 8 Leadership
- Leadership conceptualized
- As a property of an individual
- As a property of a group
- Leadership is an interpersonal influence process
it is not merely attributes of a single person.
It is a verb rather than a noun - Functional Leadership Leadership is behavior
which influences others in the classroom group to
follow. Sometimes such behaviors are employed by
the teacher at other times they are executed by
students. Sometimes they may facilitate reaching
educational goals on other occasions they may
impede the achievement of those goals.
16Schmucks Chapter 8 Leadership
- Psychological bases of Influence POWER
French Raven - Expert Power
- Referent Power
- Legitimate Power
- Reward Power
- Coercive Power
- Informational Power
- Connection Power
17Schmucks Chapter 8 Leadership
- SOCIAL BASES OF INFLUENCE
- GENDER
- RACE
- ETHNICITY
- DEMOCRATIC, AUTHORITARIAN AND LAISSEZ-FAIRE
LEADERSHIP
18Schmucks Chapter 8 Leadership
- INDIVIDUAL ATTEMPTS AT LEADERSHIP
- 1. A MOTIVE FORCE
- 2. AN EXPECTANCY FACTOR
- PREVIOUSLY SUCCESSFUL IN PEER GROUP
- EXPERTISE IN THE CONTENT AREA
- SELF-CONFIDENT
- 3. AN INCENTIVE VALUE OF ACTING
- PEER POWER STRUCTURES
- STUDENT EMERGENT LEADERSHIP
- GOAL-DIRECTED LEADERSHIP TASK AND
SOCIAL-EMOTIONAL FUNCTIONS
19Schmucks Chapter 8 Leadership
- FLEXIBLE LEADERSHIP
- LEADERSHIP FOR EFFECTIVE TEACHING
- GOOD TEACHERS ARE TRANSFORMATIONAL LEADERS.
- PRACTICAL IDEAS FOR CLASSROM LEADERSHIP
- INDIVIDUAL CONTROL AND RESPONSIBILITY
- GROUP CONTROL AND RESPONSIBILITY
- STUDENT RESPONSIBILITIES FOR OTHER STUDENTS PEER
TUTORING.
20MARA CHAPTER 3KNOWING OTHERS WELLTHE VISION
- ALL CHILDREN KNOW EACH OTHER WELL AND CONNECT
FREELY AND EASILY - IT IS POSSIBLE TO ASSIGN ANY TWO STUDENTS TO WORK
TOGETHER AND KNOW THAT THEY HAVE ALREDY BEEN
CONNECTED IN MANY WAYS - PEOPLE WILL REACH OUT TO EACH OTHER WITH
FRIENDSHIP AND SUPPORT - CHILDREN KNOW THAT ALL HUMAN BINGS ARE
MULTIDIMENSTIONAL AND THEY ARE ABLE TO SEE MANY
PARTS OF OTHER PEOPLE - THE GOAL OF MULTICULTURAL EDUCATIONIS GOING
BEYOND KNOWING ABOUT DIFFERENCES TO RESPECTING
AND APPRECIATING DIVERSITY AND WORKING TOGETHER
FOR SOCIAL JUSTICE
21MARA CHAPTER 3KNOWING OTHERS WELLCHALLENGES
TO THE VISION
- IMPEDIMENTS TO BEING CLOSELY CONNECED WHICH COME
FROM PERSONAL OR INDIVIDUAL EXPERIENCES - ISOLATION
- COMPETITION
- SHAME
- BARRIERS COMING FROM STRUCTURAL OR SOCIETAL
EXERIENCES - EARLY MESSGES ABOUT DIFFERENCES
- TRACKING/SEGREGATION
22MARA CHAPTER 3KNOWING OTHERS WELLIS THIS
WORKING?
- DO STUDENTS CONNECT ACROSS DIFFERENCES?
- DO CHILDREN NOTICE AND ATTEND TO STEREOTYPICAL
STATEMENTS ABOUT WHO CAN BE FRIENDS WITH WHOM - DO STUDENTS KNOW THINGS ABOUT EACH OTHER
- DO STUDENTS KNOW HOW TO ASK RESPECTFUL
QUESTIONS OF ONE ANOTHER, PARTICULARLY ABOUT
DIFFERENCES.
