Affirming Diversity The Sociopolitical Context of Multicultural Education, 6E Sonia Nieto Solution M

Type:

Solution Manual

Resource:

Affirming Diversity The Sociopolitical Context of Multicultural Education

Edition:

6th Edition

Author(s):

Sonia Nieto Patty Bode

Instructor’s Manual to accompany

Affirming Diversity The Sociopolitical Context of Multicultural Education Sixth Edition Sonia Nieto University of Massachusetts at Amherst

Patty Bode Tufts University, in affiliation with The School of the Museum of Fine Arts, Boston Prepared by Kristen French

Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

Contents Preface……………………………………………………………………………………. vi Why an Instructor’s Manual?..................................................................... vi What are the Assumptions About Instructor’s Manuals? How is this Instructor’s Resource Manual different?.................................................. vii Classroom Strategies for Building Community…………………………… viii Using the Affirming Diversity Instructor’s Resource Manual…………... ix Sample Syllabus………………………………………………………………… xi Chapter One: Understanding the Sociopolitical Context of Multicultural Education Chapter Overview………………………………………………………………. 1 Problem Posing…………………………………………………………………. 2 Reflection Journals…………………………………………………………….. 4 Whole Class/Group Work……………………………………………………... 5 Student as Teacher…………………………………………………………….. 6 Critical Pedagogy in Action…………………………………………………... 7 Assessment……………………………………………………………………... 8 About Terminology……………………………………………………………...10 Supplemental Materials……………………………………………………….. 11 Chapter Two: Defining Multicultural Education for School Reform Chapter Overview………………………………………………………………. 32 Problem Posing……………………………………………………………….... 32 Reflection Journals…………………………………………………………….. 33 Whole Class/Group Work……………………………………………………... 34 Student as Teacher…………………………………………………………….. 35 Critical Pedagogy in Action…………………………………………………... 35 Assessment……………………………………………………………………… 36 About Language………………………………………………………………… 38 Supplemental Materials……………………………………………………….. 38 Chapter Three: Racism, Discrimination, and Expectations of Students’ Achievement Chapter Overview………………………………………………………………. 51 Problem Posing…………………………………………………………………. 51 Reflection Journals…………………………………………………………….. 53 Whole Class/Group Work………………………………………………………53 Student as Teacher…………………………………………………………….. 55 Critical Pedagogy in Action……………………………………………………55 Assessment……………………………………………………………………… 57 About Terminology……………………………………………………………...59 Supplemental Materials……………………………………………………….. 59

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Four: Structural and Organizational Issues in Classrooms and Schools Chapter Overview………………………………………………………………. 68 Problem Posing…………………………………………………………………. 68 Reflection Journals…………………………………………………………….. 70 Whole Class/Group Work………………………………………………………70 Student as Teacher…………………………………………………………….. 71 Critical Pedagogy in Action……………………………………………………72 Assessment…..…………………………………………………………………. 73 About Terminology………………………………………………………………75 Supplemental Materials……………………………………………………….. 76 Chapter Five: Culture, Identity, and Learning Chapter Overview………………………………………………………………. 83 Problem Posing…………………………………………………………………. 83 Reflection Journals………………………………………………………......... 86 Whole Class/Group Work……………………………………………………... 87 Student as Teacher…………………………………………………………….. 88 Critical Pedagogy in Action…………………………………………………... 88 Assessment………...…………………………………………………………… 89 About Terminology……………………………………………………………...91 Supplemental Materials ………………………………………………………..91 Chapter Six: Linguistic Diversity in U.S. Classrooms Chapter Overview………………………………………………………………. 97 Problem Posing…………………………………………………………………. 97 Reflection Journals….…………………………………………………………. 100 Whole Class/Group Work………………………………………………………101 Student as Teacher…………………………………………………………….. 102 Critical Pedagogy in Action……………………………………………………103 Assessment …………………………………………………………………….. 104 About Terminology……...………………………………………………………106 Supplemental Materials……………………………………………………….. 107 Chapter Seven: Understanding Student Learning and School Achievement Chapter Overview………………………………………………………………. 115 Problem Posing…………………………………………………………………. 115 Reflection Journals…………………………………………………………….. 117 Whole Class/Group Work……………………………………………………... 118 Student as Teacher…………………………………………………………….. 119 Critical Pedagogy in Action…………………………………………………... 120 Assessment……………………………………………………………………... 121 About Terminology……………………………………………………………...122 Supplemental Materials……………………………………………………….. 122 Chapter Eight: Learning from Students

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Overview………………………………………………………………. 129 Problem Posing……………………………………………………………….… 129 Reflection Journals……………………………………………………….……. 131 Whole Class/Group Work……………………………………………………... 132 Student as Teacher…………………………………………………………….. 133 Critical Pedagogy in Action…………………………………………………... 133 Assessment……………………………………………………………………… 135 Supplemental Materials……………………………………………………….. 136 Chapter Nine: Adapting Curriculum for Multicultural Classrooms Chapter Overview………………………………………………………………. 147 Problem Posing…………………………………………………………………. 148 Reflection Journals…………………………………………………………….. 150 Whole Class/Group Work……………………………………………………... 151 Student as Teacher…………………………………………………………….. 151 Critical Pedagogy in Action……………………………………………………151 Assessment………………………………………………………………………152 Supplemental Materials…...……………………………………………………153 Chapter Ten: Affirming Diversity: Implications for Teachers, Schools, Families and Communities Chapter Overview………………………………………………………………. 163 Problem Posing…………………………………………………………………. 163 Reflection Journals…………………………………………………………….. 165 Whole Class/Group Work………………………………………………………166 Student as Teacher……………………………………………………………...166 Critical Pedagogy in Action……………………………………………………167 Assessment……………………………………………………………………… 167 Supplemental Materials……………………………………………………….. 169

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

PREFACE Affirming Diversity has had a profound and personal impact on my professional and academic career. I was introduced to Affirming Diversity two decades ago in a cross-cultural education course at Western Washington University. Little did I know that this book would guide my teaching experiences, challenge my beliefs and eventually lead me 3,000 miles to the Northeast to study with Sonia Nieto. My original text, the first edition of Affirming Diversity, is tattered, coffee-stained, highlighted and littered with notes in the margins. In fact, Affirming Diversity was the first text that spoke to me as a multicultural educator. It was hopeful and real.

I have come to this instructor’s manual as a practitioner and theorist. My experience with Affirming Diversity has developed over time as a college student, a public school teacher and as an instructor of the Introduction to Multicultural Education course for pre-service teachers and undergraduate students at the University of Massachusetts-Amherst. I continue to use Affirming Diversity in the courses I teach as a professor of education at my alma mater, Western Washington University. The multicultural education course was first taught by Professor Bob Suzuki in 1975, the course – although having undergone many changes since then – owes its general organization and fundamental principles to his creative spirit. Sonia Nieto took over the program years later. Under her tutelage, Sonia’s apprentices have recreated the course on multicultural education to meet the needs of changing U.S classrooms, including current research. Because several sections of the course were generally taught at the same time, we were encouraged and guided to collaborate while teaching. We shared our resources, our expertise and developed the syllabus to ensure that our students received comparable instruction. Therefore, a portion of this instructor’s manual reflects a culmination of curriculum development over several years by a diverse group of educators who have taught the Introduction to Multicultural Education course.1 It has been an honor preparing the 3rd edition of the instructor’s resource manual.

Over the past four years there have been significant changes in the sociopolitical context of multicultural education. The 6th edition of Affirming Diversity wrestles with the complexity of education in the United States today. Highlights include the most current research on issues of education, equity, and social justice, as well as current voices and perspectives of teachers and students.

WHY AN INSTRUCTOR’S MANUAL? Since 1992, when Affirming Diversity was first published, instructors have embraced this text’s comprehensive exploration of the sociopolitical contexts of U.S. schools. Affirming 1

Thanks to Maria Botelho, Elizabeth Capifali, Karen McLean Donaldson, Paula Elliott, Yvonne Fariño, Eugenie Kang, John Raible, Roberta Wallitt, Lianne Suarez-Werlein and Masha Rudman.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Diversity is used in many universities around the country, and many faculty members have requested a guide or instructor’s manual to help them navigate through the text and their teaching of multicultural education. The challenge, however, is creating an instructor’s manual that does not impose dominant cultural views through a prescribed curriculum. This instructor’s manual attempts to follow Sonia Nieto and Patty Bode’s teachings by offering alternatives to the use of multiple choice tests or direct instruction and by offering possibilities for student-centered critical teaching.

WHAT ARE THE ASSUMPTIONS ABOUT INSTRUCTOR’S MANUALS AND HOW THIS INSTRUCTOR’S RESOURCE DIFFERENT? This instructor’s manual, in contrast to traditional guides, puts the theory of Affirming Diversity into practice, rather than simplifying the text and providing an assessment of the reading. While assessment is an instructor’s reality, instructor’s manuals often promote documentation of student knowledge that supports binary thinking or prescriptive instruction. Instead, Affirming Diversity Instructor’s Manual promotes critical thinking and questioning through reflection journals, portfolio assessment and group discussion as a way to facilitate students’ responsibility for their own learning. For instance, at the beginning of each chapter, a brief summary of the chapter will reacquaint the reader with the text rather than provide an outline from which to teach. In addition, contrary to many instructor’s manuals, Affirming Diversity is anti-essentialist.

That is, it is not geared to a particular group or a particular way of learning and knowing.

It challenges “banking” education2, the assumption that we can open up students and pour in knowledge. Like Nieto’s definition for multicultural education, this manual is inclusive; it is for all students. It recognizes that there are no finite answers but many perspectives. It is a springboard for considering multiple possibilities for student and instructor’s engagement, not a script for instruction. Because of this, it is also a learning process for both student and instructor.

The Affirming Diversity Instructor’s Manual focuses on the integration of student experiences and the theoretical comprehension of the text, challenging students’ ideologies and encouraging activism. One way that the manual positions students as agents for social change is by teaching strategies that are suggested in Affirming Diversity, including collaboration, defining students as teachers and critical consciousness building. There are several ways this takes place, including the scaffolding of students’ experiences and analysis of the text. For instance, the sample syllabus provides a framework for exploring what students already know. It then builds on this knowledge through a process of connecting one concept to the next by asking students where they see themselves in the discussion. The activities and teaching strategies provide multiple ways of engaging students individually and collaboratively in the complex issues surrounding multicultural education. These techniques are windows of opportunity either to challenge unexamined worldviews or, perhaps, to offer a space for students to understand oppression of an individual, collective and institutional level.

In addition, as educators we understand the need for our curriculum to accommodate .

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e each group we teach. As such, this instructor’s manual provides opportunities to engage critically the intersections of class, race, gender and other ethnic or cultural groups, as well as providing opportunities for individual student’s academic needs to be met.

The instructor’s manual also fundamentally challenges assumptions about the conventional definitions of multicultural education, offering alternatives to “tacos on Tuesday”, “frybread on Friday” or a multicultural additive approach. Nieto and Bode challenge us to develop new sociopolitical imaginations of comprehensive school reform and social justice. Consider this in essence an instructor’s manual that functions as a multicultural teaching tool kit, providing possibilities for engagement with the text. By no means is it a prescribed curriculum. Therefore, I also ask that you challenge and critique this manual as you would any other text, adjusting and reconstructing the activities to better suit the needs of your students.

CLASSROOM STRATEGIES FOR BUILDING COMMUNITY Nieto and Bode suggest throughout the text the importance of teacher and student relations as well as the relationships of students with one another. In teaching the Introduction to Multicultural Education course, we are reminded that we do not want students to be “comfortable” because a sense of discomfort often leads to learning.

What we do want is to provide a safe environment for discussion and learning. In order to build relationships in the classroom, it is important to establish student-generated ground rules or agreements for discussion. The content in Affirming Diversity may inspire heated discussions and varying viewpoints. Students should have freedom to speak but also the tools to guide their discussion. In the first class we usually generate a list of agreements (i.e., confidentiality, only speak for yourself, respect all students, allow students to speak without interruption, “ouch” technique that allows students to speak out whenever a hurtful statement is made, etc.). The physical environment is just as important as the climate. To ensure participation in these discussions it would be ideal to have students seated so that they can see one another (i.e., in a large circle) and have room to move into groups for interactive learning. Building relationships in the classroom also is connected to the sharing of power on the instructor’s part. Maria Botelho, an extraordinary instructor who taught the Introduction to Multicultural Education course at the University of Massachusetts-Amherst several years ago, began the tradition of an “after class” group. Based on the work of Ira Shor3, the after class group is a smaller gathering of students who volunteer to stay 15-20 minutes after the class concludes to discuss what went well and what they would change about the day’s class. The goal of this is to have students play an active role in the co-construction of the course. Students can talk about the instruction, the texts, the content or anything that sparked their interest or disinterest. Students in our classes who volunteered were released from other assignments. That is, they were responsible for only five of the ten assigned journals. I mention the importance of relationship building, even in large groups, because of the possibilities for cross-cultural learning and understanding. In 3

Shor, Ira. (1992). Empowering Education: Critical Teaching for Social Change. Chicago: University of Chicago Press. viii

Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e addition, this is one more way that students can engage in the pedagogy of Affirming Diversity.

USING THE AFFIRMING DIVERSITY INSTRUCTOR’S RESOURCE MANUAL The Instructor’s Manual is set up to offer instructors a variety of teaching strategies and classroom activities to engage students in a critical understanding of the concepts in Affirming Diversity. The following structures are ways that student involvement can be co-constructed and the role of teacher can allow for the sharing of power and reflect the teachings in the text. Again, by no means feel restricted by the following descriptions of activities. For instance, if a problem-posing question would make a great short answer question, or if a student-led activity would make a good group activity, use the manual for the purpose that best meets the needs of your students.

Problem Posing Problem posing offers possibilities for engaging in the process of critical thinking and investigating, seeking solutions to issues that stand in the way of student learning and empowerment. There are many ways to engage students in problem-posing activities.

In this section of the manual, I suggest that students develop and ask questions of their peers. These can be generated in their reflection journals or through their reading. The questions provided in each chapter section are potential problem-posing questions that the instructor can use because the questions are directly linked to the text. An important aspect of problem posing is the process of reflection. Students should be encouraged to develop a deeper understanding of the problem and pose possible solutions. Problems may be posed in class and students can take five minutes to respond, either through writing, drawing or drama. I see the questions as jumping off points for class discussions. They also can be thought of as learning objectives.

Reflection Journal Two types of reflection journals are discussed in the manual. First, there is the kind of reflection journal that can be students’ written reflections corresponding to readings, personal explorations and class activities. It also can be a response to particular classes where certain questions are provided. There will be sample questions for each chapter.

The second journal is the case study reflection, which provides an opportunity for students to engage in a dialogue with the ethnic or cultural issues raised by the ethnographic case studies. I suggest that students respond personally and consider the questions posed in the To Think About section at the end of each case study.

Whole Class/Group Work In this section of the manual, teaching activities will be directed to highlight issues in the chapter and promote active participation of all students. These critical consciousnessbuilding ideas may be used as either whole or small cooperative group activities.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Student as Teacher The role of student as teacher is a major theme in Affirming Diversity. This section will offer ideas and ways to incorporate student-led discussions and activities. There are two possibilities suggested in this section. First, at the beginning of the semester students will sign up for specific activities (provided by the manual chapter sections) for each class (see syllabi). These groups of students will facilitate a 20-30 minute lesson and class discussion with the assistance of the instructor. The second option is for students to sign up for a particular day to develop their own lessons (with group members) that reflect the chosen readings. If this is the preferred student involvement, then students should generate a list that provides facilitation possibilities (i.e., role plays, debates, poster presentations, hands-on activities, small group work, etc.) on the first day of class.

Critical Pedagogy in Action The framework for this section is embodied through the notion of praxis – knowledge, reflection, and action. The instructor is encouraged to engage in critical lessons including role- plays, artwork based on the text, scenarios, etc. These activities will synthesize the text through actions.

Assessment: Portfolio/Synthesis/Critical Thinking Essay/Short Answer Questions Affirming Diversity resists standardized or “high stakes” testing as the only or primary way to assess student learning. Therefore, alternative assessment strategies are suggested in the Instructor’s Resource Manual. The use of authentic assessment through portfolios is important in the gathering of student input and responses to class assignments. Throughout the chapters there will be critical essay questions, synthesis assignments or short answer questions that can be placed in students’ portfolios.

Having a box in the class with students’ portfolios would be a good organizational strategy to encourage students to turn in their work and to also check off their turned in work. At the end of the semester, have students do a self-evaluation and/or plan of action. Based on your syllabus, create a check-off sheet so students can keep track of what they have completed and what they need to complete. Also provide a selfevaluation handout so they can assess their own work. Some of the assessments are research-based projects that reflect a synthesis of information from the class and chapters. For instance, there is a collaborative group and individual community project that also includes an individual case study, a group community research project with a PowerPoint presentation and an annotated bibliography research project based on the case study. Overall assessment may include writing assignments, research projects, or a culmination of synthesis activities.

It is important to add here that quizzes and tests have never been used as assessment tools when teaching this course at the University of Massachusetts - Amherst. In order for students to experience the sociopolitical context of multicultural education, constructing the course around the basic tenets (see Chapter Two) would include a

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e critical investigation of testing. While this course is not an application course, the way that it is co-constructed and implemented is, in essence, multicultural education in action.

SAMPLE SYLLABUS Introduction to Multicultural Education Overview This course has been designed to provide a basic introduction to the historical, sociological and philosophical foundations of multicultural education. The following are the general instructional goals of this course: 1. To examine the nature of intergroup relations in U.S. society from different theoretical perspectives in order to shed light on the causes and complex dynamics of racism, neocolonialism, classism, sexism and other forms of discrimination and intergroup conflict.

2. To promote the study of the historical and contemporary experiences and contributions of people of color, women and other underrepresented groups.

3. To analyze the influence on learning of such social identities as race, class, ethnicity, language and gender and to understand how discrimination based on these factors translates into school structures, policies and practices that perpetuate inequality.

4. To develop a sound philosophical rationale for multicultural education and critically examine the role of multicultural education in school reform and social change.

5. To reconcile the contradiction of teacher and student and become critical coinvestigators through dialogue (i.e., naming, reflecting, and acting upon reality).4 REQUIRED TEXTS Nieto, Sonia (2012). Affirming diversity: The sociopolitical context of multicultural education (6th edition). Boston: Pearson.

