Transcript NMU`s Teacher Education Conceptual Frameworks and Dispositions

Teaching with a Stance
Toward Diversity:
NMU’s Teacher Education
Conceptual Frameworks and
Dispositions
Dr. Rodney H. Clarken
School of Education, Northern Michigan University
di·ver·si·ty
1. a variety of something such as opinion,
color, or style
2. ethnic variety, as well as socioeconomic
and gender variety, in a group, society,
or institution
3. discrepancy, or a difference from what
is normal or expected (exceptionalities)
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Some facts to consider
• We live the most diverse nation in history, made
up of people from almost every race, religion,
ethnic group, exceptionality and other human
difference to be found on the planet.
• Each year our diversity increases.
• Over one-third of the students in our public
schools across this nation are from minoritystatus groups, and by 2050, over one-half of our
school’s students will be so-called minorities.
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More than 85 percent of current
teachers white.
Therefore, most students will have limited
or no exposure to minority teachers.
Teachers have a moral and social
responsibility to give every child an equal
opportunity for an education to the best
of their ability.
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“…many educational settings
primarily support, teach, and affirm
students whose culture mirrors the
majority of teachers and teacher
educators—who are White and middle
class (Banks, 2006; Delpit & Dowdy, 2002).”
Boutte in AACTE Briefs, August 22, 2005, p. 5.
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We as teacher educators
bear a special responsibility to see that our
teacher candidates understand, appreciate and
practice tolerance, honesty, respect and unity.
As much as is possible we can help eradicate
the diseases of social injustice, e.g., racism,
sexism and classism, from our personal lives,
programs and classrooms and positively
respond to diversity, and then assist our
teacher candidates to be able to do the same.
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“Reversing the negative
performance trends of students of color,
students of poverty, and other
marginalized students requires structural
reframing in (a) attitudes and beliefs, (b)
knowledge bases, (c) instructional
practices, (d) curriculum, and (e)
policies.” Boutte in AACTE Briefs, August 22, 2005,
p. 5.
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Attitudes and beliefs
Can be seen in what we think, how we
feel and what we do. Deeds, not just
words, are the best objective measure of
our attitudes and beliefs.
All teachers carry many unconscious
biases, prejudices and discriminatory
behaviors.
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Without the proper knowledge,
dispositions, resources and skills,
teachers may intentionally or
unintentionally harm their students, not
only those who are different from
themselves, but also those who share the
same race, gender, religion, class,
exceptionality and ethnicity.
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Knowledge bases
Extensive knowledge bases exist on race,
culture, exceptionalities and other diversities,
yet not enough has been done to use this
knowledge to help develop equity and
opportunity for all. We as teacher educators
play a vital role in seeing that this knowledge in
given to our teacher candidates along with
opportunities for them to use it.
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Instructional practices
Education is a cultural activity and takes
place in cultural contexts that influence
learning. Some instructional practices
work better than others for different
groups and students. We can help our
candidates know when and be able to
use appropriate practices to help all
students learn.
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Curriculum
Changes in attitudes, beliefs, knowledge
and instructional practices need to be
linked to changes in the curriculum to
make it more inclusive and in accord with
the research. Many models and much
research exists to help us accomplish the
needed changes.
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Policies
Reflect and institutionalize attitudes,
beliefs, knowledge and practice. Policies
can help bring about needed change in a
systematic manner that allows for
continued progress. We can reexamine
our policies to see if any inadvertently
thwart our stated purpose of equal
opportunity for all.
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Conceptual Frameworks for NMU
Education Programs
“…developed to clarify and amplify key ideas,
establishes the School of Education’s shared
vision for preparing educators to have the
requisite knowledge, skills, and dispositions to
work in schools and provides the basis for
coherence among curriculum, instruction, field
experiences, clinical practice, assessment, and
evaluation program components.”
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Our definition of education
Education is the
• formation of habits of judgment and development of
character,
• elevation of standards,
• facilitation of understanding,
• development of taste and discrimination,
• stimulation of curiosity and wondering,
• fostering of style and a sense of beauty,
• growth of a thirst for new ideas and vision of the yet
unknown. (I. Scheffler in NMU Conceptual Frameworks)
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In addition to a definition of
education, three questions shape
the development of our
conceptual framework:
(1) What is the nature of teaching, both as we
practice it and as we wish our candidates to?
(2) What are the models of learning we wish to
develop in our candidates and practice within
our faculty?
(3) What is the knowledge base we wish to
incorporate in our instructional program?
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Derivative #4: Race, Culture,
and Social Justice
Explores race, culture, and social justice, and
attempts to call into question the social and
political agenda in this country that has long
included (and in some ways continues to be)
the myth of cultural assimilation and the
practice of racial hegemony. A by-product of
such a view has helped to create and sustain
perceptual differentiations of some U. S.
citizens in ways that have led to stereotyping,
prejudice, and discrimination.