23Schmucks Chapter 5Friendship
- The concepts of Friendship and Cohesiveness
- Friendship attraction and hostility among
peers that influence the self-concepts and
academic performances of the individual students - Cohesiveness is a characteristic of a group and
differs from psychological feelings of inclusion
or attitudes about involvement. - Personal and Social Variables related to Liking
- Some Bases of Attraction and Friendship
- The Relationship Between Friendship and
Cohesiveness - Types of Classroom Cohesiveness
- The Circular Interpersonal Process The Case of
the Rejected Student
24Schmucks Chapter 5Friendship
- Personal and Social Variables related to Liking
- Personal Variables Related to Liking
- Physical Attributes
- Social Behavior
- Intelligence
- Mental Health
- Sex and Race
- Social Variables Related to Liking
- Classroom Social Structure
- Centally Structured Groups
- Diffusely structured Groups
- Teacher Behavior
25Schmucks Chapter 5Friendship
- Some Bases of Attraction and Friendship
- Cognitive Validation Theory
- Balance Theory
- Self-Esteem Theory
- Need Complementarity Theory
- The Relationship Between Friendship and
Cohesiveness - Effects on Academic Performance
- Effects on
- Group Production
26Schmucks Chapter 5Friendship
- Types of Classroom Cohesiveness
- 1) attraction to the group because of friendship
with the other members. - 2) attraction to the group because of mutually
held high interest in the task. - 3) attraction to the group because of its
prestige for the members - The Circular Interpersonal Process The Case of
the Rejected Student. - Negative Cycle and peer Rejection
- Challenges of Full Inclusion and Diversity.
27MARA CHAPTER 4 PLACES WHERE WE ALL BELONG
- THE VISION
- DEFINITIONS OF INCLUSION
- SPECIAL EDUCATIONS
- FROM THE SPED PERSPECTIVE, AN INCLUSIVE CLASSROOM
CAN BE DESCRIBED AS ONE IN WHICH ALL CHILDREN,
REGARDLESS OF PERFORMANCE LEVEL, ARE EDUCATED
WITH THEIR CHRONOLOGICAL PEERS IN A TYPICAL
CLASSROOM. THAT IS, CHILDREN ARE EDUCATED IN
THIRD GRADE (8-YR-OLDS) EVEN THOUGH THEY DO NOT
READ AT THE 3RD-GRADE LEVEL, AND
INDIVIDUALIZED OR SPECIALIZED SERVICES THAT MAY
BE NEEDED ARE PROVIDED WITHIN THE CONTEXT OF THE
GENERAL EDUCATION CLASSROOM. - MARAS MORE EXPANSIVE DEFINITION
- REFERS TO WELCOMING AND ACCOMMODATING MANY KINDS
OF STUDENT DIFFERENCES, NOT JUST THOSE TYPICALLY
LABELED AS DISABILITIES. ADDRESSING STUDENT
DIFFERENCES RELATED TO RACE, CLASS, GENDER,
ETHNICITY, LANGUAGE, FAMILY BACKGROUND, AND
RELIGION.
