Transcript The University of Kansas and Haskell Indian Nations University

The University of Kansas and Haskell Indian
Nations University
Present
The Shifting Borders of Race and Identity
of
Native American and African American
Experiences
Lawrence, Kansas
February 22-23, 2004
Keynote Address:
“Methodologies for Infusing Cross-Cultural
Native American and African American Themes
in College Curricula”
Jackson State University
Office of the Provost
1
Table of Contents
Theme
• Steps in Instructional Process
• Interactive Phases
• Modern Curriculum
• Managing Cultural Difference
• The Individual
• Models for Change
• Student Skills and Attributes
• Critical Thinking Patterns
• Modified Excerpts from Banks
• Possible, Probable, Preferred Futures
• Real Leadership
Page
3
4
9
18
20
22
24
25
26
34
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Steps in an Instructional Improvement Process
Step 1
Develop
Instructional
Awareness
Step 2
Gather
Information
Step 3
Change, Make
Choices
Step 4
Implement
Alterations
Step 5
Assess
Effectiveness
Goal: to enlarge,
clarify, and correct
my understanding of
how I teach
Goal: to compare my
understanding of
how I teach with the
feedback of others
Goal: to decide what
to change and how
to change it
Goal: to incorporate
changes in my
teaching
Goal: to determine
the impact of the
alterations
Activities
•Use checklists to
guide selfobservation and
personal reflection
•Review videotaped
samples of my
teaching
•Read course
materials
Activities
•Use forms to gather
formative feedback
from students
•Visit colleagues’
classes and ask
colleagues to visit
mine
•Talk with colleagues
•Attend workshops
and seminars to
learn more about
teaching
•Interview past and
present students
about learning
experiences in my
course
Activities
•Identify what to
change
•Review possible
policies, practices,
and behaviors to be
changed in light of
educational
objectives and
priorities
•Consider the order
in which to change
the instruction
•Determine how to
change policies,
practices, and
behaviors in light of
information acquired
in steps 1 and 2
Activities
•Incorporate
changes
systematically and
wholeheartedly
•Incorporate
changes gradually
Activities
•Assess myself
•Gather information
from students and
colleagues
•If necessary, make
change choices
•If necessary,
implement still
further alterations
•Assess any secondgeneration
alterations
From Improving College Teaching
3
Interactive Phases of Multicultural
Curricular Reform
From Peggy McIntosh’s “Interactive Phases of Curricular
Re-Vision” and “Interactive Phases of Curricular and
Personal Re-Vision with Regard to Race”
I.
THE EXCLUSIVE CURRICULUM
St. John’s “Great Books” Curriculum, 1970:
entire 4-year curriculum devoted to studying the
ideas and accomplishments of white males of
European descent.
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II.
TOKENISM
A “famous few” women and people of color
added to a largely mono-cultural curriculum
that is perceived to be basically sound by
those controlling it.
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III. VICTIMIZATION STUDIES
Issues of race, class, gender, ethnicity, explored
with an eye to revealing relations of domination
and subordination. Assumptions underlying the
mono-cultural curriculum questioned. Social
justice issues raised.
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IV. PLURALISM
Diversity of perspectives explored and valued.
Assumptions underlying mono-cultural
domination of curriculum dismantled on
epistemological, as well as social justice
grounds. Theory reconstructed. Difficulties of
multicultural communication and understanding
explored.
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V. INCLUSIVE CURRICULA
Knowledge and history reconceived to include
the multiple perspectives of all human voices
wishing to participate in the dialogue.
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Modern Curriculum: Imperatives For
Future Academic Leadership
I.
The Inclusive Curriculum and the Glass Half-Full
a.
b.
c.
d.
e.
f.
G.R.A.C.E. Gender-Race-Age-ClassEthnicity=Culture
The Magnet of the Enrollment Driven
Enterprise
Primary Population Constituencies: Students
and Faculty
The Classroom As the Microcosm of the
Workplace
Genuine Critical Thinking Skills
Getting to the Heart, Soul, Spirit, Mind, Hand
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II.
Institutional Commitment, Planning, Accountability
and Governance
a.
b.
c.
d.
e.
f.