Please notify me if you have any condition (e.g., physical, learning or sensory disability) that will make it difficult for you to carry out the work I have outlined in this syllabus. We can make appropriate arrangements during the first few days of the course.

COURSE REQUIREMENTS A. Attendance & Participation B. Reading Discussion Facilitation C. Family Education History Project D. Response Papers E. Case Study Reflection Journal F. Community Research/Case Study Project/Presentations

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Freire, Paulo. (1970). Pedagogy of the Oppressed. New York: Seabury Press. xi

Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e A. Attendance & Participation As a member of this class, you are responsible for the learning that takes place during each class meeting. You are expected to be prepared for each class and ready to participate in class discussions and activities. You are expected to attend all sessions and complete all assigned readings and course tasks. Your presence is important. If you miss more than one class meeting, your final grade will reflect your absences, at my discretion. For every class you miss, you must write a two-page paper in response to the assigned readings. A one-page paper on a cultural event (e.g., art or music show, film, festival, political demonstration, lecture, etc.) that you attended this semester will also be required. In this paper, describe an experience that took you out of your own cultural frame, as well as any new understandings you ascertained about the culture represented.

B. Reading Discussion Facilitation You will be responsible for leading discussion for 20 minutes on one of the class themes. When preparing your discussion, consider the following questions: What does the theme of the class mean? How do the readings respond to the theme? What can we do as a group to facilitate thoughtful discussions about the theme? Which key concepts do we want to convey or highlight in this discussion? What do we want the class to learn from the discussion? If you sign up for facilitation on a day with a panel or special guest, you will be responsible for connecting the readings to introducing the guests, facilitating student questioning and wrapping up the discussion. Please email me your facilitation plan two days before your presentation. I encourage you to experiment with different ways (e.g., posing questions, simulations, mini-lecture, etc.) of facilitating discussion.

We will compile a list of possibilities in class.

C. Family Education History Project Using class readings as a historical backdrop, you will construct a history of your family’s experiences with formal education in the United States. Your 7-8 page project will be due on . See the guidelines for this exercise.

D. Reflection Journals You will be responsible for ten single-spaced, one-page response papers during the semester. In these papers, you will respond to and make connections between your academic and personal life experiences and the course readings. You can also include reflections on other class activities. Some Reflection Journals will have specific guidelines; these will be displayed on the weekly course assignment on the course calendar or shared in class. Make sure to check each week.

Remember that the reflection journals are a space for you to connect with the readings, apply them to your life and share that information with me. Reflection journals are due as indicated on the calendar, except on (Family Education History Project due) and the day of the poster session.

E. Case Study Reflection Journals

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e You will be responsible for writing a one-page single-spaced reflection paper for each case study in Affirming Diversity. Use the questions provided after the case studies to guide your thinking. With each case study identify ways in which they can connect to your own case study (your final project).

F. After-Class Group (Optional) This group is a voluntary committee of students who will stay after class with me to review the class session we just had and discuss what worked, what did not, what to change and what to do in the upcoming class. I am inviting students to collaborate with me by examining, evaluating and recreating their own learning. I see this group’s ongoing responsibility as reviewing and revising the syllabus and learning process of this course. If you decide to take part in this group, your contribution will equal five response papers. You will have to complete only five response papers. However, this group should be prepared to discuss all readings. Reading facilitators are welcome to join us on the day they lead discussion. Of course, feedback from all class members is welcome at all times.

G. Community Research/Case Study Project/Presentation Your major project for this class will include a group community project with a group PowerPoint presentation. Each member will do an individual case study on a particular student in the community whose culture is different from your own. Based on the information from your case study you will uncover questions (research questions) that you will address through your annotated bibliography (see example). By the last day of class you will turn in your project and present your research in the form of a poster presentation or PowerPoint presentation. In addition, you will give feedback to your classmates about their projects. We will talk more about this in class.

Your critical ethnographic case study will include the following: 1. A case study of a student from a culture other than your own.

2. This project will include interviews, research about the culture and background of the student you will be interviewing and reflections about the relevance of your findings to critical multicultural education as well as linking your study to the readings discussed in class.

3. You will receive more information about ethnographic research and interviewing techniques in class as well as specific guidelines for this project. (For examples of case studies, refer to snapshots and case studies in Affirming Diversity: The Sociopolitical Context of Multicultural Education) Your annotated bibliography: The purpose of this assignment is to support you in identifying and learning about a specific area of interest in multicultural education that was generated out of your case study. For this assignment, you will need to: 1. Select a topic and formulate a question you want to investigate.

2. Choose 5 references (books or journal articles ) that relate to that topic.

3. Prepare an annotated bibliography that includes a complete reference for each source, an abstract of each source that summarizes the main points or arguments

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e and its relevance to your particular research question. Only one reference can be from the Internet. a. Referenced sources should follow APA guidelines. b. More specific guidelines and examples of how to do an annotated bibliography will be provided later.

4. In addition to the annotated bibliography you should include: a. Information about your rationale for choosing your topic. b. A discussion of how the reading in this area connects to multicultural education and your professional goals.

5. Prepare a poster presentation on your research topic Schedule of Reading Discussion Facilitators What follows is a discussion schedule for the semester. You can work as partners or in a group of three. Your group is responsible to lead a discussion for 20 minutes. Be creative and try to use a different format than that of the previous groups.

Group 1: Theme: Students: Group 2: Theme: Students: Group 3: Theme: Students: Group 4: Theme: Students: Group 5: Theme: Students: Group 6: Theme: Students: Group 7: Theme: Students: Group 8: Theme: Students: Group 9: Theme: Students: Group 10:

Class 2 Understanding the Sociopolitical Context of Multicultural Education Class 3 Defining Multicultural Education for School Reform Class 4 Racism, Discrimination, and Expectations of Students’ Achievement Class 5 Structural and Organizational Issues in Classrooms and Schools Class 6 Culture, Identity and Learning Class 7 Linguistic Diversity in U.S. Classrooms Class 8 Understanding Student Learning and School Achievement Class 9 Learning from Students Class 10 Adapting the Curriculum for Multicultural Classrooms Class 11

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Theme:

Affirming Diversity: Implications for Teachers, Schools, Families and Communities

Students:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

Introduction to Multicultural Education DATE TOPIC

#1

Setting the Context

#2

Understanding the Sociopolitical Context of Multicultural Education

#3

#4

#5

#6

#7 #8 #9

Defining Multicultural Education for School Reform Racism, Discrimination, and Expectations of Students’ Achievement Structural and Organizational Issues in Classrooms and Schools Culture, Identity and Learning

Linguistic Diversity in U.S. Classrooms Understanding Student Learning and School Achievement Learning from Students

#12

Adapting the Curriculum for Multicultural Classrooms Affirming Diversity: Implications for Teachers, Schools, Families and Communities Taking Stock of Our Learning

#13

Taking Stock of Our Learning

#10 #11

COURSE ASSIGNMENTS Introduction & Syllabus Overview.

Student definitions of Multicultural Education.

Overview of Nieto and Bode’s definition.

Begin Writing Your Education History.

Ch. 1, Affirming Diversity (AD) Response Paper Due. Ch. 2, Affirming Diversity (AD) Report on Your Research Paper Topic.

Response Paper Due. Ch. 3, Affirming Diversity (AD) Response Paper Due. Ch. 4, Affirming Diversity (AD) Response Paper Due. Ch. 5, Affirming Diversity (AD) Family Education History Project Due. No Response Paper Due. Ch. 6, Affirming Diversity (AD) Response Paper Due. Ch. 7, Affirming Diversity (AD) Response Paper Due. Ch. 8, Affirming Diversity (AD) Response Paper Due. Ch. 9, Affirming Diversity (AD) Response Paper Due. Affirming Diversity (AD) Ch. 10 Response Paper Due. Community Presentations Due Course Evaluations PowerPoint Presentations Class Celebration

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter One: Understanding the Sociopolitical Context of Schooling

CHAPTER OVERVIEW I. Assumptions Underlying This Text A. Identity is Important, But it’s Not Everything B. The Need to Use Different Lenses Within a Comprehensive Approach to Multicultural Education C. Teachers Are Not the Villains D. Quality Public Education: A Cause Worth Fighting For II. Defining the Sociopolitical Context of Multicultural Education A. Goals and Terms of Multicultural Education a. Tackling inequality and promoting access to an equal education b. Raising Achievement of all students c. Providing apprenticeships as critical and productive members of a democratic society III. Defining Key Terms in Multicultural Education A. Equal Education and Equitable Education: What’s the Difference?

B. Social Justice C. The “Achievement Gap” D. Deficit Theories and Their Stubborn Durability E. Myths About Immigration and Difference F. Educational Structures G. School-Level Policies and Practices IV. U.S. Schools and Society: A Demographic Mosaic V. Multicultural Education, Backlash and Legislation A. The “Back to Basics” Argument B. Eroding the Traditional Educational Canon C. Political Struggles of Legislation and Policy D. Teaching to the Test and High Standards E. Teachers’ Responsibilities Within NCLB VI. Qualitative Research and Choices in Methodology A. What are Case Studies?

B. Beyond Generalizations and Stereotypes C. Learning from the Case Studies and Snapshots Chapter One: Understanding the Sociopolitical Context of Multicultural Education sets the stage for Affirming Diversity. Key terms, concepts, goals and assumptions of multicultural education through a sociopolitical lens are investigated, situated and defined. Nieto and Bode use demographics representing the mosaic of U.S. schools and society and illustrate the change in population and the need for multicultural education for all children. They explore students’ lives in U.S. schools by explicitly looking at racial, ethnic, and linguistic diversity while avoiding generalizations and stereotypes. Nieto and Bode respond to critics of multicultural education and the

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e practices and policies of federal and state standards, such as No Child Left Behind and the reauthorization of ESEA. They describe the case study approach used throughout the book that repositions students’ voices in qualitative academic research. They conclude the chapter with a multicultural perspective on the nature of schooling and the role of teachers.

PROBLEM POSING 1. Why aren’t the decisions made about education politically neutral?

2. What happens when education, multicultural education particularly, is divorced from policies and practices of schools and from the structures and ideologies of society?

3. Why is the idea of multicultural education problematic when it is disassociated from the live of teachers, students, and communities – or is without a sociopolitical context? a. What do Nieto and Bode mean by the sociopolitical context of education?

4. Compile and discuss a list of social and human differences. a. Define identity and its complexities by using language identity as an example.

5. What do Nieto and Bode mean when they write that “one’s identity frames (although it does not determine) how one experiences the world” (p.5)?

6. Why does multicultural education assertively confront issues of power and privilege in society, as well as affirm issues of identity and difference?

7. Who is included in a comprehensive approach to multicultural education?

8. Why do Nieto and Bode use the lenses of race, ethnicity, and language to view and understand multicultural education? a. Why are discussing and facing racism challenging topics for some educators? b. What are the links between race, ethnicity and poverty when looking at school-age populations in U.S. schools?

9. Describe Nieto and Bode’s perspective that teachers are not villains or completely responsible for students’ failure.

10. Although public education has never lived up to its potential, why is worth defending and fighting for?

11. Provide evidence from the text that suggests that U.S. society supports education.

12. What are the goals of multicultural education?

13. Explain the significance of tackling inequality and promoting access to an equal education.

14. Why is raising achievement of all students an essential goal of multicultural education?

15. What does it mean to provide apprenticeship as critical and productive members of a democratic society?

16. In terms of multicultural education, what is the difference between equality and equity?

17. Describe equity pedagogy.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 18. Why is social justice a key term in understanding a multicultural approach? What does it mean?

19. Why does “achievement gap” need defining through a multicultural approach? a. What are some problems with the term “achievement gap”? b. Why are terms such as the resource gap, the opportunity gap, or the expectations gap used to describe student achievement?

20. Describe what Gloria Ladson-Billings has dubbed the “education debt” (p.14).

21. Why should schools focus on the school-related factors of the achievement gap, rather than the sociocultural factors?

22. Explore and discuss the examples of school models and programs that are successful with students of color, students living in poverty, and students who live in difficult circumstances.

23. Discuss and debate whether rigorous curriculum is enough to create successful learning environments for students.

24. Identify and reflect on the three categories of “correlates of achievement” that Paul E. Barton and Richard J. Coley’s synthesized from many research studies (p.15).

25. What are David Berliner’s arguments about Out-of-School Factors (OSFs) and the effects of poverty on learning achievement? a. What are David Berliner’s eleven recommendations to address the impact of poverty on schooling?

26. According to Richard Rothstein what three approaches to closing the achievement gap must be pursued?

27. Examine and discuss Joseph D’Amico’s findings concerning students of color from high socioeconomic status.

28. Define deficit theories and how they continue to influence educational policies and practices. a. What do Nieto and Bode suggest as alternatives to deficit theories of students?

29. Site examples of U.S. contentions within the sociopolitical context.

30. Why is the history of racism, conquest and slavery, and force immigration rarely taught in U.S. schools, while conventional curriculum and pedagogy are based on the myth of a painless and smooth assimilation of immigrants?

31. What can teachers do to reflect on and experience the journey of immigration and colonization? a. How do larger society’s assumptions about people perpetuate structures in schools that reproduce those assumptions? What examples do Nieto and Bode use?

32. Looking at educational structures, and specifically on the ideology of racism, what does Beverly Tatum mean when she describes racism as “smog in the air” (p.19)? a. Provide examples of “smog in the air” based on school funding and biases based on human and social differences, such as race and social class.

33. Use examples of “English Only” policies and curriculum to answer: how does the sociopolitical context affect policies and practices at the school level?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 34. How are U.S. demographics changing (e.g. population, immigration, and language diversity) and how will this affect schooling in the 21st Century?

35. In what three ways is the impact of the growing cultural, racial, national origin, and linguistic diversity clearly visible in our nation’s public schools? a. In spite of the growing cultural, racial, and linguistic diversity in U.S. schools, why is ethnic segregation on the rise?

36. How can teachers, regardless of their own identities and experiences, prepare to effectively teach students of all backgrounds?

37. What are three common strategies that try to destabilize multicultural education?

38. One criticism of multicultural education, in terms of “eroding the traditional educational canon,” is the “us vs. them” mentality. What is misleading about the separatist notion of pitting Europeans and European Americans against people of other backgrounds?

39. Why are opponents of multicultural education particularly nervous about curricular changes? a. Provide two extreme examples of opponents to multicultural education through a Texas education policy and an Arizona legislation that reflect rigidly defined versions of American history.

40. Describe the updated ESEA “Blueprint for Reform” introduced in the spring of 2010.

41. Why was the 2001 No Child Left Behind version of ESEA damaging to children?

42. What five recommendations, concerning the reauthorization of ESEA, did the conveners of the Forum for Education and Democracy suggest?

43. What analysis do Mintrop and Sunderman – of the Civil Rights Project – provide to show why the NCLB policy is failing?

44. What is the 2010 Race to the Top grant?

45. Why is the advocacy organization, FairTest, calling for revisions to the Race to the Top Fund Guidelines?

46. How are high standards and multicultural education complementary?

47. What did the Common Core international research analysis reveal about the United States?

48. Schools around the world consistently outranked U.S. schools in what field?

What can this tell us about American educational system?

49. What examples do Nieto and Bode provide that challenge the notion that standards will necessarily lead to standardization?

50. What is a case study? a. What are the essential characteristics of a qualitative case study? b. What is the purpose of doing case studies for this text? c. How do case studies avoid generalizations? d. How do case studies challenge stereotypes?

REFLECTION JOURNALS 1. Critics of multicultural education suggest that it erodes the traditional educational cannon, particularly the view of U.S. history. Explore this counter argument: we

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e need to acknowledge and understand the history of all groups in the United States as part of American history. a. In this reflection journal, watch the video clip on the Arizona HB 2281 that eliminates ethnic studies: (http://www.cnn.com/video/?/video/us/2010/10/20/gutierrez.az.ed.showdo wn.cnn). b. Also, take Harvard’s Implicit Association test on Native Americans (https://implicit.harvard.edu/implicit/). Reflect on your reactions to the clip, your experience with the test, your potential biases, and your perspective/s on this controversy (remember to view all resources with a critical lens).

2. Reflect on Gary Orfield’s quote below. Think about the history of segregation and desegregation in U.S. schooling and examine the current situation based on the information in the chapter. Since the Brown vs. Board of education, how far do you think we have come as a nation?

“Desegregated schools … offer the single most powerful way to reach and prepare the coming generation, which will be the first to live in an America that is truly multiracial and has no racial majority group. It is imperative that we take feasible steps to foster and sustain integration and to deal with the deeply rooted harms of segregation” (p.4) 3. In order to conduct a case study you need to be aware of your own biases.

Identify a person that you would like to interview. While thinking about this person, consider your potential biases about his/her class, ethnicity, race, gender, sexuality, language and religion, then reflect on the following questions: What biases do you bring to the interview? How does your identity influence your attitudes toward the interviewee? How might your voice, inflection, facial gestures or posture affect your participant’s answers? How might you inadvertently be putting words your informant’s mouth? How might you be manipulating her/his thoughts?

WHOLE CLASS/GROUP WORK 1. Have students take the first 5 minutes of class and jot down questions they have about the sociopolitical context of multicultural education based on the reading, as well as their own definitions of multicultural education (These will be part of their portfolio assessment at the end of the course). In partners they will discuss their questions and definitions. Reconvene as a group and create a KWL chart (on the overhead or computer). Ask students what they know (or think they know) about multicultural education. Then ask them to share what they want to know about multicultural education and field their “burning questions”. Collect their definitions and questions. Revisit these questions and KWL at the end of the course and hand back definitions for a culminating reflection.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2. Engage students in small group discussions about the goals of multicultural education: a. Tackling inequality and promoting access to an equal education. b. Raising the achievement of all students and providing them with an equitable and high quality education. c. Giving students an apprenticeship in the opportunity to become critical and productive members of a democratic society (p. 9).

3. Have your students reflect on their own goals for taking the course. How do they see this course as a means to develop their own opportunity to become a critical and productive member of a democratic society? How would they like the course to support the goals of multicultural education?

4. Return to a whole class discussion and document their reflections and course requests (This may also be used as a personal reflection).

5. In small groups, have students discuss the myths about immigration and difference described by Nieto and Bode, paying particular attention to how slavery conquest, and colonization challenge the myth of painless and smooth assimilation of immigrants. Encourage students to reflect on the experiences of refugees or students without proper documentation to further complicate the discussion. Refer to the Dream Act, a proposal to provide access to citizenship for students who were brought to the United States as children (see internet resources). You may also watch the film Papers: Stories of Undocumented Youth to engage the class in this current political debate. Report back to the whole class.