28A BROADER DEFINITION OF INCLUSION REFERES TO A
CLASSROOM IN WHICH ALL CHILDREN ARE PART OF A
SHARED COMMUNITY AND THE FOLLOWING
CHARACTERISTICS ARE PRESENT
- OPEN DISCUSSION OF THE WAYS IN WHICH PEOPLE ARE
DIFFERENT AND THE KINDS OF SUPPORT AND HELP THEY
NEED AND WANT - A COMMITMENT TO MEETING CHILDRENS INDIVIDUAL
NEEDS WITHIN A CONTEXT OF SHARED COMMUNITY AND
CONNECTION - EXPLICIT ATTENTION TO THE WAYS IN WHICH STUDENTS
DIFFERENCES CAN BECOME THE BASIS FOR
DISCRIMINATION AND OPPRESSION AND TO TEACHING
STUDENTS TO BE ALLIES TO ONE ANOTHER
29MARA CHAPTER 4CHALLENGES TO THE VISION
- MYTHS ABOUT ABILITY GROUPING
- THERE IS SUCH A THING AS ABILITY
- STUDENTS LEARN BETTER IN HOMOGENEOUS GROUPS
- TEACHING IS EASIER IN HOMOGENEOUS GROUPS
- MYTHS ABOUT INCLUSION
- INCLUSION MEANS DUMPING ALL STUDENTS BACK INTO
REGULAR CLASSROOMS - IT TAKES A SPECIAL PERSON TO WORK WITH SPECIAL
CHILDREN - THOSE WHO HAVE DISABILITIES AND THOSE
WHO ARE GIFTED - INCLUSION IS BEYOND THE REACH OF THE ALREADY
OVERBURDENED GENERAL EDUCATION TEACHER - THE CURRICULUM OF THE GENERAL EDUCATION CLASSROOM
WILL GET WATERED DOWN AND DISTORTED - INCLUSION IS A FAVOR WE ARE DOING FOR CHILDREN
WITH DISABILITIES AT THE EXPENSE OF OTHER
CHILDRENS EDUCATION
30- MYTHS ABOUT TEACHING ABOUT DIFFERENCES
- IF WE DO NOT MENTION DIFFERENCES, STUDENTS WILL
NOT NOTICE THEM - MENTIONING DIFFERENCES CALLS NEGATIVE ATTENTION
TO THEM AND MAKES THINGS WORSE - PEOPLE ARE NATURALLY MORE COMFORTABLE WITH PEOPLE
JUST LIKE THEM. - CHILDREN ARE CRUEL AND CANNOT ACCEPT DIFFERENCES
31- MARA CHAPTER 4 IS THIS WORKING
- DO STUDENTS INTERACT WITH A WIDE RANGE OF OTHER
STUDENTS? - DO STUDENTS HAVE REPERTOIRES FOR INCLUDING ALL
CLASSMATES IN ACADEMIC AND PLAY ACTIVITIES,
INCLUDING THOSE WITH CHALLENGING BEHAVIORS AND
DIVERSE LEARNING ABILITIES? - DO STUDENTS KNOW ABOUT ONE ANOTHERS UNIQUENESSES
AND CALL ATTENTION TO THESE IN POSITIVE AND
THOUGHTFUL WAYS? - DO STUDENTS ENGAGE IN INCLUSIVE THINKING (EG.,
HOW WILL WE GET CATHERINES WHEELCHAIR ON THE
BUS TO GO ON THE FIELD TRIP? - DO STUDENTS ACTIVELY TAKE ON AN ADVOCACY ROLE
WHEN CONFRONTED BY EXAMPLES OF EXCLUSION IN THEIR
LIVES
32Schmucks Chapter 4Communications
- Types of Communication ONE, TWO AND MULTI WAY.
- Communication as a Reciprocal Process
- Communication as Symbolic Interaction
- Language Communication and Sex Roles
- Does the language LABEL by SEX?
- Are male or female MARKERS used?
- Is one sex OMITTED?
- Are males and females treated in nonparallel
ways?
33Schmucks Chapter 4Communications
- Communication and Status in the Classroom
- Levels of Communication
- Spoken-Unspoken messages
- Surface-Hidden Intentions
- Work-emotional Activities
- Contrasting emotional styles
- Task-Maintenance Functions
- Communication Patterns
- Miscommunication
34Schmucks Chapter 4Communications
- Communication Skills
- Paraphrasing ideas
- Describing Others behavior
- Checking Impressions
- Making Clear Statements
- Describing Own Behavior
- Describing Feelings
- Giving and Receiving Feedback
35Schmucks Chapter 4Communications
- Developing Effective Group Discussions
- o Orienting statements
- o Agenda setting
- o Summarizing statements
- o Recording
- o Procedural statements
- o Taking a survey
- o Gate keeping
- o Encouraging
- o Process checks
- o Debriefing
36Schmucks Chapter 4Communications
- Effective Transactional Communicators
- Receptiveness to Student Ideas
- An Egalitarian Perspective
- Openness, Candor, and Honesty
- Warmth and Friendliness
- Respect for Students Feelings
- Sensitivity to Outcasts
- A sense of Humor
- A caring Attitude
- Reducing the Communication Gap
37SAPON-SHAVINS BOOK CHAPTER 5 SETTING GOALS AND
GIVING AND GETTING SUPPORT
- THE VISION
- ALL PEOPLE NEED AND DESERVE HELP- EVEN PEOPLE WHO
ARE CONSIDERED INTELLIGENT, COMPETENT, AND
MATURE. - PEOPLE SHOULD BE ALLOWED TO SPECIFY THE KINDS OF
HELP THEY NEED AND WANT AND WHEN THEY WANT IT. - BOTH GIVING AND GETTING HELP ARE POSITIVE ACTIONS
AND CAN HELP BRING PEOPLE CLOSER TOGETHER. - THERE IS NO STIGMA OR SHAME ASSOCIATED WITH
NEEDING OTHER PEOPLES HELP, SUPPORT,
ENCOURAGEMENT, OR APPRECIATION.