Macro – Institution Wide: Parallel and
Horizontal
Micro – Division/Department Centered
Interdependent Accountability: Organized
Anarchy
Planning: Operational, Tactical, Strategic
Mission Statement and Objectives
Accountability and Monitoring Evaluation
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III. Curriculum Planning and Development
a.
b.
c.
d.
e.
f.
Educational Reform and Paradigms
Academic Program Development
General Education as Pivotal Foundation
Cross-Culture-Across-the Curriculum
Innovation, “Intrapreneurship” and
Implementation
Outcomes Assessment and Learning
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IV. Teaching and Learning Variables
a.
b.
c.
d.
e.
f.
Learning Styles and Differences
Group Process, Conflict, and Consensus
Lecture and Case Study: Effectiveness Over
Efficiency
Creativity and Discovery
Course Innovation, Design and Delivery
Classroom Environment Undergoing Change
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V.
Instructional Improvement Sequence
a.
b.
c.
d.
e.
f.
Initiate and Develop Cultural Awareness
Formulate Infusion Data and Information
Modify, Make Changes and Choices
Innovate Changes; Use Asynchronous
Networks
Evaluate Alterations and Effectiveness
Develop, Measures, Metrics and Deliverables
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VI. Faculty Variables
a.
b.
c.
d.
e.
f.
g.
h.
Performance Evaluation
Academic Freedom and Expression
Professional Development and Growth
Unionization, Collective Bargaining,
Governance
The New Professoriate
Trinity of Service, Research and Teaching
Junior and Senior Faculty Collaboration
The Classroom as a Laboratory for
Multicultural Pedagogy and Learning
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VII. Students Variables
a.
b.
c.
d.
e.
Self-Development and “Optimal Learning”
Mentoring and Guidance
Academic Achievement and Accomplishment
“Diversity” Transfer to the Workplace, Family,
Home and Community
Managing Differences, Disadvantages,
Difficulties and Disabilities
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VIII. Interaction with External Publics: Alumni, Parents,
Trustees, and Legislators
a.
b.
c.
d.
Promoting Diversity and Difference
Forging Alliances: All One System
(National Agenda)
Enhancing Community and Family
Building Partnerships with Technology,
Business, and Government
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IX. Budget
a.
b.
c.
d.
Distribution of Fiscal Resources
Designation of Human Resources
Locus of Control
Planning: Operational, Tactical, Strategic
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Managing Cultural Difference
• The capacity to communicate respect–to transmit,
verbally and non-verbally, positive regard,
encouragement and sincere interest.
• The capacity to be non-judgmental–to avoid moralistic,
value-laden, evaluative statements, and to listen in such
a way that the other can fully share and explain self.
• The capacity to personalize knowledge and perceptions–
to recognize the influence of one’s own values,
perceptions, opinions, and knowledges on human
interaction, and to regard such as relative, rather than
absolute, for more tentative communications.
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Managing Cultural Difference
• The capacity to display empathy–to try and understand others from
“their” point of view, to attempt to put oneself into the other’s life
space, and to feel as they do about the matter under consideration.
• The capacity for role flexibility–to be able to get a task accomplished
in a manner and time frame appropriate to the learner, particularly
with reference to participate and group maintenance or morale.
• The capacity to demonstrate reciprocal concern–to truly dialogue,
take turns talking, share the interaction responsibility, and in groups,
promote circular communication.
• The capacity to tolerate ambiguity–to be able to cope with cultural
differences, to accept a degree of frustration, and to deal with
changed circumstances and people.
From: Managing Cultural Differences
by Philip R. Harris and Robert Moran
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The Individual
The final dimension that must be addressed for successful change to
occur is individual and personal work. Roberts identifies seven
aspects or boundaries that form the gestalt of the individual:
• The personal boundary: our attitudes, behaviors, and perceptions
of our core.
• The sexual/gender boundary: our sense of our femininity or
masculinity, our sexuality and sex roles.
• The family boundary: our conceptions, first received as messages
from significant family members, of right and wrong, our notions of
loving, and of responding to strangers.
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The Individual
• The racial and ethnic boundary: our racial identity (e.g., White,
Black, Hispanic) and our ethnic identity (e.g., German, Haitian,
Puerto Rican).