6. As a class, examine the case study questions (Handout 1.6: Interview Question).

Split the class into groups of three or four. Have the students discuss the usefulness of the case study questions and possibilities of new questions or the deletion of questions. As a whole class, put the new ideas on the board or on an overhead. Make copies for the class.

STUDENT AS TEACHER 1. Have a small group of students conduct research to explore and chart the origins, history, and development of multicultural education, as well as the key educators involved. Have students present this information to the whole class.

(See Banks, 2007 Banks, 2004; Gorski,1999) 2. Invite student facilitators to create a visual presentation synthesizing the demographic statistics presented in Chapter One, as well as researching their own state statistics. Have facilitators share this information with the class while engaging their classmates in a forum for discussing and reflecting on the implications of the information, including the following information from the text:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e a. The sheer number of students in U.S. public schools is growing (p.28). b. The nature of the student population is quite different from what it was just a few decades ago (p.28). c. Our public schools’ growing diversity is clearly evidenced by the number of students who are foreign born or have foreign-born parents (p.29). d. At the same time that diversity in schools around the country is growing, racial and ethnic segregation has been on the rise (p.29). e. At the same time that the number of students of color, those who speak languages other than English and those who live in poverty has increased, the nation’s teachers have become more monolithic, monocultural, and monolingual. For example, as of 2003, 90 percent of public school teachers were White, 6 percent were African American, and fewer than 5 percent we of other racial/ethnic backgrounds (p. 30).

CRITICAL PEDAGOGY IN ACTION 1. According to Nieto and Bode, this book provides a “forum for reflection and discussion so teachers take responsibility for their own actions” (p. 7). The mindfulness of these actions will creative and intellectual opportunities to “challenge the actions of schools and society that affect their students’ education and help bring about positive change” (p. 7). Using Handout 1.1: What are the Goals and Key Concepts of Multicultural Education? as an overhead and handout, engage students in a reflection of the goals and key concepts of multicultural education. Invite students to look at their previous reply to becoming a teacher or why they are taking the class, and add their goals for becoming a multicultural educator or a cultural worker. Prior to this discussion have students create class agreements that foster a “forum for reflection and discussion” to be implemented throughout the course.

2. Give students an opportunity to grapple with the current Reauthorization of ESEA through their own state achievement gap studies or reports (see Washington State OSPI Achievement Gap reports as examples). Provide students access to the Internet and video resources on the education debt (see Gloria LadsonBillings AERA 2006 Presidential Address), the influence of our current status internationally (see Linda Darling-Hammond’s AERA Presentation & Edutopia video), FairTest website, and the National Association of Multicultural Education’s (NAME) stance on the No Child Left Behind legislation (among others listed in resources).

3. Have students engage in mock Think Tank (See 1.3 Handout: ESEA Reauthorization Think Tank, 1.4 Handout: ESEA Think Sheet). a. Have students sign-up for a racial/ethnic group to examine (American Indian, African American, Asian American, Latino/a, or Pacific Islander).

Create a folder with information for each group with the task card, think sheet, and roles. Give them class time to prepare. Have each group

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e produce recommendation for the Reauthorization of ESEA based on their student population and state recommendations. Each group’s harmonizer will be chosen to also play the ESEA board (they will agree to neutrality). After each group shares, the board with deliberate and choose 10 recommendations to take to the national level to include in the ESEA Reauthorization.

4. Provide students with the information about the “achievement gap” and poverty (Handout 1.2: Information about the Achievement Gap). Have students wrestle the impact of sociopolitical context of schooling from U.S. public policies. Have students make recommendations for local lawmakers.

5. Take 2 minutes to review and think about the following questions used by Nieto and Bode to interview students for the case study and the snapshots. Turn to your neighbor and interview them. After the interview, briefly write a response to the questions and link them to the reasons you took this course or why you want to become a teacher. a. What were your experiences in school? b. If applicable, describe the importance of language and culture in your life. c. What did you like or dislike about school? d. If applicable, describe a teacher(s) who made a difference in your life. e. What did you expect to get out of school?

ASSESSMENT Portfolio/ Synthesis 1. Have students reflect and write about their own educational history. Where did you go to school? How did you feel about school? Did you see yourself as successful? Why or why not? (Have students brainstorm questions that they feel are important). a. Then, have students interview family members about their educational history (family is loosely defined as the people the student feels closest to.

If the student chooses not to identify with family he/she may focus specifically on their own experiences in school and put it into historical context). Where did you go to school? How did you feel about school? Did you see yourself as successful? Why or why not? (Have students brainstorm questions that they feel are important). b. Focus on access to education and the historical contexts within which they lived. Remember that race, class and gender are significant in looking at the sociopolitical contexts in U.S. schools, historically. Have students write about these experiences, providing resources to back up their findings. c. Have students create a visual that represents this history (see Christine Sleeter website for critical history project information and examples).

2. Use the handouts (1.5-1.7) to engage students in a semester long Case Study Development project. This project will act as a snapshot of the community at

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e large. Have them create a plan of action with the understanding that at the end of the semester, they will be giving a group power point presentation about their community, an individual poster presentation about their case study research, and a developed case study at the end of the semester.

Critical Thinking Essay 1. If education systems have a history of racism, exclusion, and debilitating pedagogy, what consequences does this have on teachers’ practices and experiences with students?

4. Based on information in the chapter about educational structures, including school level policies and practices, define and describe the sociopolitical context of schooling.

2. According to Chris Zurawsky’s research what two common traits of school models and programs have proven consistently successful for most students of color? Reflect on these traits and describe how this information may assists schools in countering deficit thinking about students based on race.

3. In the “back to basics” argument, compare and contrast E.D. Hirsch’s perspective of core knowledge with Kristen Bursas’ contradictory analysis.

4. Reflect on the following quote about the myths of immigration and answer the questions below: In his research, Richard Rothstein found that during the immigration period form 1880 to 1915, few Americans succeeded in school, least of all immigrants; immigrants of all backgrounds did poorly. Instead, it was the children and grandchildren of European immigrants who fared well in school, but the myth that first-generation immigrants “made it,” at least in terms of academics, is firmly established in the public psyche. (p. 18) a. Based on the information in the text and on U.S. history, why do you think that this myth persists? If you are a descendant from a U.S. immigrant, did this myth apply to your family’s experience? Why or why not? If you are a descendant of Indigenous people of North America, how did this myth impact your family’s experience in the U.S.?

5. Why is the “achievement gap” important to understand within a multicultural framework? What are some of the problems with the term “achievement gap” and what are alternatives? How do these terms help you to understand Joseph D’Amico’s two major causes of the achievement gap: the sociocultural and school-related factors?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6. In terms of the multicultural backlash, what are the criticisms of multicultural education from the traditional educational cannon and what are the counter arguments?

Short Answer Questions 1. If decisions made about education are not politically neutral, what are structures that frame and define our society are they tied to?

2. Describe the four components of social justice education.

3. Why is the discussion of racism so important to a multicultural agenda?

4. What are the five significant tasks of understanding the sociopolitical context?

5. What are the main goals of multicultural education emphasized in Affirming Diversity?

6. According to Joseph D’Amico, identify and describe the two main causes of the “achievement gap”.

7. Describe Gary Orfield’s research on “dropout factories” and their significance in the sociopolitical context of education.

8. Identify and reflect on the three categories of “correlates of achievement” that Paul E. Barton and Richard J. Coley’s synthesized from many research studies.

9. According to Christine Sleeter, what are the differences between a standardsdriven and a standards-conscious curriculum?

ABOUT TERMINOLOGY: WHAT SHOULD WE CALL PEOPLE? 1. How is the term “people of color” used? What are the benefits and challenges of using this term?

2. How have you used terms describing the diversity of peoples within the United States? What terminology best reflects your racial or ethnic self, and discuss your feelings about the terms used to describe you. What do you want to be called? Why? 3. Why use capitals and quotation marks when using terminology to write about groups of people?

4. What are the problems with lumping groups together?

5. What are the key factors that support the notion that language is always changing?

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6. What does it mean to “be politically correct”? How has this terminology changed over time?

7. Have students sit in a circle and share how they were named and what their names mean to them (they may choose to use the name of a place or community, rather than the name they were given). Bring the discussion back to identity and terminology.

8. What’s in your bag or culture bag? Invite students to bring at least 5 items that represent themselves (in a small brown paper bag). This provides an opportunity to discuss primary and secondary dimensions of diversity (what is seen and what is unseen or underneath the surface). Students should be encouraged to decorate the outside of the bag to reflect what people might see and then fill the inside of the bag with items that represent what people may not necessarily see.

Discuss how dimensions of diversity are very complex. Is race always seen? Is sexual orientation and religion always hidden? For example, many light-skinned people identify with a racial category, and Muslims and Jews may express their spirituality by wearing a hijab or kippa.

9. Similar to the culture bag, give each student a piece of cardstock. Have them fold it in half to create a standing nametag. On one side have them put their first name and their last on the other side. Instruct students to decorate the unseen portion of the nametag (the inside) with pictures or drawings that reflect who they are: what people may not necessarily see from the outside. Share the nametag in small groups or for the whole class. This nametag can be used throughout the course.

10. The following activity is based on the article “Where I’m From: Inviting Students’ Lives Into the Classroom”, by Linda Christensen, in Rethinking our Classroom Volume 2. This activity engages students in writing poems that describe who they are and where they are from by using the poem “Where I am From” by George Ella Lyon. Using the phrase “I am from” to begin each section of the poem they are able to connect their family, history and daily lives. a. Have students reflect on the objects (of their homes, neighborhoods, their past and present), names of important people, sayings that evoke memories, names of foods or dishes, and places they kept their memories. b. Have partners get into small groups and share their poem. Reconvene as a class and have volunteers share poems.

SUPPLEMENTAL MATERIALS Resources

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Christensen, L. (2001). Where I’m From: Inviting Students’ Lives Into the Classroom.

From Bigelow, Bill et al. Rethinking Our Classrooms: Teaching for Equity and Justice.

Volumes 2. Rethinking Schools.

Cowey, M. (2006). Black Ants and Buddhists. New York: Stenhouse Publishing Ladson-Billings, G. (2006). “From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools”. Educational Researcher Vol.35, No. 7 pp.

3-12 Sleeter, C. (2005). Unstandardizing Curriculum. New York: Teacher’s College Press.

Spring, Joel. (2009). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States (4th ed.). New York, New York: McGraw Hill, Inc. Video Resources Darling-Hammond, L. (Keynote Speaker) (2010). What Kind of Change Can We Believe In? Toward an Equitable System of Good Schools. Retrieved from: http://www.softconference.com/llc/player.asp?PVQ=GJJH&fVQ=FEJHJJ&OcNff=wqU5 GFM5uWUjRVo0QvFrupz5XYG4uWqMG4Dxfss0pXUQM9G47XW7VjqsvrMvGwxG Darling-Hammond’s speech provides insight into how we can improve our school system.

Houston, R (Director/Writer). (2001). A Place at the Table [DVD]. United States: Tell the Truth Pictures.

Eight American teens of diverse backgrounds relate their family histories that showcase the diversity of experiences that arise out of different racial, class, and ethnic backgrounds.

Galisky, A. (Director), Shine R. (Associate Director) (2008). Papers: Stories of Undocumented Youth [DVD]. United States: Graham Street Productions.

The story of undocumented youth and the challenges they face as they turn 18 without legal status. This documentary spotlights the relationship between the nation, race and education.

Gladsjo, L (Director), Judd, G. (Director), Sweet, J. (Director), Youngelson, J. (Director), Gates Jr. (Presenter). (2006). African American Lives Pt.1 [DVD]. United States: Inkwell Films.

The family histories of prominent African Americans are an excellent way to discuss how race is constructed.

Gladsjo, L (Director), Judd, G. (Director), Sweet, J. (Director), Youngelson, J. (Director), Gates Jr. (Presenter). (2008). African American Lives Pt. 2 [DVD]. United States: Inkwell Films.

The family histories of prominent African Americans are an excellent way to 12

Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e discuss how race is constructed.

Ladson-Billings, G. (Keynote Speaker) (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S Schools [video file]. Retrieved from: http://www.softconference.com/MEDIA/WMP/260407/260407-43.010.asp Ladson-Billings keynote provides useful information in differentiating the ‘acheivement gap’ and the ‘education debt’ in U.S. schools.

Maggio, J. (Director), Gates Jr. (Presenter). (2010). Faces of America [DVD]. United States: Kunhardt McGee Productions.

Faces of America uses the genealogies of American celebrities in order to discuss how immigrants have been treated and assimilated throughout American history.

Internet Resources http://www.fairtest.org/ FairTest “works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid and educationally beneficial”. http://www2.ed.gov/nclb/landing.jhtml This is the U.S. department of Education’s website featuring the ESEA Reauthorization: A Blueprint for Reform and the 2001 No Child Left Behind Policy. http://www.nameorg.org/resolutions/standardized.html This is the National Association for Multicultural Education’s webpage addressing NCLB and standardized testing. http://www.edchange.org/multicultural/papers/edchange_history.html This online article provides a brief history of multicultural education by Paul C. Gorski, a prominent multicultural educator. http://www.civilrightsproject.ucla.edu/ Referenced in the chapter, The Civil Rights Project mission is to “help renew the civil rights movement by bridging the worlds of ideas and action.” http://www.corestandards.org/ Referenced in the chapter, the Common Core standards website provides information about the national standards movement. http://nepc.colorado.edu/ The National Education Policy Center website provides research based information about educational policy. http://www.nytimes.com/pages/national/class/index.html

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e This is an online article that provides information about class in the United States. https://sites.google.com/a/christinesleeter.org/critical-family-history/ Christine Sleeter, referred to in Chapter One, has provided information about how to conduct a critical family history. http://zinnedproject.org/ Referenced in the chapter, this website provides curricular information for teachers of middle and high school based on the life’s work of Howard Zinn. http://www.edtrust.org/ Referred to in Chapter one, the mission of The Education Trust is to promote academic achievement of all students by eliminating the achievement gap. http://www.saveethnicstudies.org/ This website provides information about HB 2281 that has made ethnic studies illegal in the State of Arizona. http://www.forumforeducation.org/ Referenced in the chapter, “The Forum for Education and Democracy”, committed to the role of democracy and public education. http://www.dreamactivist.org/ http://dreamact.info/ Dream Act information about policies that may provide students without proper documentation an avenue toward citizenship http://www.edutopia.org/international-teaching-learning-assessment-video This is an Edutopia video of “Big Thinkers: Linda Darling-Hammond on Becoming Internationally Competitive”. This video is referenced in Chapter One (p. 40-41). http://www.k12.wa.us/AchievementGap/default.aspx This website provides an example of state-level recommendations based on research compiled to address the “achievement gap” of Latino/a, Native American, African American, Pacific Islander, and Asian American youth in the State of Washington.

HANDOUTS 1.1 What are the Goals and Key Concepts of Multicultural Education?

1.2 Information about Poverty and the Achievement Gap 1.3 ESEA Reauthorization Think Tank 1.4 ESEA Think Sheet 1.5 Recommendations for Doing Interviews and Writing Case Studies Checklist 1.6 Interview Questions

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1.7 Plan of Action for Developing a Case Study

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1. 1 HANDOUT: WHAT ARE THE GOALS AND KEY CONCEPTS OF MULTICULTURAL EDUCATION? “We need to continually remind ourselves that multiculturalism is not just about expanding individual horizons, or increasing personal intercultural skills, but is part of a larger project of justice and equality.” ~ Multicultural Educator, Will Kymlicka (p.9) The goals of Multicultural Education are: • Tackling inequality and promoting access to an equal education • Raising the achievement of all students and providing them with an equitable and high quality education • Giving students an apprenticeship in the opportunity to become critical and productive members of a democratic society (p. 8) What is the difference between Equal Education and Equitable Education?

Equity is the process; equality is the result. ~Enid Lee •

Equal education implies we are giving every student the same thing and an equitable education provides students with what they need to achieve equality. (p. 9)

What is Social Justice? … a philosophy, an approach, and actions that embody treating all people with fairness, respect, dignity, and generosity. (p. 12) 1. First, it challenges, confronts, and disrupts misconceptions, untruths, and stereotypes that lead to structural inequality and discrimination based on race, social class, gender, and other social and human differences. This means that teachers with a social justice perspective consciously include topics that focus on inequality in the curriculum, and they encourage their students to work for equality and fairness both in and out of the classroom.

2. Second, a social justice perspective means providing all students with the resources necessary to learn to their full potential. This includes material resources such as books, curriculum, financial support, and so on. Equally vital are emotional resources such as a belief in all students’ ability and worth; care for them as individuals and learners; high expectations and rigorous demands of them; and the necessary social and cultural capital to negotiate the world. It also includes a school environment safe from discrimination. These are not just responsibilities of individual teachers and schools, however. Beyond the classroom level, achieving social justice requires reforming school policies and practices so that all students are provided an equal chance to learn. This entails critically evaluating policies such as high-stakes testing, tracking, student retention, segregation, and parent and family outreach, among others.

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3. Social justice in education is not just about giving students resources, however. A third component of a social justice perspective is drawing on the talents and strengths that students bring to their education. This requires embracing critical pedagogy and a rejection of the deficit perspective that has characterized much of the education of marginalized students, to a shift that views all students—not just those from privileged backgrounds—as having resources that can be a foundation for their learning. These resources include their languages, cultures, and experiences.

4. A fourth essential component of social justice is creating a learning environment that promotes critical thinking and supports agency for social change. Creating such environments can provide students with an apprenticeship in democracy, a vital part of preparing them for the future. Much more will be said throughout the text about how to go about creating such a learning environment.