38CHALLENGES TO THE VISION
- BARRIERS TO SHARED GOAL SETTING
- GOAL SETTING TENDS TO BE A PRIVATE ACT, AND MANY
PEOPLE ARE HESITANT TO SHARE THEIR GOALS WITH
OTHER PEOPLE FOR SEVERAL REASONS - THEY DONT WANT OTHER PEOPLES ADVICE OR
INTRUSION INTO WHAT THEY PERCEIVE AS PERSONAL - THEY DONT WANT REPROACH OR HUMILIATION IF THEY
PERCEIVE THAT THEY ARE FAILING AT THEIR GOALS - THEY BECOME COMPETITIVE OR EMBARRASED ABOUT THE
NATURE OR CALIBER OF THEIR GOAL (IM ONLY TRYING
TO LEARN TO PRINT)
39- BARRIERS TO GETTING AND GIVING HELP
- CULTURAL NORMS OF COMPETITION
- IF BEING OF VALUE IS CLOSELY LINKEDTO BEING THE
BEST OR THE FASTEST, THEN HELPING MAY BE
DYSFUNCTIONAL TO YOUR OWN PERSONAL GOAL - SELF ESTEEM AND SELF-WORTH
- IF YOUR SELF ESTEEM AND WORTH HINGES ONA NOTION
OF INDIVIDUAL COMPETENCE, THEN BY ASKING FOR
HELP, YOU MAY BE MAKING PUBLIC THAT YOU ARE WEAK,
LIMITED, OR NEEDY IN SOME WAY
40MARA CHAPTER 5 IS THIS WORKING?
- DO STUDENTS SET REALISTIC AND REASONABLE GOALS
FOR THEMSELVES? - DO STUDENTS THINK CRITICALLY ABOUT WHAT GOALS
WOULD MAKE SENSE FOR THEMSELVES? - DO STUDENTS RECOGNIZE THAT DIFFERENT PEOPLE IN
THE CLASS WILL (AND SHOULD) HAVE DIFFERENT GOALS? - ARE STUDENTS ABLE TO ARTICULATE THEIR OWN GOALS
CLEARLY? - ARE STUDENTS ABLE TO EXPLAIN OTHER STUDENTS
GOALS CLEARLY? - ARE STUDENTS SUPPORTIVE OR ONE ANOTHERS GOALS?
DO THEY OFFER CONCRETE AND RESPONSIVE HELP TO
THEIR CLASSMATES? - DO STUDENTS FREELY ASK FOR HELP WHEN THEY ARE
STRUGGLING?
41- DO STUDENTS ASK FOR HELP APPROPRIATELY, RATHER
THAN WHINING OR COMPLAINING? - ARE STUDENTS ALERT TO OTHERS WHO REQUIRE
ASSISTANCE? - DO STUDENTS OFFER ASISTANCE RESPECTFULLY TO
CLASSMATES? - DO STUDENTS ACCEPT HELP FROM OTHERS GRACIOUSLY?
- DO STUDENTS REJECT UNWANTED OFFERS OF HELP
POLITELY? - DO STUDENTS HAVE WELL-DEVELOPED REPERTOIRES FOR
PROVIDING SUPPORT AND ASSISTANCE TO CLASSMATES
WHO ARE QUITE DIFFERENT FROM THEMSELVES (I.E.,
THOSE WITH PHYSICAL AND EDUCATIONAL CHALLENGES,
THOSE WHO SPEAK ANOTHER LANGUAGE, ETC.)?