• The provincial boundary: our regional differences, which stem from
living in a rural or urban environment in the East, Midwest, or West.
• The socioeconomic boundary: our experiences of being poor, low
income, middle class, or upper class.
• The cultural boundary: our national view, which is based on the
country where we grow up.
From: “The Challenge of Diversity” by
Judith Katz in Valuing Diversity on Campus:
A Multicultural Approach
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Models For Change
The foundation for developing multicultural organization rests on certain
core beliefs:
• Racism and other forms of oppression affect all people and systems.
• Racism has effects that hurt all individuals: White, Blacks, Asians, Hispanics
and Native American Indians.
• Racism decreases productivity.
• It is possible to develop diversity and thus change our current cultural
norms.
• Identifying the steps involved in developing diverse systems gives people a
map to follow.
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Models For Change
• Organizations move through cycles, not linear processes.
• Developing diversity entails an organizational and cultural effort to
change.
• Developing diversity causes people and systems to be upset.
• When organizations reach a point of change, its members may get
stuck, feel frightened, or feel they have completed necessary
changes. These reactions limit their ability to move forward.
• To achieve the maximum benefits of change, the process must be
managed and designed strategically.
From: “The Challenge of Diversity” by Judith Katz in
Valuing Diversity on Campus: A Multicultural Approach
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Key Skills and Attributes
for Today’s Students:
•
•
•
•
•
•
•
•
•
Leadership
Teamwork
Problem-Solving
Time Management
Self Management
Adaptability
Analytical Thinking
Global Consciousness
Basic Communications
-listening
-speaking
-reading
-writing
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Critical Thinking Patterns
•
•
•
•
•
•
•
Examine the Cause and Effect
Differentiate Between Facts and Opinion
Determine Information Bias
Contrast Divergent Points
Recognize Logical Fallacies
Practice Diagnostic and Data-Driven Decision-Making
Be Proactive and Responsive with Problem-Solving and
Conflict Resolution
• Apply “Action Results” When Necessary; Think about
How You will “Measure” What you Do
See “Modern Provost” by Stevenson
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Modified Excerpts from Banks Related to
Higher Education “Dimensions”
Content Integration
The Knowledge Construction Process
Content integration deals with the
extent to which teachers use
examples and content from a variety
of cultures and groups to illustrate key
concepts.
The knowledge construction process relates
to the extent to which teachers help
students to understand, investigate, and
determine how the implicit cultural
assumptions, frames of references,
perspectives, and biases within a discipline
influence the ways in which knowledge is
constructed within it.
Multicultural
Education
An Equity Pedagogy
An equity pedagogy exists when
teachers modify their teaching in ways
that will facilitate the academic
achievement of students from diverse
racial, cultural, and social-class groups.
Prejudice Reduction
This dimension focuses on the
characteristics of students’ racial
attitudes and how they can be modified
by teaching methods and materials.
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Programs and Practices Related to Pluralism
Program and Practice
Focus
Objectives
Strategies
Multicultural Education
Cultural groups in a
society
To help reduce
discrimination against
diverse cultural groups
and provide them with
equal educational
opportunities.
Creating an
atmosphere that has
positive institutional
norms toward diverse
cultural groups within a
nation-state.
Multiethnic Education
Ethnic groups within a
society
To help reduce
discrimination against
victimized ethnic
groups and to provide
all students equal
educational
opportunities.
Modifying the total
environment to make it
more reflective of the
ethnic diversity within a
society.
Ethnic Studies
Ethnic groups within a
society
To help students
develop valid concepts,
generalizations, and to
learn how to take
action to eliminate
racial and ethnic
problems within a
society.
Modifying course
objectives and teaching
strategies, materials,
and evaluation
strategies.
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Decision-Making Process
Decision – Problem
What action should we take regarding
racial, cultural, and ethnic diversity in our
curriculum?
Social Inquiry
Value Inquiry
Key Concepts:
•Discrimination
•Assimilation
•Ethnic group
•Culture
•Powerlessness
•Separatism
•Family
•Economics
1.
2.
3.
4.
5.
6.
7.
8.
9.