Revisit your reasons for becoming an educator or for taking this course. Based on the information on multicultural education, what are your goals for this course and/or for becoming a multicultural educator for equity and social justice?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1.2 HANDOUT: INFORMATION ABOUT POVERTY AND THE ACHIEVEMENT GAP Jean Anyon writes: Thus, in my view, low-achieving urban schools are not primarily a consequence of failed educational policy, or urban family dynamics, as mainstream analysts and public policies typically imply. Failing public schools in cities are, rather, a logical consequence of the U.S. macroeconomy – and the federal and regional policies and practices that support it. (2005, p. 2) His [Berliner’s] conclusion is that to improve our nation’s school achievement, a reduction in family and youth poverty is essential (p. 15) Berliner’s 11 recommendations: 1. Reduce the rate of low birth weight children among African Americans 2. Reduce drug and alcohol abuse 3. Reduce pollutants in our cities and move people away from toxic sites 4. Provide universal and free medical care for all citizens 5. Insure that no one suffers from food insecurity 6. Reduce the rates of family violence in low-income households 7. Improve mental health services among the poor 8. More equitably distribute low-income housing throughout communities 9. Reduce both the mobility and absenteeism rates of children 10. Provide high-quality preschools for all children 11. Provide summer programs for the poor to reduce summer losses in their academic achievement” (2009, p. 1-2) Richard Rothstein, an economist, suggests that school reform alone will not turn things around (p. 15). He advocates for three approaches to changing the achievement gap: 1. Promoting school improvement efforts that raise the quality of instruction; 2. Giving more attention to out-of-school hours by implementing early childhood, after-school, and summer programs; 3. Implementing policies that would provide appropriate health services and stable housing and narrow the growing income inequalities in our society.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1.3 HANDOUT: THINK TANK TASK FOR ESEA REAUTHORIZATION You have been appointed to participate in our State’s conversation with the Department of Education for the ESEA Reauthorization Think Tank. Because of your experiences in this course and your involvement in multicultural education, you have been chosen to make suggestions on the future implementation of ESEA based on our State’s Achievement Gap Studies.

As a Think Tank, you will look at the your assigned study and come up with suggestions to support the population of students represented by your study. After examining your study, the ESEA document Meeting the Needs of English Learners and Other Diverse Learners, as well our State recommendations for reauthorization, create a list of at least ten suggestions to present to the Think Tank Board.

Next, your group will present your suggestions to the ESEA Reauthorization Think Tank Board. In the decision process, the board may call a student, teacher, or community member to the stand to reflect on the importance of the recommendations (think of your achievement gap study). The board will decide on a total of ten recommendations to take to the national level.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Task Card: Latino Students Your task is to examine the national discussion on the education of Latino students.

Together you will make informed recommendations on promising practices that will support and fund education that will benefit Latino students. All members of your group must participate. Use your course readings and Task Card packet to help produce solid suggestions. Take notes on your Think Sheet and write your group suggestions.

Roles Facilitator: Sees to it that the group finishes in 20 minutes. Makes sure that everyone participates and plays their role.

Harmonizer: Attends to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the script of the presentation, including the suggestions. Reads back information to the group for editing.

Presenter: Presents the product of the group to the Think Tank Board.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

Two Representatives/Witnesses: This group member will be the official representative or witness to the importance of the suggested recommendations.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

Task Card: American Indian Students Your task is to examine the national discussion on American Indian education. Together you will make informed recommendations on promising practices that will support and fund education that will benefit American Indian students. All members of your group must participate. Use your course readings and Task Card packet to help produce solid suggestions. Take notes on your Think Sheet and write your group suggestions.

Roles Facilitator: Sees to it that the group finishes in 20 minutes. Makes sure that everyone participates and plays their role.

Harmonizer: Attends to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the script of the presentation, including the suggestions. Reads back information to the group for editing.

Presenter: Presents the product of the group to the Think Tank Board.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

Two Representatives/Witnesses: This group member will be the official representative or witness to the importance of the suggested recommendations.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

Task Card: African American Students Your task is to examine the national discussion on African American Education.

Together you will make informed recommendations on promising practices that will support and fund education that will benefit African American students. All members of your group must participate. Use your course readings and Task Card packet to help produce solid suggestions. Take notes on your Think Sheet and write your group suggestions.

Roles Facilitator: Sees to it that the group finishes in 20 minutes. Makes sure that everyone participates and plays their role.

Harmonizer: Attends to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the script of the presentation, including the suggestions. Reads back information to the group for editing.

Presenter: Presents the product of the group to the Think Tank Board.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

Two Representatives/Witnesses: This group member will be the official representative or witness to the importance of the suggested recommendations.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

Task Card: Asian American Students Your task is to examine the national discussion on Asian American Education. Together you will make informed recommendations on promising practices that will support and fund education that will benefit Asian American students. All members of your group must participate. Use your course readings and Task Card packet to help produce solid suggestions. Take notes on your Think Sheet and write your group suggestions.

Roles Facilitator: Sees to it that the group finishes in 20 minutes. Makes sure that everyone participates and plays their role.

Harmonizer: Attends to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the script of the presentation, including the suggestions. Reads back information to the group for editing.

Presenter: Presents the product of the group to the Think Tank Board.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

Two Representatives/Witnesses: This group member will be the official representative or witness to the importance of the suggested recommendations.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

Task Card: Pacific Islander Students Your task is to examine the national discussion on Pacific Islander Education. Together you will make informed recommendations on promising practices that will support and fund education that will benefit Pacific Islander students. All members of your group must participate. Use your course readings and Task Card packet to help produce solid suggestions. Take notes on your Think Sheet and write your group suggestions.

Roles Facilitator: Sees to it that the group finishes in 20 minutes. Makes sure that everyone participates and plays their role.

Harmonizer: Attends to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the script of the presentation, including the suggestions. Reads back information to the group for editing.

Presenter: Presents the product of the group to the Think Tank Board.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

Two Representatives/Witnesses: This group member will be the official representative or witness to the importance of the suggested recommendations.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1.4 HANDOUT: ESEA THINK SHEET

Group Members:

ESEA Suggestions:

Board Witness (What will this person report?):

Think Tank Notes: ESEA Think Tank Reflection

What?

So What?

Now What?

What did I learn?

Why is this information important?

What will I do with what I have learned?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

1. 5 HANDOUT: RECOMMENDATIONS FOR DOING INTERVIEWS AND WRITING CASE STUDIES CHECKLIST 1. Select a young person of the approximate age that you will be (or are currently) teaching. It would probably be best not to select a student whom you know well.

2. You may choose a young person from a background with which you are not very familiar. The assignment can provide a rich learning experience for you and this is most likely to occur when you interact with, and do additional research on a person from a different background. Alternatively, you may choose a young person from your own background because being an “insider” can help you relate more powerfully to the interviewee.

3. As a class, develop and agree on a list of questions. What most interests you about young people? What do you most want to know? Think about issues related to identity, culture, school success and the role of teachers and family in their lives.

4. Decide how many times you will meet to interview the young person. It is generally better to meet for several short sessions of one hour or less than for one long session of 90 minutes or more. Dividing the questions by topic also makes sense.

5. Make certain to meet the parents or guardians of the young person you plan to interview. Speak to them about the purpose and scope of the interviews and assure them of their child’s confidentiality. Secure written and oral permission (on an audiotape), and let them know that they have the right to pull out at any time. Also tell them how you will be using the interview and how you will share it with the family when it’s completed.

6. Get as much information from the family as you will need to develop the case study but be sensitive to the family’s privacy and feelings. Do not impose yourself on them and be discreet.

7. Select a comfortable, quiet and stress-free environment for the interviews. We suggest meeting away from school, either in a community center, the student’s home, the park or a place where you can have a soda and relax.

8. Try to make the interviews as comfortable as possible. Ask the young person for permission to audiotape because that will give you the most accurate record of the interviews. Don’t ask questions in a monotone or as if you’re trying to get through an assignment; give your interviewee time to respond completely and then follow up with additional relevant questions. Ask the interviewee if he or she has any questions or concerns.

9. Transcribing all the tapes is very time consuming and labor intensive, and it may not be realistic to expect complete transcriptions for a one-semester course. You may want to

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e do snapshots instead, as we have done throughout the text. However, even if you don’t have much time, you can still develop effective, although less extensive, case studies.

First, listen to the tapes several times. Then try to determine the most important themes that keep cropping up. After you have done this, you can transcribe those parts that seem to be the most intriguing or relevant for the student you interviewed.

10. Do some research on the context in which the student lives. Find out about his or her ethnic group and that group’s history in this country; look for information concerning the city or town in which the student lives; try to get some data on the school system he or she goes to (number of students, types of programs and so on). Also ask interviewees if they would like to share writing samples, such as poems, letters or essays with you.

11. Write up the case study. Begin with an introduction to the young person, including pertinent information about that person and his or her family, community, cultural group and school experience. Then let the young person’s own words to create a narrative based on the most salient themes that you heard her or him address. Include any other information such as their writings or other material the person may have given you.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1.6 HANDOUT: INTERVIEW QUESTIONS 1. Describe your early school experiences. a. Where did you go to school? b. What do you remember best about it? c. Did you feel comfortable in school? Why or why not? d. Do you remember any actual incidents that made you feel good or bad about school? e. Were you a good student? Why or why not?

2. Tell me about your experiences in school now. a. How do you feel about school? b. What are you studying? c. What’s your favorite subject? Least favorite? Why? d. Are you a good student? Why or why not?

3. What do you think is the reason for going to school? a. Are you accomplishing this purpose? b. Is it important to you? Why or why not? c. Why do your parents (or family) want you to go to school? d. What are you getting out of school?

4. What do you see in your future? What plans have you thought about?

5. Is somebody in school helping you to plan your future? How? What kind of help do you think you need?

6. Do you have plans for a family in the future? Tell me what they are.

7. Are grades important to you? Why or why not? Are they important to your parents? What do they look for?

8. What kinds of activities do you participate in at school? Are you in any clubs?

Sports? Why or why not?

9. Do you participate in any community activities? What are they?

10. How do you describe yourself (ethnically, racially, culturally, etc.)? a. Is your culture (identity) important to you? b. If so, how? If not, why not? c. Is it important in your school? How do you know?

11. Do your teachers understand your culture? Your language? If so, how do they show you they do? If not, how do they show you this? Can you give some examples? What could they do better?

12. Do you think anything is holding you back from getting a good education?

13. Are your parents involved in your school in any way? a. How? b. If not, why not? c. What do your parents (family) think about school? d. How do you know? e. Does it matter to you whether or not your parents are involved in school?

14. Many people say that your parents are really your first and most important teachers. What you have learned from your family? What have you learned from them about your culture (identity)? About what it means to be?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 15. Describe your parents to me. What do you like most about them? Would you change anything about them if you could?

16. What is it like being a member of your family? How is it different from other families?

17. What holidays do you celebrate with your family? How? 18. Do you go to church/temple/mosque or other religious services? Is it important to you whether you do or not?

19. What do you talk about with your parents (family)? What kinds of conversations do you have with them?

20. Tell me what it’s like being (ethnic/cultural group). How would you describe it?

21. How is it different from being a young person who’s not (cultural/ethnic group)?

22. How can you tell if someone is (their cultural/ethnic group)?

23. Let’s say a new (cultural/ethnic group) student came to your school. What advice would you give her or him about being a successful student at your school?

24. What are some of the things you’d like teachers to know about (their cultural/ethnic group) kids 25. Of all your teachers, who’s the most helpful to you? How? 26. Who is the least helpful? How? 27. If you could be your teacher, what kinds of things would you do to make you like school?

28. Have any of your friends dropped out of school? Why? What’s happened to them?

29. Describe three of your friends to me (you don’t need to use their real names).

What are they like? Are they like you or different? Why do you like them?

30. Who else do you hang out with? Why? 31. What are some of the things that you enjoy doing with friends? Tell me what a good time with your friends is like.

32. Make believe I’ve never been to (name of city, town, or community where they live). Describe it to me.

33. Do you ever leave your community? Where do you go? Are there other places where you would like to go?

34. Do you think you’ll live in this community when you’re an adult? Why or why not?

35. Tell me a little more about yourself. a. What kinds of foods do you like to eat? To cook? b. Do you eat special foods on holidays? What are they? c. What kind of music do you listen to? Who’s your favorite musician? Do you watch TV? What are your favorite programs? d. Do you like to dance? What’s your favorite dance? e. What music do your parents (family) listen to? Do you like it? f. What about magazines – what do you read? Why? g. Who’s your favorite actor/actress? Why? h. Who is the person you most admire in the world? Why? 36. Tell me what you like most about yourself.

37. Complete the following sentence: When things go bad . . .

38. Complete the following sentence: I’m most happy when . . .

39. Do you think of yourself as successful? Why or why not?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 40. What do you think you have to do to become successful later in life?

41. If you were the principal of your school, what would you do to make it better?

How would you make it so that you would look forward to going to every day?

What changes would you make? (Give specific suggestions related to teachers, books, classes, counselors, etc.)

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

1. 7 HANDOUT: PLAN OF ACTION FOR DEVELOPING A CASE STUDY 1. What communities are you interested in exploring?

2. Create a community sketch.

What does the community look like?

(Describe the community.

Make a map)

What are the features of the community? (i.e., parks, bowling alley, etc.)

What are the demographics? (population, employment opportunities, schools)

3. What is the community’s history?

4. How will you find a participant? What age groups are you interested in interviewing? Why? 5. When you find a participant within the community, what do you need to do to provide a safe environment and confidentiality for your interviewee?

6. What can you do to ensure that you are not stereotyping or making assumptions about the student and their ethnicity/ cultural group? What materials will you need to do the case study?

7. What research will you conduct?

8. How much time must you allocate to complete the interview and process the information?

9. Review the questions and develop your specific plan of action

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Two: Defining Multicultural Education for School Reform CHAPTER OVERVIEW

I. II. III. IV. V. VI. VII. VIII. IX.

Why School Reform?

A Definition of Multicultural Education Multicultural Education Is Antiracist Education Multicultural Education Is Basic Education Multicultural Education Is Important For All Students Multicultural Education Is Pervasive Multicultural Education Is Education for Social Justice Multicultural Education Is a Process Multicultural Education Is Critical Pedagogy A. Knowledge is Critical Pedagogy B. Critical Pedagogy in Action

In Chapter Two: Defining Multicultural Education for School Reform, Nieto and Bode provide a comprehensive definition of multicultural education. Their definition emphasizes school reform as a way of promoting democratic practices of teaching and learning within the sociopolitical context of schooling. It has seven characteristics.

Multicultural education is antiracist, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy. This chapter explores each facet of multicultural education, focusing on praxis – knowledge, reflection, and action. Multicultural education is transformative through the basic principles of respect, critical thinking, social justice, and affirming the multiple identities, cultures, languages, and experiences of all students.

PROBLEM POSING 1. Why are there profound misconceptions of multicultural education?

2. Why is school reform an essential element of school reform?

3. School reform is an essential component of multicultural education, but many teachers think of multicultural curriculum as human relations, sensitivity trainings, units about ethnic holidays, education in inner-city schools, or food festivals. Why is this the common perception?

4. What are the four potential conflicts and inequities that multicultural education helps to address?

5. Why is it when “multicultural education is conceptualized as broad-based school reform, it can offer hope for real change” (p.43)?

6. Although major theorists over the past 40 years consistently identified the goals, purposes, and reasons for multicultural education, why is it that one definition cannot capture all of its complexities?

7. According to Nieto and Bode, what is an essential emphasis of multicultural education?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 8. What is Nieto and Bode’s definition of multicultural education?

9. What are Nieto and Bode’s seven characteristics of multicultural education?

10. How is multicultural education antiracist and antidiscriminatory?

11. Why must multicultural education be consciously antiracist?

12. What does Michelle Fine mean by “fear of naming” (p.45)?

13. Describe what Nieto and Bode mean by “sanitizing” the curriculum (p.45).

14. Use Dr. Martin Luther King, Jr. to describe how education makes our American heroes “safe”? Why is Lincoln “safe”? Why is Nat Turner “unsafe”?

15. What is meant when Jonathan Kozol’s process of “tailoring” those who have fought for social justice?

16. Why must anti-racists work affirmatively to combat racism?

17. What are some of the reasons that race is seldom mentioned in school?

18. Why is Beverly Tatum’s work about discussing race and racism within the framework of racial and cultural identity theory so groundbreaking?

19. Why is it difficult for some teachers engage with the topic of race?

20. What are some reasons why schools are reluctant to teach about issues of racism or discrimination?

21. How is multicultural education “basic” education?

22. What is multicultural literacy?

23. What is the alternative to multicultural education?

24. Who is generally represented in the “canon”?

25. What are the profound multicultural questions that educators should ask?

26. Why is multicultural education important for all students?

27. What do Nieto and Bode mean when they state that all students are “miseducated” and receive only a partial or biased education?

28. Why do students from the dominant culture need multicultural education?

29. What is wrong with the perception by many educators that multicultural education is for “culturally different” or “disadvantaged” students?

30. Describe how multicultural education is pervasive.

31. “What might a multicultural philosophy mean in the way that schools are organized?”

32. Why is multicultural education for social justice?

33. Define praxis.

34. Describe Henry Giroux’s “discourse of democracy” (p.54).

35. How is multicultural education a process?

36. How are the processes of multicultural education complex, problematic, controversial, and time consuming?

37. What is critical pedagogy? How is it connected to multicultural education?

38. Compare and contrast Freire’s notion of “domesticating education” and education for liberation or “transforming action” (p.56).

39. Describe critical literacy through Barbara Comber’s definition.

40. How is critical pedagogy an “exploder of myths” (p.57)?

41. Discuss the examples provided that move beyond academic discourse to reflection and action (or critical pedagogy in action).

REFLECTION JOURNALS

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1. Reflect on your original definition of multicultural education (refer to chapter one).

After reading Nieto and Bode’s definition of multicultural education, what would you add to your own definition? What elements remained the same? What was missing? How might comprehensive school reform, critical pedagogy, or any other characteristic were missing from your own definition, inform your definition?

What about your next steps in developing your multicultural personhood?

2. Because multicultural education is a process (an especially a personal process) how do you plan to wrestle with characteristics listed? For example, how will you develop anti-racist practices, how can you include multiple perspectives into your curriculum development, or how can you wrestle with issues of social justice with your students or colleagues?

3. According to Nieto and Bode, we need to ask profoundly multicultural questions, such as: do all students have access to calculus [physics, or any other highstatus course]? Is the bilingual [ESL, Special Ed, or any other program with low status] in the basement? “These are “profoundly multicultural questions” precisely because they concern access and equity rather than simply a change in course content” (p. 50). From your experience in school, through servicelearning, or in your studies, what “profoundly multicultural questions” do you have? Based on multicultural education, what suggestions do you have for addressing these questions?

WHOLE CLASS/GROUP WORK 1. Divide the class into seven groups. Give each student a think sheet and each group poster paper and markers. Allow time for each individual student to think about the characteristics of multicultural education that they will be representing.