42Schmucks Chapter 9Conflict
- Definition of Conflict
- A conflict exists when incompatible activities
occur - when one activity blocks, interferes
with, injures, or in some way makes a second
activity less likely or effective. - Why conflict is important to study
- Types of Conflict
- The social psychology of conflict
- Conflict Resolution
43Schmucks Chapter 9Conflict
- TYPES OF CONFLICT
- PROCEDURAL CONFLICT
- GOAL CONFLICT
- CONCEPTUAL CONFLICT
- INTERPERSONAL CONFLICT
- INTER-GROUP CONFLICT
44Schmucks Chapter 9Conflict
- The Social Psychology of Conflict
- Self Interest
- Interpersonal Relationships
- Conflict Resolution
- Peacemaking in the Schools
- Setting a Classroom Environment for Conflict
Resolution - Dealing with a violent students
45MARA CHAPTER 6 WORKING TOGETHER TO LEARN
THE VISION A COOPERATAIVE CLASSROOM IS ONE IN
WHICH ALL MEMBERS WORK TOGETHER TO ACHIEVE MUTUAL
GOALS.
46MARA CHAPTER 6 CHALLENGES TO THE VISION
- THERES NOT ENOUGH TO GO AROUND
- OTHER PEOPLE STAND IN THE WAY OF OUR SUCCESS
- THE SYSTEM IS FAIR YOU GET WHAT YOU DESERVE AND
DESERVE WHAT YOU GET - ITS NOT SAFE TO GET TOO CLOSE/CONNECTED WITH
OTHER PEOPLE - COOPERATION COUNTS LESS THAN INDIVIDUAL
ACHIEVEMENT - COMPETITION IS MOTIVATING
- COMPETITION HELPS PREPARE STUDENTS FOR THE REAL
WORLD - BARRIERS TO CONFLICT RESULUTION
47IS THIS WORKING CHAPTER 6
- DO STUDENTS USE THE LANGUAGE OF COOPERATION
- DO STUDENTS CONCEPTUALIZE TASKS AS COOPERATIVE,
LOOKING FOR OTHERS TO WORK WITH, OR AS
COMPETITIVE, OR AS INDIDUALISTIC - DO STUDENTNS CONSTANTLY COMPARE THEIR WORK TO
OTHERS, OR ARE THEY ABLE TO SUPPORT THE EFFORTS
OF THEIR CLASSMATES - DO STUDENTS DISPLAY THE SKILLS NECESSARE FOR
WORKING IN COOPERATIVE GROUPS LISTENING, PROBLEM
SOLVING, TAKING TURNS, ENCOURAGING OTHERS, ASKING
FOR CLARIFICATION, DISAGREEING NICELY - DO STUDENTS TURN TO ONE ANOTHER AS SOURCES OF
HELP WHEN THEY HAVE ACADEMIC OR PERSONAL PROBLEMS - DO STUDENTS CONSISTENTLY EMPOWER OTHER STUDENTS
AND GIVE THEM OPPORTUNITIES TO DO THINGS - DO STUDENTS HAVE REPERTOIRES OF COOPERATIVE GAMES
THAT THEY KNOW HOW TO PLAY AND WILL INITIATE WITH
OTHERS? - ARE STUDENTS CRITICAL AND THOUGHTFUL ABOUT
COMMUNITY AND WORLD EVENTS THAT ARE STRUCTURED OR
CONEPTUALIZED COMPETITIVELY, POINT IOUYT THAT
THERE MIGHT BE ALTERNATIVE, MORE COOPERATIVE WAYS
TO ACCOMPLISH THE SAME GOAL?
48Schmucks Chapter 7Norms
- FOUR TYPES OF NORMS
- PERCEPTUAL NORMS DERIVES MEANING FROM SENSORY
EXPERIENCES - COGNITIVE NORMS SHARING THOUGHT PROCESSES
SUCH AS REASONING, REMEMBERING, ANALYZING, AND
ANTICIPATING AND MAY NOT CORRESPOND TO A PHYSICAL
REALITY - EVALUATIVE NORMS SHARED ATTITUDES THAT ARE
ACCOMPANIED BY HIGH AMOUNTS OF GROUP FEELING - BEHAVIORAL NORMS BEHAVIORS THAT ARE INFLUENCED
BY PERCEPTIONS, COGNITIONS AND EVALUATIONS AS
WELL AS BY CIRCUMSTANCES IN THE SITUATION
(CONTEXT).
