1. Our greatest teacher leaders will be those who teach and reach a broad section of our students…including those students who do not look or live like them. Pedagogy For All 08/13/10 08:26 PM Gerald Denman, Executive Director, Office of Diversity Affairs
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4. Definitions 08/13/10 08:26 PM Gerald Denman, Executive Director Office of Diversity Affairs
5. “ When teachers do not understand the potential of the students they teach. They will under teach them no matter the methodology.” ---Lisa Delpit “ The very best practitioner in education will fail without the right attitude. Attitude underlies everything necessary in successful teaching.”—Linton & Singleton It Starts With Our Thinking 08/13/10 08:26 PM Gerald Denman, Executive Director Office of Diversity Affairs
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8. This Work Begins with Self-Knowledge White Privilege: Unpacking the Invisible Knapsack and examples of white privilege – time to reflect on what you read. Highlight any conditions that jump out at you.(3 min.) Discuss in pairs. (5 min.) McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Wellesley, MA: Wellesley College Center for Research. 08/13/10 08:26 PM Gerald Denman, Executive Director Office of Diversity Affairs
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10. “ When Race and Class cease to be predictors of achievement.” Pedro Noguera How Will We Know We Have Truly Great Schools? 08/13/10 08:26 PM Gerald Denman, Executive Director Office of Diversity Affairs
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20. Our Students are Counting on Us!! 08/13/10 08:26 PM Gerald Denman, Executive Director Office of Diversity Affairs
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Notes de l'éditeur
Pedagogy For All Define pedagogy as “the art of teaching.” Read title/quote/continue to slide 2. Background/History: The objective of this training is to assist all staff in both their professional and personal cultural competence growth journey. Four years ago, we began our journey with offering books studies: Why are all the Black Kids Sitting Together in the Cafeteria ? (for administrators); We Can’t Teach What We Don’t Know (for teachers and administrators); The last two August Learning Improvement Days have been focused on the REACH (Respecting Ethnic and Cultural Heritage) training Perspective Series at Pierce College and at the UW Tacoma. Now, we are continuing our cultural competence training as we focus on our initiative to close the achievement/opportunity gap. As we move forward in our journey, we know that some of us are at different places and encourage each of you to continue to open your minds and hearts to understanding the importance of this work. The most important part of this process will come from the conversations and dialog that you have with your colleagues.
Goals for this Session The following norms are to be read before reading slide 2. Refer to the norms throughout the training, as needed. Stay engaged Speak your truth Experience discomfort 4. Expect and accept non-closure Read the “Goals For This Session” that are listed on slide. Additional Comments The topic of whiteness is pervasive in all materials. Whiteness in our society is a historical truth Self reflection about our racial identity is important work We ask that you not take this personally – this is about looking at the history of the U.S. and how it relates to our growing diverse population of students. After we have completed the training, our hope is that you will walk away with a better awareness of the racial/educational disparity between students of color and their Caucasian peers. We would ask that you wear your new lenses ALL the time.
Assumptions of the Session Read the assumptions listed on slide 3. Additional Comments The landscape in education has changed as we are now a more diverse population than we were 10 years ago. Research says that by 2050, minority groups will be the majority in the U.S. What remains the same is that classrooms are taught by predominately Caucasian staff. As more students of color come to us, our challenge is to meet those students with unwavering support and a commitment to helping them achieve academic success.
Definitions Read the definitions listed on slide 4. Additional Comments If you do not have a personal analogy, feel free to elaborate on Gerald’s example: “Every day should be a home game for our students.” Gerald gave an example of what it felt like for him to play football: A home game vs. an away game.
It Starts With Our Thinking Read the quotes to the audience.
The Journey to the Right Attitude Begins With Self Hand out the sheet with the rectangle on it: “How Much Is My Life Impacted by Race?” Read the instructions on slide 6. (2 minutes) Presenter(s) share your illustration of the rectangle with staff and explain your percentage. EX: I colored in 75% of the rectangle because every day, I have conversations with students, parents and/or staff about the needs of our (racial group.) Let staff know that it’s okay if they only color a small percentage of the rectangle because it’s all dependent on the make-up of their school and/or people in their lives. It may be that your building does not have a high percentage of students of color and that your typical day is spent working with high needs students (discipline, special education group, etc.) You would use that as an example. After presenter shares, ask staff to discuss the question “On a typical day, what percentage from 0-100%, does race impact your life?” with an elbow partner. (5 min.) Presenter: The landscape in our school district has changed and today’s training is one more step towards cultural awareness of our students and how to better serve them.
Reflect and Discuss Read the two questions. Ask them to reflect (2 min.) Discuss with elbow partner. (5 min.) Hand out the article “White Privilege: “Unpacking the Invisible Knapsack,” by Peggy McIntosh.
This Work Begins With Self Knowledge Background knowledge for the presenter if needed. White Privilege Definition: In critical race theory, white privilege is a system of advantages that are believed to be enjoyed by the dominant culture, beyond those commonly experienced by people of color in the same social, political, or economic spaces. (from Wikipedia)
Read out loud. Discussion and/or share-out are optional.
Read out loud. Pronunciation of Pedro’s name: peh-droh no-ghe-raw Background info to be used, as needed: Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. Noguera is an urban sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions in the urban environment.
Before you read the cultural responsiveness characteristics, you can explain that this continuum is like a pendulum or a line that goes from left to right. Left being the least responsive and to the right the most responsive. Hand out the Cultural Responsiveness Continuum and read each description out loud.
Continue to read each description out loud.
Read over the instructions on slide 13 and allow pairs to work on the activity.
Mirrors of Privilege: Making Whiteness Visible Introduction to DVD: The video that we are going to view is based on powerful dialogue as a support for learning, change, and healing related to undoing race-based oppression. It features experiences of people who are social justice advocates. They have worked to gain insight into what it means, as White people, to challenge notions of race, racism, culture and White identity development in the United States. We will be watching sections of the DVD, followed by reflection time and dialogue about the content. View part I, stop after viewing “The Ground Shifts,” (approx. 12 min.) which is before “Thousand Little Cuts” section. Go to slide 15 Reflections…Round 1
Reflections…Round 1 Read the questions out loud, ask staff to respond to questions, allow 10 min. for sharing with elbow partner. GIVE STAFF 10 MIN. BREAK
Reflections…Round 2 View Part II which will include “Thousand Little Cuts, Sickness Within, Apology (approx. 10 min.) Stop after Apology section which is before “Labyrinth” section. Do Reflections…Round 2 (10 min)
Reflections…Round 3 Continue with Part III of the DVD – “Labyrinth, Conversations, and The Life I would Live” (approx. 25 min.) Do Reflections…Round 3 (10 min.)
Using Our Privilege for Social Justice Read over the slide, personalize as much as you can by making connections to your student population – It’s about the students. Remember what I said about going to an optometrist: My hope is that having completed this training, you can now view your students through different cultural lenses. Example: It’s like going to an optometrist and getting new glasses (give example of when optometrist is checking ones eyes and asks, “ is this one better, is this one better.”).
Final Thoughts…Live in the Questions Make connections to your student population and their needs.
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