Have each group gather together and discuss their visions of multicultural education through their specific characteristic. Instruct each group to represent their characteristic with words, narratives and pictures on the poster paper. Have each group present their poster to the class (See Handout 2.2-2.9) 2. According to Nieto and Bode one of the reasons schools are reluctant to tackle racism and discrimination is the guilt many European American students feel about their racial privilege. Allies, like John Brown, have fought for the rights of marginalized or disenfranchised people throughout history. Provide information on several allies for students to examine in small groups. Have them report their findings to the class. (Refer to Cynthia Stokes Brown’s book Refusing Racism: White Allies and the Struggle for Civil Rights). Ask students why they think that the voices of White allies are suppressed or invisible in history.

3. Nieto and Bode suggest that there are many definitions of multicultural education, they suggest that you “foster further dialogue and reflection among you and your colleagues so that you will develop your own ideas, priorities, and perspectives” (p. 44). Together within small groups within the classroom (if they

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e are in service-learning placements, organize by site), have each group discuss the school, local, state, and national ideas, priorities, and perspectives that would influence their definition of multicultural education. Then the students should reflect on the creation of a common definition of what multicultural education means for the course or the school site.

STUDENT AS TEACHER 1. Sonia Nieto and Patty Bode define multicultural education through the following key characteristics: antiracism, basic education, important for all students, pervasive, education for social justice, a process, and critical pedagogy. Locate other experts in the field of multicultural education. What are their definitions?

How are they similar? How are they different?

2. Using the Internet, book references, and your own research, create characteristics (much like Nieto and Bode) to define Critical Pedagogy.

Reference scholarly works and provide an overview on the history of critical pedagogy. Include a handout for classmates.

3. Have students form small groups to examine the critical pedagogical work of Carter Woodson, W.E.B. Dubois, Sylvia Ashton Warner, Louise Derman-Sparks, Catherine Lilly-Compton, Ira Shor, and the collaborative work of Enid Lee, Deborah Menkart, and Margo Okazawa-Rey. Present findings to class.

CRITICAL PEDAGOGY IN ACTION 1. Write a dialogue poem in response to the quotes on the cover of Chapter Two. Use the chapter contents and your knowledge based on the course and your personal experiences as a way to respond (See Handout 2.5: Multicultural education is pervasive Think Sheet). a. “We don’t need multicultural education here; most of our students are White.” b. “I don’t see color. All my students are the same to me.” c. “We shouldn’t talk about racism in school because it has nothing to do with learning. Besides, it’ll just make kids feel bad.” d. “Let’s not focus on negative things. Can’t we all just get along?” e. “I want to include multicultural education in my curriculum, but there’s just no time for it.”

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e f. “Oh, yes, we have multicultural education here; we celebrate Black History Month, and there’s an annual Diversity Dinner.” g. “Multicultural education is just therapy for Black students.” h. “Multicultural education became irrelevant after September 11. It’s divisive because it focuses on differences. Now, more than ever, we need to stress our similarities” 2. Explore one aspect of critical pedagogy in the classroom by revisiting U.S history through multiple perspectives. Present James Loewen’s Teaching What Really Happened, a local textbook, and the video We Shall Remain: After the Mayflower and the included resources on Thanksgiving, as references. Have the class investigate those resources and then create criteria for analyzing the textbook based on information from the resources provided. Design a Myths and Reality of Thanksgiving reader’s theater performance that addresses multiple perspectives of Thanksgiving as a culminating activity.

3. Use the handout of quotes (See Handout 2.10: Praxis Activity: Knowledge, Reflection and Action) to engage students in praxis: knowledge, reflection, and action with a synthesis of the chapter. The goal for this activity is a plan of action.

ASSESSMENT Portfolio/ Synthesis 1. After engaging with the definition of multicultural education during class, have students reflect critically on what they have learned and how they will continue their learning. As Nieto points out, “no one ever stops becoming a multicultural person and knowledge is never complete” (p. 55). (See Handout 2.2) They will answer the following questions: a. What is multicultural education? b. What did I learn about multicultural education? c. Why is multicultural education important? d. What will I do with what I have learned about multicultural education?

2. Have students read the article, “On the Road to Cultural Bias: A Critique of “Oregon Trail CD-ROM” by Bill Bigelow. Create a web or concept map that provides a visual of all the people involved, including African Americans, American Indians, Women, etc. Create a lesson or unit to use with young students that is a critical exploration of history through issues of race, gender and class.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 3. Write about an experience you have had with racism, either as the target, the witness or the instigator. Reflect on how multicultural education is antiracist.

Reexamine your experience through the lens of multicultural education.

Critical Thinking Essay 1. Nieto and Bode hope that the reader will develop her/his own priorities and perspectives of multicultural education. Reflect on their definition and characteristics of multicultural education and add your own priorities and perspectives.

2. In the chapter Nieto and Bode address the difficulty that many teachers have addressing issues of race and racism. Why do you think racism is so hard to talk about? What can teachers do to combat racism?

3. Describe how multicultural education is pervasive. Provide examples.

4. How have Paulo Freire’s theory of praxis, John Dewey’s philosophy of democracy and Henry Giroux’s view of the “discourse of democracy” influenced multicultural education as a space for social justice?

5. Using yourself and your experiences as examples, describe how multicultural education is a process. How do these processes affect you as a teacher, future teacher or a student of multicultural education?

6. One component of critical pedagogy is the reexamination of history. In general, history is written by the conquerors. Using critical pedagogy as a frame of reference, investigate a historical incident through multiple perspectives.

Short Answer Questions 1. Provide examples of how multicultural curriculum is antiracist and antidiscriminatory.

2. Reflecting on multicultural education as basic education, what are the problems with implementing a monocultural education rather than a multicultural education?

3. Multicultural education is important for all students. Why is it important for White students?

4. Provide examples of how a multicultural approach is pervasive in a school climate, physical environment, curriculum, and relationships among teachers and students and community.

5. Provide three reasons why multicultural education is a process.

6. Define critical pedagogy in action. Provide examples.

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ABOUT LANGUAGE: THE CONUNDRUM OF RACE 1. What is meant by race is a social construct?

2. Does race exist?

3. How is the construction of race different from racism?

4. Why do some scholars put quotations around the word race?

5. What is the difference between using the terms African American and Black?

6. What does the term European American imply that White does not?

7. Why is the term Anglo American different from European American?

8. What are the problems with using terms that emphasize culture instead of race when identifying people?

9. Reflect on the concept that race is a social construct and not biologically determined.

10. What are the challenges of using terms such as White and Black?

SUPPLEMENTAL MATERIALS Resources Bigelow, B. (2001). “On the Road to Cultural Bias: A Critique of “The Oregon Trail” CDROM”. From Bigelow, B., Harvey, B., Karp, S., & Miller, L. (Eds). Rethinking Our Classroom: Teaching for Equity and Justice, Volume 2. Milwaukee, WI: Rethinking Schools, Ltd. Bigelow, B., Peterson, B. Rethinking Columbus: The Next 500 Years. Milwaukee, Wisconsin: Rethinking Schools.

Brown, C. S. (2002). Refusing Racism: White Allies and the Struggle for Civil Rights.

New York, New York: Teachers College Press.

Bruchac, M., O’Neill C. (2001). 1621: A New Look at Thanksgiving. Washington, DC: Plimoth Plantation and National Geographic.

Darder, A, Baltodano, M., Torres, R. (2008). Critical Pedagogy Reader. New York, New York: Routledge.

Duncan-Andrade, J. & Morell, E. (2008). The Art of Critical Pedagogy. New York, New York: Peter Lang Publishing.

Loewen, J. (2009).Teaching What Really Happened. New York, New York: Teachers College Press.

Kanpol, B. (1999). Critical Pedagogy: An Introduction (2nd ed.). New York, New York: Bergin and Garvey.

Kincheloe, Joe. Critical Pedagogy. New York, New York: Peter Lang Publishing.

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May, S. & Sleeter, C. (2010) Critical Multicultural: Theory and Praxis. New York: Routledge.

Mukhopadhyay, C. C. Pollock, M. (eds).(2008). “Getting rid of the word “Caucasian”.

Everyday Anti-racism. New York: The New Press.

Video Resources: Brassford, K. (Director and Producer). (2008). Patsy Mink: Ahead of the Majority. See the website: http://www.aheadofthemajority.com/ This is a film about Patsy Mink, the first woman of color congresswoman. She fought tirelessly for women and minority rights throughout her career.

PBS Broadcasting. (2009). We Shall Remain. See: http://video.pbs.org/video/1097935833/# This is a film about new perspectives on Thanksgiving; it should be used as supplement to any Rethinking Thanksgiving lesson plan.

Internet Resources: http://www.pbs.org/wgbh/amex/weshallremain/beyond_broadcast/teach_and_learn These resources accompany the video, “We Shall Remain”. Interactive maps and curriculum ideas could supplement a showing of the video. http://www.rethinkingschools.org/index.shtml Rethinking Schools is a publication for teachers actively engaged in transforming U.S. schools for equity and social justice. http://www.rethinkingschools.org/archive/21_01/hurr211.shtml This is a link to a Rethinking Schools article by Linda Christensen, Hurricane Katrina: Reading for injustice, celebrating solidarity http://mingo.info-science.uiowa.edu/~stevens/critped/index.htm This website is an overview of critical pedagogy linked to the previous website. http://www-rcf.usc.edu/~cmmr/BEResources.html The Center for Multilingual Multicultural Research provides bilingual/ESL/multicultural education resources for educators. http://jan.ucc.nau.edu/~jar/Multi.html This website provides varied multicultural education resources for educators. http://www.nmai.si.edu/subpage.cfm?subpage=education&second=thanksgiving This is the resource page from the National Museum of the American Indian.

Come here for education resources for understanding. Come here for curriculum resources for indigenous perspectives on Thanksgiving.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e http://www.tolerance.org/ Teaching Tolerance is dedicated to reducing prejudice by supporting equitable school experiences. The resources provided by this organization, run by the Southern Poverty Law Center, will help teachers integrate critical pedagogy into their classrooms. http://zinnedproject.org/ The Zinn Educational Project is inspired by the critical perspective on American history that Howard Zinn modeled in his book A People’s History of the United States of America. The Zinn Project website has online curriculum resources and helpful links for rethinking traditional ways of teaching American history.

HANDOUTS 2.1 Critical Pedagogy in Action: Dialogue Poem 2.2 Multicultural Education is Antiracist Education Think Sheet 2.3 Multicultural Education is Basic Education Think Sheet 2.4 Multicultural Education is Important for All Students Think Sheet 2.5 Multicultural Education is Pervasive Think Sheet 2.6 Multicultural Education is Education for Social Justice Think Sheet 2.7 Multicultural Education is a Process Think Sheet 2.8 Multicultural Education is Critical Pedagogy Think Sheet 2.9 Multicultural Education Portfolio Essay 2.10 Praxis Activity: Knowledge, Reflection and Action

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HANDOUT 2.1: CRITICAL PEDAGOGY IN ACTION: DIALOGUE POEM THINK SHEET Write a dialogue poem in response to the quotes on the cover of chapter nine. Use the chapter contents, your knowledge based on the course, and your personal experiences as a way to respond.

Teacher’s’ Resistance to Multicultural Education

Your Response

“We don’t need multicultural education here; most of our students are White.”

“I don’t see color. All my students are the same to me.”

“We shouldn’t talk about racism in school because it has nothing to do with learning. Besides, it’ll just make kids feel bad.”

“Let’s not focus on negative things. Can’t we all just get along?”

“I want to include multicultural education in my curriculum, but there’s just no time for it.”

“Oh, yes, we have multicultural education here; we celebrate Black History Month, and there’s an annual Diversity Dinner.”

“Multicultural education is just therapy for Black students.”

“Multicultural education became irrelevant after September 11. It’s divisive because it focuses on differences. Now, more than ever, we need to stress our similarities.”

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.2 HANDOUT: MULTICULTURAL EDUCTION IS ANTIRACIST EDUCATION THINK SHEET

Define multicultural education as antiracist Reflect on the following quote: Consequently, to be inclusive and balanced, multicultural curriculum must, by definition, be antiracist. Teaching does not become more honest and critical simply by becoming more inclusive, but this is an important first step in ensuring that students have access to a wide variety of viewpoints. (p. 45) Provide examples of antiracist/antidiscriminatory education.

Share your experiences or absence of experiences with antiracist/antidiscriminatory education in your own education.

How will you incorporate antiracist/antidiscriminatory education into your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education is antiracist education?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.3 HANDOUT: MULTICULTURAL EDUCTION IS BASIC EDUCATION THINK SHEET Define multicultural education is basic education.

Reflect on the following quote: “One of the major stumbling blocks to implementing a broadly conceptualized multicultural education is the ossification of the “canon” in our schools. When multicultural education is peripheral to the core curriculum, it is perceived as irrelevant to basic education. Consequently, given reoccurring concern for teaching the “basics,” multicultural education must be understood as basic to an excellent education” (p. 45).

Provide examples of multicultural education as basic education.

Share your experiences, or absence of experiences, with multicultural education as basic education in your own education.

How will you incorporate multicultural education as basic education into your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education is basic education.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.4 HANDOUT: MULTICULTURAL EDUCATION IS IMPORTANT FOR ALL STUDENTS Define multicultural education as important for all students.

Reflect on the following quote: It can even be convincingly argued that students from the dominant culture need multicultural education more than others because they are generally miseducated or uneducated about diversity. For example, European American youths often think that they do not even have a culture, at least not in the same sense that easily culturally identifiable youths do. At the same time, they feel that their ways of living, doing things, believing and acting are “normal.” Anything else is “ethnic” and exotic” (p. 51).

Provide examples of multicultural education that is important for all students.

Share your experiences, or absence of experiences, with multicultural education for all students in your own education How will you incorporate the concept of multicultural education for all students into your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education is important for all students?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.5 HANDOUT: MULTICULTURAL EDUCATION IS PERVASIVE THINK SHEET Define multicultural education as pervasive.

Reflect on the following quote: It permeates everything: the school climate, physical environment, curriculum, and relationships among teachers and students and community. It is apparent in every lesson, curriculum guide, unit, bulletin board, and letter that is sent home; it can be seen in the process by which books, audiovisual aids, and multimedia materials are acquired for the library, in the games played during recess, and in the lunch that is served.

Multicultural education is a philosophy, a way of looking at the world, not simply a program or a class or a teacher” (p.52).

Provide examples of examples of pervasive multicultural education.

Share your experiences, or absence of experiences, with multicultural education as pervasive in your own education.

How will you incorporate the notion of multicultural education as pervasive education in your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education is pervasive.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.6 HANDOUT: MULTICULTURAL EDUCATION IS EDUCATION FOR SOCIAL JUSTICE THINK SHEET Define multicultural education as education for social justice.

Reflect on the following quote: “Multicultural education invites student and teachers to put their learning into action for social justice. Multicultural education with a social justice perspective also means learning to question power structures and the status quo” (p. 54).

Provide examples of social justice education.

Share your experiences, or absence of experiences, with social justice education.

How will you incorporate social justice education into your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education is education for social justice

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.7 HANDOUT: MULTICULTURAL EDUCATION IS A PROCESS THINK SHEET Define multicultural education as a process.

Reflect on the following quote: “It is ongoing and dynamic because no one ever stops becoming a multicultural person and knowledge is never complete…Second, multicultural education is a process because it primarily involves relationships among people. … Also, multicultural education is a process because it concerns such tangibles as expectations of student achievement, learning environments, students’ learning preferences, and other cultural variables that are absolutely essential for schools to understand if they are to become successful with all students” (p. 55).

Provide examples of multicultural education as a process.

Share your experiences, or absence of experiences, with multicultural education as a process.

How will you incorporate the notion of multicultural education as a process into your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education is a process

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.8 HANDOUT: MULTICULTURAL EDUCATION IS CRITICAL PEDAGOGY THINK SHEET Define multicultural education as critical pedagogy.

Reflect on the following quote: Its opposite is what Paulo Freire called “domesticating education,” – education that emphasizes passivity, acceptance, and submissiveness. According to Freire, education for domestication is a process of “transferring knowledge,” where as education for liberation is one of “transforming action.” Education that is liberating encourages students to take risks, to be curious, and to question” (p. 56).

Provide examples of critical pedagogy.

Share your experiences, or absence of experiences, with critical pedagogy?

How will you incorporate critical pedagogy into your classroom and curriculum?

Provide images, words, ideas, or a creative thinking map that wrestles with notions of multicultural education as critical pedagogy.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.9 HANDOUT: MULTICULTURAL EDUCATION PORTFOLIO ESSAY

What?

What is multicultural education? What did I learn about multicultural education?

So What?

Why is multicultural education important?

Now What?

What will I do with what I have learned about multicultural education?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2.10 HANDOUT: PRAXIS ACTIVITY: KNOWLEDGE, REFLECTION AND ACTION Discuss the quotes and information from the text: “What I believe is essential is an emphasis on the sociopolitical context of education and a rejection of the notion that multicultural education is either a superficial addition of content to the curriculum, or, alternatively, the magic pill that would do away with all educational problems” (p. 44).

In response to reclaiming history, Rebecca Geary’s great great great grandfather, Moses Hunter’s responded to history and agency, “…[He] pounded his fist upon the table when he heard my father sharing his school lesson about how Lincoln “freed the slaves.” “Nobody freed me, sir! I earned my freedom with a pitchfork and a knife,” he bellowed in frustrated rage at my father’s misinformation” (p. 46).

According to Homi Bhabha, “ …it is from those who have suffered the sentence of history – subjugation, domination, diaspora, displacement – that we learn our most enduring lessons for living and thinking” (p. 55).

“Karen McLean Donaldson found that many teachers were in denial about racism and its effects in schools. On the other hand, those who became active in antiracist projects broadened their understandings and were able to use their new skills in creating affirming learning environments for all their students”(p. 47).

“The primary victims of racism and discrimination are those who suffer its immediate consequences, but racism and discrimination are destructive and demeaning to everyone. Although not everyone is directly guilty of discrimination, we are all responsible for combating it. This means that working actively for social justice is everyone’s business” (p. 48).

“Multicultural literacy consists of the skills and abilities to identify the creators of knowledge and their interests… to uncover the assumptions of knowledge, to view knowledge from diverse ethnic and cultural, and to use knowledge to guide action that will create a humane and just world” (p. 48).

Reflect on the following question: What “profoundly multicultural questions” can you ask of your school, community, college, or self based on the quotes from Chapter Two? What problems or issues do you see that need to be ameliorated?

Action: Consider the following problem-posing of critical pedagogy: 1. Identify a problem 2. Analyze the problem 3. Create a plan of action to address the problem.