49CHAPTER 7 NORMS (THE SCHMUCKS)
50SAPON-SHAVINS BOOK CHAPTER 7 SPEAKING THE
TRUTH AND ACTING POWERFULLY
THE VISION IN COMMUNITY, PEOPLE DISCOVER THEIR
COLLECTIVE POWER.
- NOTICING (THATS SOMETHING WRONG)
- COURAGE (TO MAKE A DIFFERENCE)
- STRATEGIES (TO BRING ABOUT CHANGE)
51- THE VISION (GOAL) FOR STUDENTS
- STUDENTS SHOULD BE INFORMED AND AWARE OF ISSUES
AND PROBLEMS IN THE WORLD. THEY SHOULD APPROACH
THE WORLD WITH EYES WIDE OPEN, NOTICING THINGS
THAT ARE WRONG OR UNFAIR, ALERT TO INJUSTICES AND
INEQUITES. NOTICING - STUDENTS SHOULD FEEL A COMMITMENT TO MAKING A
DIFFRENCE. THEY SHOULD HAVE A SENSE THAT WHAT
THEY DO MATTERS, THAT THEY CAN MAKE A DIFFERENCE,
AND THAT THEY MUST BE WILLING TO EXPEND THE
ENERGY AND TIME TO DO SO. COURAGE - STUDENTS SHOULD HAVE THE SKILLS AND STRATEGIES
THEY NEED IN ORDER TO TAKE ON PROBLEMS AND
ISSUES. THEY MUST HAVE COMMUNICATION SKILLS
(TALKING TO OTHERS, ASKING QUESTIONS, AND
LISTENING), INFORMATION GATHERING SKILLS
(READING, DATA GATHERING, AND WAYS TO SORT
THROUGH CONFUSING AND CONFLICTING INFORMATION),
CONFLICT RESOLUTION SKILLS (WHAT TO DO WHEN
PEOPLE DONT AGREE OR ARE GETTING ANGRY), AND
SKILLS IN BRINGING ABOUT CHANGE (LETTER WRITING,
LOBBYING, AND ADVOCACY). STRATEGIES
52- THE VISION (GOALS) FOR TEACHERS
- TEACHERS MUST FIND WAYS OF TEACHING STUDENTS
ABOUT COMMUNITY AND GLOBAL PROBLEMS THAT ARE AGE
APPROPRIATE AND DEVELOMENTALLY APPROPRIATE,
NEITHER TALKING DOWN TO STUDENTS NOR OVERWHELMING
THEM WITH INFORMATION AND FEELINGS THAT
OVERPOWER THEM. NOTICING - TEACHERS MUST IDENTIFY STRATEGIES FOR HELPING
STUDENTS TO LOOK AT BIG ISSUES WITHOUT FEELING
POWERLESS OR SUNK. COUNTERACT DESPAIR AND
HOPELESSNESS IN THEIR STUDENTS (AND THEMSELVES).
COURAGE - TEACHERS MUST HELP STUDENTS ACQUIRE THE SKILLS
AND ATTITUDES THEY NEED TO ACT POWERFULLY AND
MAKE A DIFFERENCE. STRATEGIES
53- CHALLENGES TO THE VISION
- IM NOT REALLY COMFORTABLE WITH THIS ISSUE
MYSELF. SOMETIMES, I FEL PRETTY CONFUSED SO HOW
COULD I TAKE IT ON WITH THE STUDENTS. - I DONT KNOW ENOUGH ABOUT THIS TOPIC MYSELF TO
TEACH IT RIGHT I MIGHT GET IT ALL WRONG. - TALKING ABOUT AN ISSUE LIKE THIS COULD REALLY
MAKE THINGS WORSE WHYROCK THE BOAT? - I DONT DARE BRING UP A TOPIC LIKE THIS. I
COULD GET IN TROUBLE WITH PARENTS (THE
ADMINISTRATION, OTHER TEACHERS). - I HAVE SO MUCH OF THE MANDATED CURRICULUM TO
COVER, I SIMPLY DONT HAVE TIME FOR THIS.