Knowledge Necessary for
Naming Alternatives and
Making Predictions
Recognizing value problems
Describing value-relevant behavior
Naming values
Determining value conflicts
Hypothesizing about value sources
Naming value alternatives
Hypothesizing about consequences
Choosing
Stating reasons, sources, and
consequences of choice
Value Clarification
Making a Decision
1.
2.
3.
Identifying alternatives
Predicting consequences of each alternative
Ordering alternatives
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Unfinished Sentences
• If I were African American (or Native American Indian, etc.) I would…
• Most African or Indian Americans are…
• If an African or Indian American family moved into my neighborhood, I
•
•
•
•
•
•
•
•
•
•
would…
If I were forced to ride a bus to a desegregated school each day, I would…
If my sister married an African or Native American Indian, I would…
People of other races make me feel…
A racist is a person who…
If I were called a racist, I would…
Most Whites are…
Special programs created for people of color are…
Persons of color who participate in special programs are…
People who are opposed to interracial marriage are…
People of color who score poorly on IQ tests are…
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Statement Responses
• I am prejudiced toward some racial and ethnic groups.
• I would not live in a predominantly African American (or Native American
•
•
•
•
•
•
•
•
•
Indian, etc.) neighborhood.
Most African Americans are poor because they are lazy.
Most Whites are racists.
I would encourage my sister to marry an African American (or a Native
American Indian, etc.) if she wanted to.
Persons of color should meet the same college admission requirements as
Whites.
IQ tests are unfair to persons of color and should be abandoned.
Students should not be required to be bused to desegregated schools.
Only African Americans should teach Black Studies.
Universities and firms should establish quotas for persons of color.
White fraternities and sororities should be required to admit African
Americans, Mexican Americans, Asian Americans, and other persons of
color.
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Levels of Integration of Ethnic Content
Level 4
The Social Action Approach
Students make decisions on important social
issues and take actions to help solve them.
Level 3
The Transformation Approach
The structure of the curriculum is changed to
enable students to view concepts, issues, events,
and themes from the perspective of diverse ethnic
and cultural groups.
Level 2
The Additive Approach
Content, concepts, themes, and perspectives
are added to the curriculum without changing
its structure.
Level 1
The Contributions Approach
Focuses on heroes, holidays, and discrete
cultural elements
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Shared Power Model
Means
Recognition of ways in which
group has been dehumanized
by dominant groups
Developing a belief in one’s
own humanity
Learning strategies
necessary for attaining
power
Developing pride in group
Recognition of the need for
group cohesion
Ends
Belief in humanity of own group
Group pride
POWER SHARING*
Ability to determine criteria for societal participation
Ability to create and control social, economic, and political institutions
Ability to assure survival of own group
Group cohesion
Willingness to undertake action to obtain power
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Enlightening Powerful Groups Model
Means
Recognition of own participation in a
system of institutionalized racism
Recognition of the nature of oppression
and its consequences
Recognition of the functions of cultures
which differ from own
Recognition of different cultures as
valid and human
Resolving value conflicts about racial and
cultural differences
Developing positive attitudes toward
different racial and cultural groups
Developing humanistic attitudes toward
oppressed and exploited peoples
Recognition of the ways in which an
oppressive society is dysfunctional for both
oppressed and powerful groups
Ends
Expanded definition of who is human
WILLINGNESS TO SHARE POWER WITH GROUPS WHO DIFFER FROM THEMSELVES*
Unwillingness to participate in the oppression of powerless groups
Action to change the social system in ways to make it more humane
Acceptance of efforts by exploited groups to attain power
Unwillingness to oppress excluded groups when they make a bid for power
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Possible, Probable, Preferred Futures
What Is Possible?
Possible = Images
What Do I Know?
Probable = Science
What Do I Prefer?
Preference = Values
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Real Leadership
Internal Properties
(Look Inward)
Intellect
Heart
Soul
Control
Vision
Creativity
Values
Compassion
Spirit
Experience
External Influences
(Act Outward)
Apply Rational Decision Making
Advocate Care for Humanity
Develop Perseverance in Self and Others
Promote Equitable Resource Alignment
Concentrate on Future Progress
Exercise Innovation and Ingenuity
Promote and Practice Ethical Principles
Empower Self and Others for Success
Maintain Self Spiritual Solvency-Always
Learn from Mistakes and Misfortunes
Stevenson, 1997
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