4. Implement the plan of action 5. Reflect on the plan (Duncan-Andrade, p. 25)

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Three: Racism, Discrimination, and Expectations of Students’ Achievement CHAPTER OVERVIEW I. II. III. IV. V. VI. VII. VIII.

Racism and Discrimination: Definitions and Dimensions Individual and Institutional Dimensions of Racism and Discrimination The Systemic Nature of Discrimination The History and Persistence of Racism in U.S. Schools Manifestations of Racism and Discrimination in Schools Racism, Discrimination and Silence Expectations of Students’ Achievement The Complex Connections Between Diversity and Discrimination

Chapter 3: Racism, Discrimination, and Expectations of Students’ Achievement explores issues of student achievement in relation to racism and discrimination in the United States. Racism, prejudice and discrimination are defined and practiced in schools through education, school policies and institutional power. Nieto and Bode provide several studies throughout the chapter that address issues of racism, sexism, classism, and other forms of discrimination in U.S. schools. They argue that overt acts of discrimination are only one way that racism manifests itself in the classroom. Racism can be as subtle as low expectations from teachers or turning a blind eye to discrimination in the school system. Nieto and Bode suggest that while teachers have little control over the environment outside the classroom, we do have a responsibility to advocate for our students. By addressing our own biases, challenging unfair school policies, resisting institutionally oppressive structures, breaking down barriers to equitable access to learning, and working to change policies and practices outside the classroom we can work toward a more equitable education system.

PROBLEM POSING 1. How do Nieto and Bode define discrimination? Prejudice? Racism? a. How do you define these terms?

2. How is prejudice different from discrimination and racism?

3. What is critical race theory?

4. What are the four tenets of critical race theory?

5. What are the two major problems with categorizing people through stereotypes?

6. What does “pulling yourself up by your bootstraps” infer (p.66)? Is the “American dream” possible for all people in the U.S.?

7. What is institutional discrimination?

8. How do individual and institutional discrimination differ?

9. How are unintentional and intentional racism similar? How do they differ?

10. Why do Nieto and Bode consider racism “systemic” (p.67)?

11. Describe the relationship between power and racism.

12. According to Meyer Weinberg, what are the two facets of racism?

13. How is racism collective?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 14. What is the “silence of institutional racism” (p.68)?

15. Describe and analyze recent studies that show the majority of students of color today go to schools segregated by race and social class.

16. How do school policies and practices currently discriminate against particular groups of children?

17. Why does segregation result in schools that are “separate and unequal” (p.69)?

18. Describe “White flight” (p.68).

19. How is racism manifest in education? How does education manifest racism? Provide examples from the text.

20. Why is it difficult to see racism in seemingly neutral interactions and policies, like how teachers treat and behave around your students?

21. How was skin color implicated in Patricia Gándara’s study?

22. Describe the three examples of students’ educational success or failure based on institutional forms of discrimination.

23. How do macroeconomic policies that pertain to employment, housing patterns, and health create obstacles to equitable education?

24. How do U.S. schools perpetuate class difference?

25. Discuss the ways that Karen Donaldson found students affected by racism.

26. Describe “colorblindness” and “color muteness” in terms of silencing racism (p.75).

27. What role does silence play in racism? What are its characteristics?

28. Why do many White teachers and student teachers find it so difficult to talk about race?

29. Do you believe teacher expectations impact student achievement? Explain your reasoning.

30. Describe the use of the Harvard Test of Influenced Acquisition in the classic study by Robert Rosenthal and Lenore Jacobson. What was the outcome of this study? What is controversial about this research?

31. Describe Ray Rist’s research on the grouping of students by teachers.

32. In Rubén Rumbaut’s research, how does labeling of students by schools affect their self-esteem?

33. What does Claude Steele mean by “stereotype threat” (p.80)?

34. What happens when teachers lower their expectations of students?

35. Kenneth Zeichner found that many teacher education students see the diversity of student backgrounds as a problem. What were his findings on the common characteristics of effective teachers in urban schools? As a prospective (or practicing teacher) what is your reaction to Zeichner’s research?

36. What happens when teachers have high expectations for students?

37. How and why is the research on teachers’ expectations controversial?

38. How does poverty impact student achievement?

39. Reflect on the “grim reality that inequality is now greater in the United States than in many other wealthy nations in the world” (p. 83).

40. Discuss and debate the statement by Horace Mann that education is “the great equalizer.”

41. What are the connections between racism and democracy?

42. How did the role of mentoring impact students in the case studies?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 43. How did the teachers in the case studies mentor their students? How did these teachers give back to their communities?

REFLECTION JOURNALS 1. Reflect on the quote by Junia Yearwood and answer the following questions: What have teachers called you? What have you heard teachers or administrators call students? How did this make you feel? What can be done about this kind of namecalling? (This could also be a small group activity) There was no dearth of examples of experiences of degradation offered by my students. They said that teachers called them among many other words, “stupid”, “fat”, “dumb”, “punk.” They said that teachers made comments such as “You’ll never amount to anything,” ”Shut up,” ”You can’t even pass a test,” ”Even if you study, you’ll still fail,” ”That was a dumb answer,” and “You are the worst student.” One said that when he failed a test, the teacher said, “I’m not surprised,” and another volunteered that his fourth grade teacher had said, “I should put you in kindergarten.” Another student said a teacher told him that in a couple of years, he would be either dead or in jail (p. 71).

2. Read “White Privilege: Unpacking the Invisible Knapsack “ by Peggy McIntosh. Write about your own privileges.

Case Study Journal 1. Examine both the African American and European American experiences in U.S schools through the case studies. Use Beverly Tatum’s (2003) text looking at identity models for African Americans and European Americans. In addition, examine Peggy McIntosh’s (1998) article on White privilege to develop an understanding how students responded to their own cultural or ethnic identity.

WHOLE CLASS/GROUP WORK 1. Glenn Singleton and Curtis Linton, In Courageous Conversations About Race: A Field Guide to Achieving Equity in Schools (2006), share four agreements to engaging in conversations that promote authentic conversations about racial equity: a. Stay Engaged b. Expect to Experience Discomfort c. Speak Your Truth d. Expect and Accept a Lack of Closure 2. Have students read and reflect on: a. Mica Pollock’s AAA article on Everyday Antiracism http://www.understandingrace.org/resources/pdf/rethinking/pollock.pd b. Glenn Singleton’s Courageous Conversations http://www.tolerance.org/tdsi/asset/beginning-courageous-conversationsabout

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3. Engage your student’s with the following quote from Chapter Three about developing a safe space for authentic dialogue: a. “Well-meaning teachers are sometimes unintentionally discriminatory when they remain silent about race and racism….As a consequence, most schools are characterized by a curious absence of talk about differences, particularly about race” (p. 75).

4. How can we engage teacher to wrestle with race and racism?

Share the “definitions” overhead (Handout 3.1: Racism and Discrimination: Definitions and Dimensions). Have a class conversation about the meanings of racism, discrimination, prejudice and institutional discrimination. Include different definitions of racism, such as Beverly Tatum’s (2003) definition of racism as “power plus prejudice.”

5. Have students bring in magazines or newspapers and, in groups, have, in order to identify how the media portrays Whiteness. Students should discuss how people of color are portrayed.

6. View, as a class, one of the videos (see resource list). Get into groups of three to talk about your reactions and how the film relates to racism, discrimination and expectations of students’ achievement. Bring discussion to the whole class.

7. Encourage your students to debate desegregation. What are the possibilities and challenges? What is the historical legacy of Brown vs. Board of Education? Why are schools more segregated today than in the past?

8. Have students get into small groups to discuss the manifestations of institutional discrimination in schools based on three examples from the chapter (see handout).

9. Provide one poster for each of the following - isms: sexism, racism, classism, ableism, heterosexism and discrimination based on religion. Have students choose an –ism they would like to explore. Using the think sheet for their –ism, have each group discuss and reflect. Have each group represent their discussions on the poster. Place the posters around the room. Give students ten minutes to free write on their handouts about the each of the –isms. Provide students with sticky notes, have students choose a few isms and write examples of them through words, analogies or stories (these can be personal examples or examples from the case studies or snapshot). Have students place the examples on the appropriate poster.

Give the whole class time to walk around and read them. Then reconvene as a whole class and have student volunteers share a few of the examples. Have a whole class discussion.

10. Generate a list of what teachers do to impact student achievement both positively and negatively. Allow students a few minutes to develop ideas on the think sheet (see handout). Then engage in a dialogue about the institutional discrimination and

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e what this implies for student achievement, as well as what teachers can do to improve student achievement. (Reflect on the studies by Karin Chenoweth and Chris Zurawsky in Chapter One).

STUDENT AS TEACHER 1. Have students come prepared to lead discussions on the characteristics of racism through everyday examples. Students can draw from personal experiences, articles in newspapers or journals, websites, short films, literature or other forms of media to enrich discussion of the text. Encourage them to bring their questions about racism, discrimination and prejudice.

2. Have students sign up to provide examples of institutional racism in schooling through historical examples, such as boarding schools for Native American students, lack of funding for schools with high levels of poverty, and the denial of education to enslaved Africans and African Americans.

3. Have students sign up to investigate a report under the section Expectations of Students’ Achievement.

Robert Merton, Robert Rosenthal and Lenore Jacobson, Ray Rist, Marcos Pizarro, Rubén G. Rumbaut, Claude M. Steele, Geoffrey Cohen, Milbrey W. McLaughlin and Joan Talbert, Christine Sleeter, Kenneth Zeichner, Martin Haberman, Rosa Hernandez Sheets, Henry Giroux, or Cynthia Ballenger.

Choose one and do a 5-minute PowerPoint presentation describing the results of each study.

CRITICAL PEDAGOGY IN ACTION 1. Review the resources pertaining to critical race theory. Provide information for students to read. Engage the class in a discussion about the four tenets of critical race theory: Racism is part and parcel of our everyday lives and not an aberration; a. Race serves important material and psychological purposes, that is, that some people inevitably benefit from it; b. Race is a social construct, not a biological one; c. People of color have a unique voice and unique experiences that can communicate the reality of people of color in a way that White people cannot (p. 65).

Discuss and reflect why critical race theory is an important emerging field for education.

2. In the “What You Can Do” addition to Chapter Three, Patty Bode, co-author of Affirming Diversity and former art teacher, uses a color theory lesson as a way to

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e discuss skin color and race. Patty organized every student and staff member in the school, from cooks to teachers to the principal and custodian. She had everyone mix the primary colors to match their particular skin color and then make handprints. In the process, they engaged in dialogue about race, the words we use to describe people of different backgrounds, discrimination and racism, and other issues rarely discussed in most schools. Bode writes in The Light in Their Eyes (1999) that students discovered their skin colors are diverse, not truly black or white (see p. 76).

Like Patty Bode, engage your students in a hand print painting mini- lesson.

Working with a partner, have students take turns tracing each other’s hands. Outline each handprint with a permanent marker. Together they should mix the primary colors to develop a skin tone that most resembles their own. Have them test the color by putting the paint on their own skin. While they do this exercise they should reflect on the use of blue, yellow and red pigments that make up their skin color.

Have students paint their hand portrait and reflect on it in writing. Put all work up for display in the room. Students should read Patty’s section in the Light In Their Eyes, and discuss race as a social construct rather than a biological difference.

3. There has been significant dialogue about young children and their perceptions of race, identity, and silencing. According to Nieto and Bode, “in the United States, colorblindness and colormuteness begin in early childhood, when children are admonished not to say anything about racial differences, because “it’s not nice” (p.

75). As a class read the article, “See Baby Discriminate” from Newsweek (http://www.newsweek.com/2009/09/04/see-baby-discriminate.html), watch the CNN report on “Black or White: Kids and Race” (http://www.cnn.com/SPECIALS/2010/kids.on.race/), and Keri Davis’s film, A Girl Like Me (http://www.youtube.com/watch?v=MqSFqnUFOnsor http://www.youtube.com/watch?v=17fEy0q6yqc). Create a strategy to engage children, teachers, and families in the discussion of race and racism.

4. Use the examples generated by the posters (see groupwork) about discrimination/isms or have students work in small groups to identify examples of discrimination. In small groups, have students create scenarios that represent discrimination in the classroom. Have students present their scenarios (engage students in a discussion about being mindful of avoiding caricatures, further promoting stereotypes.

Sensitivity to the real experiences of people is very important.). Use the following strategies to provide a deeper understanding of oppression and the possibilities of changing these situations using Augusto Boal’s (1992) Theater of the Oppressed inquiry strategies: a. Stop! Think!: The instructor or students in the audience may ask the characters in the scenario to stop and think about what their character is thinking and feeling at that moment in the performance and share their thoughts with the audience while the other actors freeze. b. Interrogation: In this strategy, the audience members may stop the production and interrogate the characters as if they were on trial.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e c. Interruption: Students can stop the production and go into the performance, replace the protagonist and try to change the situation 5. Have students engage in an activity that explores the inequality of U.S. wealth. In Economic Apartheid in America (Collins & Yeskel, 2005), there is a lesson plan called Ten Chairs. Ten chairs are set up in the front of the classroom. Ten students volunteer to sit in each of the chairs. Explain that each chair represents 10% of the U.S. wealth and each person represents 10% of the U.S. population. Explain that in 1976, 10% of the population owned 49% of the wealth and 90% of the population owned 51% of the wealth. Therefore, the person in the first chair will then lie across 5 chairs and the rest of the people will have to share 5 chairs. Then in 2001, 10% of the population owned 70% of all the wealth, while 90% owned 30% of the wealth.

Now the student who represented the 10% that owns 70% will take up 7 chairs and the remaining 9 participants must share the last 3 chairs (Collins & Yeskel, p.38-64).

Take time to have students discuss the inequality in the distribution of wealth in the U.S. and relate these facts to the issues presented in Affirming Diversity and how they impact the sociopolitical context of U.S. schools.

ASSESMENT Portfolio/ Synthesis 1. Using this quote: “Prejudice and discrimination, then, are not just personality traits or individual psychological dysfunctions; they are also a manifestation of economic, political and social power.” (p. 67) Discuss the differing views of prejudice and discrimination using Linda Howard’s discussion about racism and prejudice in her case study and the definitions in the chapter.

2. Essay question for portfolio: What was Ray Rist trying to convey about the education of Black youth when he wrote: “The sobering reality is that when it comes to both color and class, U.S. schools tend to conform much more to the contours of American society than they transform it. And this appears to be a lesson that we are not wanting to learn” (p. 79).

How does Rist’s research mirror comments made by Rashaud’s case study?

3. Choose one of the ethnic or cultural identities represented in the case studies in the chapter and research the contemporary and historical educational issues pertaining to that cultural group in the U.S. context: Biracial/multiethnic, African American (relate this to Cross’ Black Identity Model in Beverly Tatum’s (2003) Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race), European American/ Whiteness (looking at identity and the culture of whiteness).

Compare your research with the achievement gap studies for your district or state.

Provide recommendations to support the student population you researched.

Critical Thinking Essay

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1. According to Meyer Weinberg, “racism consists centrally of two facets: First, a belief in the inherent superiority of some people and the inherent inferiority of others; and second, the acceptance of distributing goods and services– let alone respect – in accordance with such judgments of unequal worth” (p.67). In addressing the institutional nature of racism he added, “Racism is always collective. Prejudiced individuals may join the large movement, but they do not cause it.” According to this concept, what Weinberg called the “silence of institutional racism” and the “ruckus of individual racism” are mutually supportive. It is sometimes difficult to separate one level of racism from the other, because they feed on and inform one another. The crucial point to understand racism, according to Weinberg, is that concept that White supremacy is at the root of racism (p. 68).

What surprised or moved you about Weinberg’s definition of racism? What can you do as an individual or part of many collectives to challenge the ”silencing of institutional racism?”

2. According to Gary Orfield and Chungmei Lee, “because African Americans and Latinos are segregated as much by poverty as they are by race and ethnicity, segregation is an overriding contributor to the tremendous scoring disparities that exist between races” (p. 71). Use the life experiences of Byron Green and Max Holland, in “A Tale of Two Families” (http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm) to explore the interconnections of race, wealth and segregation.

What were the differences in their life experiences? How will these experiences impact future generations within their families? Where do you and/or your family fit in this story? What do you think can/should be done to narrow the gap between poverty and race?

3. According to Henry Giroux, “…how we experience democracy in the future will depend on how we name, think about, experience, and transform the interrelated modalities of race, racism, and social justice” (as quoted in Nieto pg.84) Nieto and Bode write,” Although, in theory, education is no longer meant to replicate societal inequities but rather to reflect the ideals of democracy, we know that such is not the reality… we need to acknowledge that our schools, by historically failing to provide an equitable education for students of all backgrounds, have also failed to enact true democracy. The complex interplay of student differences, institutional racism an discrimination, teacher and societal biases that lead to low expectations, and unfair school policies and practices all play a role in keeping it this way.” (p.

85).

How has the complex interplay of student differences, institutional racism and discrimination, teacher and societal biases led to low expectations, and unfair school policies and practices that affect our nation’s students and schools? Use examples from the chapter in your response.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Short Answer Questions 1. What are the differences between prejudice, racism and discrimination? How are they interconnected?

2. Discuss the difference between individual and institutional discrimination. Use examples from the text or your own experiences in your discussion.

3. Provide some examples of how racism is manifested in schools.

4. Name the three major ways that students were affected by racism in Karen McLean Donaldson’s research in an urban Northeast high school.

5. Define and describe the effects of colorblindness and color muteness.

6. According to Kenneth Zeichner, what are the two most common characteristics of effective teachers in urban schools?

7. “Economic inequality is now greater in the United States that in many other wealthy nations in the world” (p. 83). What are the correlations between socioeconomic levels and school performance?

ABOUT TERMINOLOGY: Whites (European Americans) 1. What is the appropriate term to use for White people?

2. Why do Whites seldom think of themselves as ethnic?

3. What is the difference between using White and European America?

4. Why is Anglo or Anglo-American not synonymous with White or European American?

For students who have European Ancestry, this is an extraordinary opportunity to critically reflect on their own immigration story and historical critical personal narratives.

Invite students to read Christine Sleeter’s web reference on conducting a critical family history: (https://sites.google.com/a/christinesleeter.org/critical-family-history/Home). As a class, watch this clip from Faces of America of Stephen Colbert (http://www.pbs.org/wnet/facesofamerica/profiles/stephen-colbert/11/). Discuss what it means to be European American and the journey of becoming Americanized.