54SOME OF THE ISSUES
- OPPRESSIONS
- SEXISM
- RACISM
- HETEROSEXISM/HOMOPHOBIA
- CLASSISM
- ANTI-SEMITISM AND OTHER RELIGIOUS OPPRESSION
- ETHNIC CLEANSING
- HANDICAPISM/ABLEISM
55- INEQUITIES
- POVERTY/HOMELESSNESS/HUNGER
- ABUSE
- TEACHERS CAN HELP STUDENTS OPERATIONALIZE THE
IDEA OF TAKING SMALL (AND THEN BIGGER) STEPS
TOWARD MAKING A DIFFERENCE BY TEACHING STUDENTS
ABOUT THE FOLLOWING - RESISTANCE/TAKING ACTION.
- ALLIES.
56IS THIS WORKING CHAPTER 7
- NOTICING
- DO STUDENTS NOTICE PRACTICES OR POLICIES THAT ARE
UNFAIR AND BRING THEM TO THE ATTENTION OF THE
TEACHER AND THEIR CLASSMATES? - DO STUDENTS IDENTIFY STEREOTYPES AND
STEREOTYPICAL LANGUAGE IN BOOKS THEY ARE READING - DO STUDENTS IDENTIFY STEREOTYPES AND
INAPPROPRIATE LANGUAGE IN THE MEDIA? - ARE STUDENTS ABLE TO IDENTIFY JOKES THAT ARE
RACIST, SEXIST, OR HOMOPHOPIC? - ARE STUDENTS CRITICAL ENOUGH OF THEIR OWN
CURRICULUM TO NOTICE THAT WHAT THEIR TEXTBOOKS OR
VIDEOS SAY MAYNOT BE THE WHOLE STORY, OR THE SAME
STORY THAT OTHERS MIGHT TELL?
57- COURAGE
- AFTER STUDENTS HAVE NOTICED THAT SOMETHING IS NOT
FAIR OR IS OPPRESSIVE IN A PARTICULAR WAY, ARE
THEY WILLING TO RAISE THE ISSUE WITH THE TEACHER,
OTHER STUDENTS, ADMNISTRATORS, THEIR PARENTS,
OTHER COMMUNITY MEMBERS? - ARE STUDENTS ABLE TO SEEK ALLIES AND SUPPORTERS
SO THAT THEY ARE ABLE TO TAKE ON DIFFICULT
ISSUES? - DO STUDENTS GENERALLYAPEAR HOPELESS WHEN THEY
NOTICE AN INJUSTICE? - DO STUDENTS SEE THEIR INTERESTS IN VERY
INDIVIDUAL WAYS OR ARE THEY ABLE TO THINK ABOUT
OTHERS PERSPECTIVES AND SITUATIONS? - DO STUDENTS SEE THEIR PURVIEW AS CONFINED TO
THEIR OWN SITUATION OR CLASSROOM OR ARE THEY ABLE
TO STEP BACK AND TAKE A BROADER VIEW, THEIR
VISION OF JUSTICE ENCOMPASSING THEIR
NEIGHBORHOOD, COUNTRY, AND THE WORLD?
58- STRATEGIES
- ARE STUDENTS FLUENT WITH THE WAYS IN WHICH PEOPLE
THROUGHOUT HISTORY HAVE TAKEN A STAND BOYCOTTS,
PETITIONS, LETTER-WRITING CAMPAIGNS, STRIKES? - DO STUDENTS HAVE THE SKILLS THEY NEED TO WRITE
LETTERS TO ADVERTISERS WHO PROMOTE RACIST TOYS,
TO MAKE POLITE PHONE CALLS TO SHOP OWNERS WHOSE
STORES ARE NOT ACCESSIBLE TO PEOPLE WHO USE
WHEELCHAIRS.? - DO STUDENTS HAVE REPERTOIRS FOR INTERRUPTING
OPPRESSIVE BEHAVIOR IN WAYS THAT ARE LIKELY TO BE
EFFECTIVE? - ARE STUDENTS ABLE TO LISTEN WELL TO OTHERS, ABLE
TO HEAR THEIR STORIES WITHOUT INTERRUPTION OR
DEFENSIVENESS, AWARE THAT THERE IS MUCH TO BE
LEARNED FROM EVEN THE YOUNGEST PERSON OR ONE
PERCEIVED AS LESS COMPETENT?
59End of EDP 621 SLIDES