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Racial and cultural differences
Drawing on our view of education, as
embodied in Scheffler’s definition and the
three fundamental questions (see above
slides), we must include a commitment to
providing experiences that foster a critical
understanding of the central role of racial
and cultural differences (both historically
and contemporarily) in this country.
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This derivative focuses
on an explicit paradigm of teaching that
reflects an inclusive view of diversity and
of social justice. Given the social and
political implications related to this part of
the conceptual framework, the following
perspectives constitute basic pursuits in
teaching with a stance toward diversity:
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A teaching perspective that
embraces diversity must
• demonstrate a willingness to acknowledge the
credibility of cultural differences, particularly
those that challenge comfortable, long-held
assumptions about teaching and learning.
• assist students in fostering a socially and
politically reconstructed view of how knowledge
is constructed around issues such as: race,
gender, sexual orientation, socioeconomic
status, and language.
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A teaching perspective that
embraces an inclusive and
respectful view of racial and
cultural pluralism must explore
and integrate the following:
1. Cross-cultural similarities/connections (e.g.,
intercultural connections);
2. Dispositions that support social justice and
oppose inequity;
3. Situated pedagogies (e.g., culturally
responsive/relevant teaching);
4. Social action in teaching and learning; and
5. Critical analysis of issues such as democracy
and democratic ideas.
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NMU Education dispositions on
diversity
The School of Education has agreed on ten
dispositions that we feel all our teacher
candidates should develop some
proficiency an on which we have agreed
to evaluate our students. Most of them
deal with diversity.
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1. Is committed to helping all
students learn.
PROFICIENT: Makes knowledge and learning
opportunities available to all students. Creates
responsive and supportive learning
environments that nourish and promote each
student’s learning and development. Uses a
variety of teaching styles that are consistent
with the wide range of learning styles within
various cultural and ethnic groups. Persists in
seeking and using effective strategies for
students who have difficulty learning.
Advocates for all students.
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2. Is responsive to issues
related to differing worldviews
(e.g., religion and culture) and
various forms of oppression
(e.g., racism, sexism,
homophobia, disability, and
other kinds of discrimination),
and their implications for
practice.
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PROFICIENT: Uses information about
cultural beliefs, values, and traditions of
families, communities, and cultural
contexts as a foundation for teaching,
e.g., teaching with and about American
Indian worldviews. Participates in
examining curricula for cultural sensitivity
and modifies curricula as needed.
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3. Has awareness of and shows
respect for diverse and
individual needs.
PROFICIENT: Incorporates knowledge of
individual students, families, and communities,
and cultural context in daily life in the learning
environments. Demonstrates equity in daily
interactions. Actively seeks information about
beliefs, values, traditions, and social and
academic abilities of individuals. Uses multiple
forms of instruction and assessment.
Participates in examining curricula for equity
and respect for individual differences, and
modifies curricula as needed.
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4. Is willing to engage in
communication clearly,
accurately, and appropriately
(e.g., in dialogue, writing, and
discussion).
PROFICIENT: Promotes cooperation and respect
in and out of the classroom. Makes continued
attempts to understand situations from others’
points of view. Resolves conflict and
confrontation by identifying and planning to
avoid sources of classroom conflict.
Demonstrates and encourages democratic
interaction in the learning environments.
Encourages open dialogue in the classroom.
Responds non-judgmentally.
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5. Deals respectfully with peers,
faculty, and content, responds
appropriately to feedback,
takes responsibility for actions,
and is flexible.
PROFICIENT: Models openness, active
listening, and reflection in professional
conversations. Establishes and fosters
respectful, productive relationships with
professionals, agencies, community
members, and caregivers while
maintaining confidentiality. Promotes
others to cooperate.
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7. Exhibits a realistic appraisal
of self and the profession in
reflections.
PROFICIENT: Teaches from an evolving personal
understanding of self, philosophy, and practice.
Incorporates knowledge of self in planning,
creating, and expanding the learning
environments. Teaches about the implications
of cultural beliefs, values, and traditions of self
on families, communities, and cultural contexts.
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9. Has high expectations, takes
risks, and contributes to a
climate of mutual respect.
PROFICIENT: Actively seeks to promote
high expectations for each student’s
maximum potential learning and
development. Uses a variety of teaching
strategies that contribute and promote
the respect for all learners.
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10. Supports social justice and
opposes inequity.
PROFICIENT: Takes individual initiative to
promote ethical and responsible
professional practice. Examines
interaction of staff and students across
class, religious, gender, ethnic, and racial
lines.
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Contact information
Dr. Rodney H. Clarken
Director of Field Experiences and Professor, School of
Education, Northern Michigan University, 1401
Presque Isle Avenue, Marquette, MI 49855-5348
Tel: 906-227-1881 (o), 226-2079 (h), Fax: 227-2764
Email: [email protected]
Website with info on courses, papers, Bahá'í, China,
this and other presentations:
http://www-instruct.nmu.edu/education/rclarken
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