SUPPLEMENTAL MATERIALS Resources Boal, A. (1992). Games for Actors and Non-Actors. Trans. Adrian Jackson. London, UK: Routledge.

Collins, C. & Yeskel, F. (2000). Economic Apartheid in America: A Primer on Economic Inequality & Insecurity. New York: New York Press.

Delgado, R., Stefancic, J. (2001). Critical Race Theory. New York, New York: Routledge Dixson, A. & Rousseau, C. (eds). (2006) Critical Race Theory. New York, New York: New York University Press.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Ladson-Billings, G.J. and Tate, W.F. (1994). “Toward a Theory of Critical Race Theory in Education”. Teachers College Record, Vol. 97, 47-68.

McIntosh, Peggy (1998).”White Privilege: Unpacking the Invisible Knapsack”. From Enid Lee, Deborah Menkart & Margo Okazawa-Rey. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development.

Washington, D.C.: Network of Educators on the Americas.

Nieto, Sonia. (1999). The Light In Their Eyes: Creating Multicultural Learning Communities. New York: Teachers College Press.

Noguera, P. (2008). The Trouble with Black Boys…And Other Reflections on Race, Equity, and the Future of Public Education. San Francisco, CA: Jossey-Bass.

Pollock, Mica. (2006). Everyday Antiracism in Education. New York, New York: The New Press.

Singleton, G and Linton, C. (2006). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin Press.

Tatum, Beverly (2003). Why Are All the Black Kids Sitting Together in the Cafeteria?

And Other Conversations About Race. New York, New York: Basic Books.

Video Resources Alvarez, L. & Kolker, A. (Producers/Directors). (2001). People Like Us: Social Class in America. [videorecording]. New York: Center for New American Media.

This film examines social class in the U.S. through many lenses, most importantly through racial and ethnic perspectives.

Cheng, J. (Writer/Director/Producer). (2006). What’s Race Got To Do With It? [Videorecording]. Berkeley, CA: California Newsreel.

This film “chronicles the experiences of a new generation of college students, in this case over the course of 16 weeks of intergroup dialogue on the U.C. Berkeley campus. As they confront themselves and each other about race, they discover they often lack awareness of how different their experience of campus life is from their peers, to the detriment of an inclusive campus climate” -- Container.

Gladsjo, L (Director), Judd, G. (Director), Sweet, J. (Director), Youngelson, J. (Director), Gates Jr. (Presenter). (2006). African American Lives Pt.1 [DVD]. United States: Inkwell Films.

The family histories of prominent African Americans are an excellent way to discuss how race is constructed.

Gladsjo, L (Director), Judd, G. (Director), Sweet, J. (Director), Youngelson, J. (Director), Gates Jr. (Presenter). (2008). African American Lives Pt. 2 [DVD]. United States: Inkwell Films.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e The family histories of prominent African Americans are an excellent way to discuss how race is constructed.

Guggenheim, C. (Producer). (1995). Shadow of Hate. [video tape]. Montgomery, AL: Teaching Tolerance.

This film documents a forty-year history of intolerance in the U.S. and the struggles for a true democracy.

Lesiak, C. (Producer). (1992) In the White Man’s Image [videorecording]. Nebraska: Native American Public Broadcasting Consortium and the Nebraska Education Television Network.

This film examines how U.S. federal polices imposed 20th century mainstream values on American Indians. This film explores the colonizing nature of the Carlisle School for Indian Students.

Maggio, J. (Director), Gates Jr. (Presenter). (2010). Faces of America [DVD]. United States: Kunhardt McGee Productions.

Faces of America uses the genealogies of American celebrities in order to discuss how immigrants have been treated and assimilated throughout American history.

Musca, T. (Producer) & Menédez, R. (Director). (1988). Stand and Deliver [Motion Picture]. California: Warner Studios.

Based on the true story of Jaime Escalante and his students who defied odds and institutional racism by successfully completing a standardized test in calculus.

Riggs, M. (Producer/Director). (1987). Ethnic Notions [Videotape]. South Burlington, VT: California Newsreel.

This film explores the history U.S. racism and racial discrimination of African Americans through media and popular culture.

Peters, W. (Director/Producer/Writer) and Cobb, C. (Writer). (1997) A Class Divided [Videorecording]. New Haven, Connecticut: Yale University Films for Frontline.

Jane Elliot, a classroom teacher, conducted a social experiment in 1970 after the assassination of Martin Luther King, Jr. She divided her all White third graders into blueand brown-eyed groups for a lesson on discrimination. This film chronicles her experiment and reunites many of her students 15 years later.

Strain, T. H. (Writer/Producer/Director). (2003). Race the Power of an Illusion [Videorecording]. San Francisco, California: California Newsreel.

This film “challenges one of our most fundamental beliefs: that humans come divided into a few distinct biological groups. This definitive three-part series is an eyeopening tale of how what we assume to be normal, commonsense, even scientific, is actually shaped by our history, social institutions and cultural beliefs” – box cover.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Winter, J. (Producer), & Noyce, P. (Director). (2002). Rabbit Proof Fence [Motion Picture]. Australia: Miramax Home Entertainment.

Based on a true story, three young Australian Aboriginal girls, forced into government schools, escape the institution and travel 1500 miles along a national fence to get back to their families.

Internet Resources http://www.classism.org/ Class Action is a website that raises “consciousness about the issues of classism: class and money and their powerful impact on our individual lives, our relationships, organizations, institutions and culture.” This site provides resources for action and understanding. http://www.classmatters.org/ Class Matters is a website providing information, resources and discussions about classism and its intersections with race, ethnicity and gender. http://www.mediathatmattersfest.org/films/a_girl_like_me/ This is a documentary by teen filmmaker Kiri Davis. She conducts interviews with her peers to explore the impact and consequences of racialized messages in the media. http://www.nytimes.com/pages/national/class/ The New York Times investigated social class in America. This website is the result of their findings. It includes teacher resources. http://www.pbs.org/peoplelikeus/index.html This is an interactive companion website to the film People Like Us. It explores social class in the United States. http://www.pbs.org/race/000_General/000_00-Home.htm This is the companion website to Race the Power of an Illusion a three part documentary of race in science, society, and history. This site features interactive learning tools, film clips and information to synthesize issues of race in the U.S. http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm ”Where race lives” is a segment of the Race: The Power of an Illusion website that explores “how government policies and past discrimination have made generating wealth easier for some Americans than others.” http://www.tolerance.org/index.jsp This is the website for Teaching Tolerance and The Southern Poverty Law Center. This site provides information, lessons and articles for “dismantling bigotry and creating, in hate’s stead, communities that value diversity.” http://www.understandingrace.org/home.html

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e http://www.whatsrace.org/ This is a companion website t to the film What’s Race Got To Do With It? This site provides resources, lesson plans, and critical thinking activities for college students engaged in discussions of equity and diversity. http://www.whitebison.org/boarding-school-apology/forgiveness-journey-video.html This website is the home of the “Wellbreity Forgiveness” project. This group of activists is petitioning the government to issue an official apology from the U.S. Federal government for genocidal practices, including the Indian boarding schools.

HANDOUTS 3.1 Racism and Discrimination: Definitions and Dimensions 3.2 Manifestations of Institutional Discrimination Handout 3.3 Discrimination Think Sheet 3.4 Teacher and Institutional Impact on Student Achievement Think Sheet

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT/OVERHEAD 3.1: RACISM AND DISCRIMINATION: DEFINITIONS AND DIMENSIONS Prejudice The attitudes and beliefs of individuals about entire groups of people. These attitudes and beliefs are generally, but not always, negative. Attitudes alone, however, are not as harmful as the behaviors, policies (p. 65).

Discrimination Discrimination (whether based on race, gender, social class, or other differences) denotes negative or destructive behaviors that can result in denying some groups their life’s necessities as well as privileges, rights and opportunities enjoyed by other groups.

Discrimination is usually based on prejudice… (p. 65).

Institutional discrimination Institutional discrimination generally refers to how people are excluded or deprived of rights or opportunities as a result of the normal operations of the institution …The systematic use of economic and political power in institutions (such as schools) that leads to detrimental policies and practices—does far greater damage. These policies and practices have a destructive effect on groups that share a particular identity, be it racial, ethnic, gender, or other. The major difference between individual and institutional discrimination is the wielding of power (p. 67).

Systemic Discrimination is not simply an individual dislike of a particular group of people. The systemic nature of discrimination has long-range and life-limiting effects of institutional racism and other kinds of institutional discrimination. Discrimination is systemic because it is manifested in economic, political and social power (67).

Racism Discrimination based on race (68).

Institutional Racism Racism as an institutional system implies that some people and groups benefit and others lose. Whites, whether they intend to or not, benefit in a racist society. According to the late Meyer Weinberg, a well-known historian whose research focused on school desegregation, racism is a system of privilege and penalty. That is, one is rewarded or punished in housing, education, employment, health, and in other institutions by the simple fact of belonging to a particular group, regardless of one’s individual merits or faults (p. 67).

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 3.2: MANIFESTATIONS OF INSTITUTIONAL RACISM

Example One “Black and Latino students are chronically underrepresented in programs for the gifted and talented; they are only half as likely as White students to be placed in a class for the gifted though they may be equally gifted” (p. 70).

What can be done to interrupt this manifestation of racism?

Example Two “Latino students drop out of school at a rate higher than any other major ethnic group, and, in some places, the rate is as high as 80 percent. To comprehend the enormity of this situation, one needs to imagine a school in which 80 out of every 100 students enrolled do not make it to high school graduation. This would be completely unacceptable in middle-class and wealthy communities, yet it is not unusual in poor communities” (p. 71-72).

If the dropout rates were similar in middle-class and wealthy communities, do you think the responsive would be different? Why? How? This being the case how can we begin to change the dropout rate for Latino students, African American students, American Indian students, etc.?

Example Three “Schools are frequently unsafe for LGBT students. Although the situation has improved somewhat in the past decade for high school students, a 2009 report by GLSEN (the Gay, Lesbian and Straight Education Network) found that middle school LGBT students were significantly more likely to face hostile school climates than high school LGBT students, yet they had less access to school resources and support” (p. 12).

Describe efforts to create safe spaces or safe zones for LGBTQ middle school youth.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 3.3: DISCRIMINATION THINK SHEET How is discrimination individual, institutional, and how is it manifested in schools?

Definition

Individual Discrimination

Institutional Discrimination

Manifestation in schools

Sexism

Racism

Heterosexism

Classism

Religious Discrimination

Ableism

Now, create a plan of action to address and interrupt these cycles of discrimination

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 3.4: TEACHER AND INSTITUTIONAL IMPACT ON STUDENT ACHEIVEMENT THINK SHEET

Generate a list of what teachers and institutions do to impact student achievement.

Teacher Impact on Successful Student Achievement

Teacher Impact on Lowered Student Achievement

Institutional Implications for the success or failure of students

In response to this list, what can teachers and schools do to improve student achievement.

Hint: For more information reflect on the studies by Karin Chenoweth and Chris Zurawsky in Chapter One.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Four: Structural and Organizational Issues in Classrooms and Schools CHAPTER OVERVIEW

I. II. III. IV. V. VI. VII. VIII. IX. X.

Tracking Retention Standardized Testing The Curriculum Pedagogy Climate and Physical Structures Disciplinary Policies Limited Role of Students Limited Role of Teachers Limited Family and Community Involvement

Chapter Four: Structural and Organizational Issues in Classrooms and Schools, concentrates on school policies and practices related to multicultural education. The previous chapters emphasized the larger sociopolitical and theoretical contexts of schooling, and this chapter focuses on classrooms and schools as places for true democracy. Nieto and Bode consider democracy, as theorized by Dewey and others, a liberatory practice. This conception of democratic teaching practices offers equitable opportunities for all students. Unfortunately, many students in U.S. schools are not given the opportunity to see themselves as equal citizens due to educational structures that limit their potential. These structural and organizational issues include tracking, retention, standardized testing, traditional curriculums and pedagogy, climate and physical structures, disciplinary policies, teachers and family and community have limited involvement. In this chapter, the reader is encouraged to examine each structure, using the most current research, in order to conceptualized multicultural school reform. While this chapter does place emphasis on institutional causes of educational inequities, Nieto and Bode urge the reader to keep societal issues such as government policies and school financing in mind. They push the reader “to understand how they directly influence inequities at the classroom and school levels” (p. 111).

PROBLEM POSING

1. How are structural and organizational issues such as school policies and practices related to multicultural education?

2. How does tracking impact student achievement and academic progress?

3. Why is the effectiveness of tracking questionable?

4. If extensive research has consistently revealed the negative results of tracking, why do schools preserve the practice?

5. What are the alternatives to tracking?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6. Describe the success of de-tracking in Burris, Welner, and Bezoza’s three case studies. a. How did all students benefit from the high-level curriculum? b. What recommendations did they have for specific supports?

7. Discuss retention. a. How is it intertwined with policies and practices that exacerbate inequality?

8. How are students impacted by retention? a. Who is most likely targeted by retention?

9. If research suggests that retention at any level improves academic success, than what are the alternatives?

10. What is the history of standardized testing? a. Who benefits? b. Who is hurt?

11. Discuss the profit of testing.

12. What are the effects of standardized testing on children, schools and districts?

13. How do high-stakes testing policies “funnel youth into the school-to-prison” (p.118)?

14. Explain why standardized test scores are inequitable because they correlate highly with family income and ethnicity.

15. What are alternatives to standardized testing?

16. How is curriculum broadly defined?

17. Why is curriculum inherently a political matter?

18. Why is it more appropriate to think of curriculum as a decision-making process?

19. What is the transformative approach to curriculum design?

20. According to Michelle Fine, how can curriculum serve as a tool to silence students?

21. What is pedagogy?

22. How do teachers create conditions that motivate students to become critical thinkers?

23. Describe Haberman’s findings on good teaching that links students to real-life situations.

24. What is constructivist teaching? a. What is a critique of constructivism?

25. Define Lilia Bartolome’s definition of humanizing pedagogy.

26. How does the school climate or physical structure influence student learning?

27. What does the research suggest about the class size?

28. How are disciplinary policies defined?

29. Describe how school exclusion, as a disciplinary practice, disproportionately affects many students of color – called the racial discipline gap.

30. What impact does involvement of students have on their school experiences and achievement?

31. How can teachers share their power with students in the classroom? a. Why do many teachers feel disempowered?

32. According to a number of recent studies, what is needed to develop schools as professional communities of practice?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 33. What are the clear research findings on the effectiveness of family and community involvement?

34. How is parent involvement defined? a. What are traditional notions of involvement? b. Why is defining parental involvement in traditional ways problematic?

35. Contrary to conventional wisdom, families have high expectations and aspirations for their children; therefore provide strategies that respectfully engage families in their children’s education.

REFLECTION JOURNALS 1. Describe your own school experience with one of the following school-based policies and practices: tracking, retention, or standardized testing. Using the text as a reference, what challenges accompany this policy and what alternatives are there to this practice.

2. Sonia Nieto writes about her connection with the book Heidi, a story that was as distinct from my own experience as night is from day” (p.122). Write about a book or curriculum that influenced you on a personal level. What was your personal connection to the book or curriculum? Based on this reflection, why should curriculum build on, rather than neglect, students’ lived experiences to assist children in broadening their worlds?

3. Using Haberman’s ‘good teaching’ practices (p. 127), reflect on your own learning experiences and write about how you could create a classroom environment based on these findings (see Handout 4.2: Reflection Journal Handout #2) 4. Compare and contrast the list of expected roles of students and teachers as cited

by Paulo Freire (p. 133) with the results of Ernest Morrell’s (p.134-135) ethnographic research study on student involvement in their school experiences and achievement. Which experience was more like your own? In which student role would you be most successful? Why? (see Handout 4.2: Reflection Journal Handout #2) WHOLE CLASS/GROUP WORK 1. Invite students to select a school structure or policy (tracking, testing, retention, curriculum, pedagogy, physical structure, disciplinary policies, limited role of students, limited role of teachers or limited role of family) and creatively reflect on the impact this structure or policy has on student achievement or learning. Using cooperative learning techniques (see Elizabeth Cohen reference) have students collaborate and present their “performances” to the whole group. After each presentation, discuss the benefits and challenges of these types of structural and organizational issues as well as the teaching approaches of cooperative learning.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2. Engage the class in a KWL chart: a. What do you know (or think you know)? b. What do you want to know? c. What have you learned?

Prior to the reading of Chapter Four, ask students what they know and what they want to know about retention. Have students share their assumptions. When they return to class, after reading Chapter Four, ask them what they learned from the text. Put the information on an overhead or chart (see Handout 4.3: KWL Retention Chart).

3. Invite a panel of classroom teachers, administrators and students to talk about the impact of tracking and retention on their environments. Have students come prepared with questions from the readings.

4. Nieto and Bode cite a recent report from the Advancement Project suggesting the correlation between of high-stakes tests and the schools-to-prison-pipeline: Together, zero tolerance and high-stakes testing have turned schools into hostile and alienating environments for many of our youth, effectively treating them as dropouts-in-waiting. The devastating end result of these intertwined punitive policies is a “school-to-prison pipeline,” in which huge numbers of students throughout the country are treated as if they are disposable, and are being routinely pushed out of school and toward the juvenile and criminal justice systems (p. 118).

Discuss the quote and the ACLU description of the schools-to-prison-pipeline (http://www.aclu.org/racial-justice/school-prison-pipeline). Engage the class in ways to ameliorate this issue.

5.

As a class watch the clips of “Waiting for Superman” and Stan Karp’s lecture on “Not Waiting for Superman.” Have small groups review both resources. In their discussion they should wrestle with issues like the roles of teachers, student roles, and how to improve student achievement. Share group perspectives with the whole class.

STUDENT AS TEACHER

1. In advance, invite students to prepare to discuss multiple perspectives of standardized tests. Have them choose one of the following perspectives to argue for: a. Standardized tests should not be used as a graduation requirement. b. Standardized tests make teachers accountable to student outcomes and assess student knowledge. c. Textbook companies make huge profits from test construction and dissemination. d. High stakes testing is an equity issue.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e e. Authentic assessments are effect alternatives to high stakes test.

Students will prepare and present their perspective to the class and engage in a debate.

2. In small groups have students design an ideal school. Their school should include curriculum, pedagogy, physical structure, disciplinary policies, role of students, role of teachers and roles of families that the chapter discusses. Show the students Sir Ken Robinson’s presentation on Changing Educational Paradigms (http://www.youtube.com/watch?v=zDZFcDGpL4U). Have students write a mission statement for the school. What is their policy on testing, retention, curriculum, pedagogy, etc.?

