This document discusses creating diversity training for staff and students. It emphasizes creating groups where the instructor and students share leadership and administration. This stimulates the emergence of new leaders and creates a legacy of diversity. The document provides guidance on teaching critical thinking skills to appreciate multicultural perspectives. It also outlines approaches to multicultural education and leadership styles that value inclusion, reflection, and democratic participation. The goal is to emerge as a new type of leader who can continually recreate a legacy of diversity.

1. EDU510-Affirming Diversity
Week 6 Written Assignment
Keith Schmidt
Keiser University
Prof. Manuel Rosa
October 13, 2013
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2. Multicultural Diversity Training For
Staff
LEGACY: Emergence Of New Leaders
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3. Diversity present in all groups.
More Than 1 Is A Group.
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4. di·verse
composed of distinct or unlike
elements or qualities.
composed of distinct elements or
qualities..
Not necessarily unlike.
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5. di·verse
composed of distinct or unlike
elements or qualities.
composed of distinct elements or
qualities..
Not necessarily unlike.
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6. di·verse
composed of distinct or unlike
elements or qualities.
composed of distinct elements or
qualities..
Not necessarily unlike.
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7. An Idiomatic Expression:
“I'd like to leave a behind a Legacy.”
'Leaving' is an unnecessary step and...
not do-able....
If it is truly a legacy, it only needs to be createdyou don't have to do anything else, it continues.
You don't have to leave, your participation continues along
within it. You never fully leave.
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8. Create Groups...
Where Instructor and Students share planning and
administration of the group.
Participation stimulates emergence of other leaderships.
Creates LEGACY.
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9. More than 1 is a group.
di·ver·si·ty
Noun də-ˈvər-sə-tē, dī-
: the
quality or state of having many different forms, types, ideas,
etc.
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10. Culture = Customs = Textual Interactions
Culture = Customs
Customs are Formal Structures
Formal Structures =
Textures/Textualized= Forms/Types/Ideas/etc....
Textual Interactions = Cultural Diversity
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11. Diversity present in all groups.
More than 1 is a group.
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12. MULTICULTURAL VALUATION...
...THROUGH CRITICAL SKILLS.
Instructor Responsibility to Teach 3 Skill
Sets:
1) Separating facts from cultural assumptions and beliefs
about those facts.
2) How to shift perspective.
3) Differentiate between personal discomfort and
intellectual disagreement.
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13. Implicit Biases:
...are Attitudes/Stereotypes
...operating without conscious control.
Pervasive.
Operate below awareness.
Predict behavior.
Differ as to level of bias.
Are not static; changed quickly.
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14. Flashpoints:
●
Accommodations to student needs.
use of “tokens,”
language competency assumptions,
comfort with differences,
missing opportunities to become ally,
making certain views invisible,
Intimidation,
labels that marginalize.
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15. Conflict Management Skills:
1) Push-back:
listen, commonality, brainstorming, discussion; attending to
dissent with consensus.
2) Conflict Styles:
competing, accommodating, avoiding, compromising,
collaborating.
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16. Become the agent of change.
Now, Change.
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17. Multicultural Valuation through
Critical Skills.
Create Organizations where Instructor and students share
planning & administration.
Participation stimulates emergence of other leaderships.
Creates a LEGACY.
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18. Create a LEGACY
A Legacy that continually recreates,
in Perpetual Motion.
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19. Multicultural Educator Approaches:
1) Conservative:
staus quo, white middle-class, emphasis on
assimilation,
marginalization.
2) Liberal:
colorblind, common humanity, emphasis on liberty.
3) Pluralist:
boutique multiculturalism, emphasis on differences &
heritage.
4) Critical:
focus on social injustices, highly political.
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20. Educational Leadership Styles:
1) Transactional:
Smooth. Leadership by bartering.
2) Transformational:
Leadership by Building.
3) Values-Led:
Respect, Equality, moral values, shared vision.
4) Critical:
Reflective, inclusion, redefine values, democracy.
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21. RULES:
1) Teaching For Learning:
view disequilibrium and dissonance as signifying higher
levels of learning.
2) Active Learning:
incorporate Reflective Thinking as participants engage the
new alongside prior experience & learning.
3) Integrated Course Design:
Anchored in deep understanding of human development in
all realms.
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22. Be a participant 'of' the group;
not 'in' the group.
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23. Embody the Style and Approach.
Become the new system.
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24. Emerge into a New Leadership.
Begin.
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25. Emerge into a New Leadership.
Begin.
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26. Emerge into a New Leadership.
Begin.
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27. Emerge into a New Leadership.
Begin.
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28. Emerge into a New Leadership.
Begin.
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29. Emerge into a New Leadership.
Begin.
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30. Emerge into a New Leadership.
Begin.
Credits:
References:
Links:
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