3. Invite a small group of student facilitators to engage with the following quote: The Harvard Family Research Project …results were undeniable: Children at all levels of education benefit from family engagement in their schools.

Particularly significant was their finding that family engagement helps close educational gaps between children from different racial groups and socioeconomic backgrounds… [S]tudents in schools that maintain frequent contact with their communities outperform students in other schools. These positive effects persist well beyond the short term (p. 138).

1. Have each student choose one of the following resources that Nieto and Bode suggest and provide an overview of suggestions to support family engagement: a. Dantas and Manyak (Eds.) (2010), Home-school connections in a multicultural society: Learning from and with culturally and linguistically diverse families; b. Allen (2007), Creating welcoming schools: A practical guide to homeschool partnerships with diverse families; c. Epstein and Associates (2009), School, family, and community partnerships: Your handbook for action, 3rd ed. d. Hill and Chao (Eds.) (2009), Families, schools, and the adolescent: Connecting research, policy, and practice.

CRITICAL PEDAGOGY IN ACTION 1. In Jasper and Viena Alejandro-Quinn’s case study, both children raised the important issue of culturally and historically relevant material. It was also important that teachers were knowledgeable and interested in the lives of their students. In response to their request, read Jasper’s favorite book, The Absolutely True Diary of a Part Time Indian, (or any other thoughtful children’s book or curriculum from the internet resource list). Develop a plan of action that will engage the students in a middle or high school classroom remembering to develop a space for critical thinking about Indigenous history, sovereignty, or ways of being. Find ways to incorporate critical thinking skills, by integrating children’s literature. An excellent example is the Washington State’s Indigenous Sovereignty curriculum (http://www.indian-ed.org/) or

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e curriculum in Montana’s Indian Education For All legislation (http://opi.mt.gov/programs/indianed/).

2. Use Avi’s case study to discuss issues of religion, history, and the Holocaust. Invite students to create collaborative images (body, art, words) that portray the multiplicity of classroom issues addressing the themes of religion/spirituality, history and the holocaust. Have each group present their images. The class should then discuss the implications of these issues (refer to internet resources).

3. Michelle Fine’s defines silencing as the determining of “who can speak, what can and cannot be spoken, and whose discourse must be controlled” (as quoted on p.123). How might ‘silencing’ illuminate the difficulty teachers often have in engaging students in controversial topics? Have students practice engaging in courageous and controversial discussions. Invite students to choose a topic from Journal of Educational Controversy (http://www.wce.wwu.edu/eJournal/). Have students choose an article that makes them feel uncomfortable. Encourage them to grapple with ‘silencing’ with a thought-provoking question.

4. Discuss the aspects of the BTU school that would be beneficial for the recreation of a local public school. Create a recommendation for this school to consider implementing the policies and procedures. Examine the Boston Teacher’s Union school: While teacher-led decision making, robust parent and family engagement, meaningful professional development and partnerships with teacher educators may not sound new or particularly revolutionary, it is rare for a school to actually enact these ideals in a democratic process that empowers teachers. The BTU School is an emerging learning community and everybody involved agrees they have a lot to learn and more challenges to take on (http://www.btuschool.org/).

ASSESSMENT Portfolio/ Synthesis 2. Community Research and Education Project: Have students continue to work with their small group studying a local school and the community. a. Individually observe a classroom, map the classroom and interview the teacher as a part of the community project. This could also be a possible case study site. Design a lesson of choice based on the information collected in the classroom, school and community.

3. Choose from the following “authentic assessments” portfolios, performance tasks and student exhibitions to research. Create an annotated bibliography exploring current resources about the assessment. a. Choose a historical event (i.e. Shays Rebellion) and explore the unpopularity of taking a stand for democracy. Then identify a controversial current event,

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e like Arizona’s HB 2281 which eliminated ethnic studies (http://vimeo.com/15062646), and the students and teacher resistance to the law. The discuss possibilities for curriculum development for the promotion of democracy and social justice. b. Obtain a local history textbook curriculum guide and textbook. According to theorist Michael Apple there are some essential multicultural curricular questions to consider like: “Whose knowledge is it? Who selected it? Why is it organized and taught in this way? (p. 121). Examine the curriculum guide and respond to the questions.

4. In his most recent book, Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History, James Loewen argues that “teachers go beyond textbooks and use additional resources such as primary documents, camcorders and cameras, guest speakers, and alternative reading material to involve students more directly as “history sleuths” to uncover history” (p. 125-126). Based on this text, how would you encourage your students to become “history sleuths’?

5. In response to the case studies, research the current issues surrounding Jewish American or American Indian education in the U.S. context. Use the references Nieto and Bode cite for as resources. Create a report of your findings.

Critical Thinking Essay Questions 1. Describe why tracking is frequently linked with racial, ethnic and social class differences (use research to support your answer).

2. Respond to Susan Black’s question: “Making students repeat a grade hasn’t worked for 100 years, so why is it still happening? (as quoted on p.116)” 3. What are the goals of retention? Why does retention fail students?

4. Why do Nieto and Bode suggest that all pedagogical approaches and methods must be examined with a critical eye? Connect this discussion with Lilia Bartolmé’s suggestion that teachers need to develop a “humanizing pedagogy?”

5. Based on the discussions on the climate and physical structures of schools in Chapter 4, describe in detail two schools: one that fosters learning and academic success, and the other that is implicated in poor student achievement. Reflect critically on the two schools you described. How are they different? What can we learn from them?

6. Many children are victims of discrimination in U.S. schools, including Avi Abramson who experienced anti-Semitic taunting by classmates. In reference to discipline policies, how would you respond to Avi Abramson’s comment, “I went up to the teacher and I said to her, ‘I’m either gonna leave the class or they leave.’” In

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e addition, critically explore the issues of children taking matters into their own hands.

How should policies and practices protect children?

7. In opposition to banking education, what impact does student involvement have on their school experiences and achievement? Describe Ernest Morrell’s research. How did his students become more passionate learners?

8. Why are many teachers disempowered? What effect does this have on students?

What can be done to change this situation?

9. Family and community involvement have a positive effect on students’ achievement.

Describe “typical” parental involvement from a dominant or mainstream perspective?

Problematize this stereotype. What other ways can families show support for their children? How can teachers and schools involve parents often alienated from schools?

Short Answer Questions 1. If tracking does not work, why is it still in place in most schools?

2. What are alternatives to tracking?

3. Despite the wealth of research that points to the detrimental effects of high stakes testing, why is there still popular support?

4. How is James Bank’s transformative approach to curricular design different from a “traditional” approach of “chalk and talk” (as quoted on p.126)?

5. What is constructivist teaching? How is it connected to multicultural education? What are the critiques?

6. How do school climate and physical structure affect student learning and achievement?

7. Why are students of color and students who live in poverty more likely to be suspended and/or to be victims of corporal punishment? Use the Seattle Post Intelligencer investigation to help you answer this question.

8. What is banking education? Provide examples of the expected roles of teachers and students under this position.

9. How do cultural and economic differences influence family involvement in school?

ABOUT TERMINOLOGY: AMERICAN INDIANS, NATIVE PEOPLE, AND INDIGENOUS PEOPLE 1. What should people call the original inhabitants of the United States?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2. What is the history of American Indian terminology?

3. What is the term most Native People call themselves?

4. Why are the terms Indian and Native American both accepted and controversial?

5. Why do many Indigenous people prefer to be identified by the name of their community?

6. What is the general translation of the names of many Indian nations?

SUPPLEMENTAL MATERIALS Resources Alexie, S. (2007). The Absolutely True Diary of a Part-time Indian. New York, New York: Litte & Brown.

Allen, J. (2007). Creating welcoming schools: A practical guide to home-school partnerships with diverse families. New York: Teachers College Press.

Bigelow, B & Peterson, B. (Eds). (1998). Rethinking Columbus: The Next 500 Years.

Milwaukee, Wisconsin: Rethinking Schools.

Cohen, E. (1994). Designing Groupwork: Strategies for the Heterogeneous Classroom.

New York: Teacher’s College Press.

Dantas, M. L., & Manyak, P. C. (Eds.). (2010). Home-school connections in a multicultural society: Learning from and with culturally and linguistically diverse families.

New York: Routledge.

Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., Van Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2009). School, family, and community partnerships: Your handbook for action (3rd ed.). New York: Corwin Press.

Grande, S. (2004). Red Pedagogy. Landham, Maryland: Bowman & Littleman.

Hill, N. E., & Chao, R. K. (Eds.). (2009). Families, schools, and the adolescent: Connecting research, policy, and practice. New York: Teachers College Press.

Loewen, J. (2009).Teaching What Really Happened. New York, New York: Teachers College Press.

Loewen, J. (2005). Lies My Teacher Told Me: Everything Your History Textbook Got Wrong. New York, New York: New Press.

Video Resources: Rector, T. (Executive Director). (2005). March Point. [http://marchpointmovie.com/] United States: Longhouse Media.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e March Point is a powerful documentary about the struggle to maintain native sovereignty in the face of political disenfranchisement. Using the media as educational tools, the teachers in March Point are able to empower their students.

Attia, M. (Writer), Abeles, V. (Director), Congdon, J (Director). (2009). Race to Nowhere.

[DVD]. United States: Reel Link Films.

The documentary film, Race to Nowhere is, “a call to mobilize families, educators, and policy makers to challenge current assumptions on how to best prepare the youth of America to become healthy, bright, contributing and leading citizens”.

Internet Resources: http://www.aclu.org/racial-justice/school-prison-pipeline This resource provides statistical information on the ‘school to prison’ pipeline discussed in Chapter 4. http://americanindiansinchildrensliterature.blogspot.com/ This is a blog that focuses on American Indians in children’s literature. This is a great resource for teachers looking for new ways to integrate Indigenous perspectives into critical curriculum. http://www.indian-ed.org/ This is a link to Washington State’s groundbreaking Indigenous sovereignty curriculum. http://www.longhousemedia.org/ Longhouse Media and Native Lens supports the “use of today’s technologies by indigenous people and communities as a tool for self expression, cultural preservation, and social change”. http://www.wce.wwu.edu/eJournal/ The Journal of Educational Controversy is an online journal that provides commentary on controversial issues in contemporary education politics. http://www.fallsapart.com/ This is a link to the official website of Sherman Alexie, author of The Absolutely True Diary of Part-time Indian. http://www.youtube.com/watch?v=zDZFcDGpL4U This is an animated lecture by Sir Ken Robinson, a British professor of Education. His thought-provoking ideas encourage viewers to shift traditional paradigms that underpin public education. http://www.youtube.com/watch?v=chBjn5NhZKQ This is a lecture entitled, “Not Waiting for Superman: Who’s Bashing Teachers and Public Schools”. Many educators have been disappointed with the film Waiting for Superman and this is a coherent critique.

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http://www.waitingforsuperman.com/ This is the official website for the film Waiting for Superman. This film exemplifies how inequitable education can continue within contemporary discourse on educational reform. http://www.racetonowhere.com/ This is the website that is an excellent supplement to the film on the state of education in America, Race to Nowhere. http://www.notwaitingforsuperman.org/ The Not Waiting for Superman website was initiated by Rethinking Schools as a critical response to the film Waiting for Superman. This website provides resources that support efforts by teachers, students, and parents in order to improve and preserve public education. http://opi.mt.gov/programs/indianed/ This is a link to Montana’s Indian Education For All legislation. It promotes putting Indigenous sovereignty into public schools in Montana. http://www.oyate.org/ Oyate is a Native organization that provides reliable evaluation of texts, resource materials and children’s literature about American Indians. http://old.sandi.net:80/depts/instructional_materials/10ways.pdf This website provides 10 Quick Ways to Analyze Children’s Books for Racism and Sexism from The Council on Interracial Books for Children. http://www.holocaust-history.org/ According to this website, “the Holocaust History Project is a free archive of documents, photographs, recordings and essays regarding the Holocaust, including direct refutation of Holocaust-denial”. http://www.middleweb.com/Whlcktrack.html This website features the introduction to Anne Wheelock’s book about the benefits of detracking. http://mathforum.com/library/view/10762.html The Math Forum Internet Mathematics Library provides information about detracking. http://www.emtech.net/Alternative_Assessment.html This website offers information about alternative assessment methods.

HANDOUTS

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 4.1 Reflection Journal Handout #1 4.2 Reflection Journal Handout #2 4.3 KWL Retention Chart

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4.1 HANDOUT: REFLECTION JOURNAL #1 Using Haberman’s ‘good teaching’ practices, reflect on your own learning experiences and write about how you could create a classroom environment based on these findings. o Students are involved with issues they perceive as vital concerns (e.g., rather than avoid such controversies as censorship of school newspaper or dress codes, students use these opportunities for learning). o Students are involved with explanations of differences in race, culture, religion, ethnicity and gender. o Students are helped to see major concepts, big ideas and general principles rather than isolated facts. o Students are involved in planning their educations. o Students are involved in applying ideals such as fairness, equity and justice to their work. o Students are actively involved in heterogeneous groups. o Students are asked to question common sense or widely accepted assumptions. (p. 127)

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 4.2 HANDOUT: REFLECTION JOURNAL # 2

Compare and contrast the list of expected roles of students and teachers as cited by Paulo Freire (p. 133) with the results of Ernest Morrell’s (p.134-135) ethnographic research study on student involvement in their school experiences and achievement.

Which experience was more like your own? In which student role would you be most successful? Why? Expected Roles of Students and Teachers o o o o o o o o o o o o

The teacher teaches, and the students are taught The teacher knows everything, and the students know nothing.

The teacher thinks and the students are thought about The teacher talks and the students listen–meekly.

The teacher disciplines and the students are disciplined.

The teacher chooses and enforces his or her choice and the students comply.

The teacher acts and the students have the illusion of acting through the action of the teacher The teacher chooses and enforces his or her choice and the students comply.

The teacher acts and the students have the illusion of acting through the action of the teacher The teacher chooses the program content and the students (who were not consulted) adapt to it.

The teacher confuses the authority of knowledge with his or her own professional authority, which he or she sets in opposition to the freedom of the students.

The teacher is the subject of the learning process, while the pupils are mere objects.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 4.3: HANDOUT: KWL RETENTION CHART

RETENTION

What do you know?

What do you want to know?

What have you learned?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Five: Culture, Identity and Learning CHAPTER OVERVIEW I. II. III. IV. V. VI. VII. VIII.

Defining Culture Hybridity: Another Way of Understanding Culture Influence of Culture on Learning Learning Styles and Preferences Communication Style Cultural Discontinuities and School Achievement Culture-Specific Educational Accommodations A Critical Appraisal of Culture-Specific Accommodations

Chapter Five: Culture, Identity, and Learning explores the importance of affirming students’ culture and identity through education. Nieto and Bode define culture as, “the values, traditions, worldview and social and political relationships created, shared and transformed by a group of people bound together by a common history, geographic location, language, social class, religion or other shared identity” (p.160). Nieto and Bode use ethnographic studies –infusing notions of hybridity into their scholarship—to support their claim that culture impacts student achievement in U.S. classrooms. While valuing diversity through culturally responsive methodologies does suit student needs, culturally specific programs must not go unquestioned. Nieto and Bode encourage the reader to examine the possibilities and limitations of culturally specific schools and programs in this chapter. They also challenge the notion of ‘color-blind’ or equal access education. Instead, they argue that through the acknowledgement and valuing of student learning styles or preferences, or communication styles equitable education can be realized.

PROBLEM POSING 1. Why is ‘colorblindness’ problematic? How does colorblindness benefit some students and disadvantage others?

2. How was the Lau vs. Nichols ruling connected to colorblindness?

3. Discuss the notion that “unity creates harmony whereas diversity breeds instability and discord” (p.159).

4. What are the three educational implications of “equal is not the same” (p.159)?

5. How do Nieto and Bode define culture?

6. How is power defined?

7. In this text, why do the authors focus on power, institutional arrangements in schools and the impact of ideology on culture as well as students’ lived realities and experiences in families and communities?

8. Why are we on shaky ground when considering cultural differences?

9. What are the disastrous consequences of overgeneralizations?

10. What does essentializing mean? What is problematic with essentializing culture?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 11. Describe Kris Gutierrez and Barbara Rogoff’s research findings on the assumption that individuals and groups are “carriers of culture” (p.161). How do they distinguish between understanding cultural practices and locating cultural characteristics?

12. What happens when culture is treated as a product rather than a process?

13. Why does a static view of culture contradict the very notion of multicultural education?

14. What is hybridity?

15. Describe how Laurie Olen and Pedro Noguera’s research reflects the “fluidity and multiplicity in racial-ethnic identification” (p.162).

16. What does researcher Daniel Yon mean by “elusive culture” (p.162)?

17. How is identity both a process and a category?

18. Why is learning at the core of Nieto and Bode’s discussion of culture?

19. What is meant by culture is not destiny?

20. Why is the assumption about culture, as the primary determinant of academic achievement, overly simplistic, dangerous and counter productive?

21. Why do some members of the culturally dominant group of society think of themselves as not having culture?

22. What is the controversy over Ruby Payne’s framework for understanding poverty?

23. In terms of understanding the larger structural issues that create and sustain poverty rather than relying on frameworks such as Payne’s, where should the teachers be?

24. Why is culture so important, even though overdetermining its significance is problematic?

25. What is Felix Boateng’s definition of deculturalization? Why is this term important in understanding culture?

26. What is cultural deprivation? What are some of the limitations of culturally specific accommodations?

27. How is learning style defined? a. What do we know about cultural influences and learning styles? b. What were the detrimental results of early research on learning styles? c. What is problematic with focusing on rigid, dichotomizing learning styles?

28. What are the differences between the terms learning style and learning preferences?

29. What did Donna Deyhle and Karen Swisher’s review of research concerning American Indian and Alaskan Native education reveal about learning-style research?

30. If child-rearing practices alone are not sufficient in explaining learning preferences, what other circumstances effect learning preferences?

31. Describe Howard Gardner’s Theory of Multiple Intelligences (MI). How can the theory of multiple intelligences inform multicultural education? a. How can MI be misapplied? b. What are two of the myths and misunderstandings of MI theory? c. What are Gardener’s more recent theories on the five minds?

32. Describe the cultural influences in interactional or communication styles.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 33. What impacts on learning may occur if schools and teachers are unaware of communication differences?

34. What are Tharp’s four cultural variables and how are they related to communication? a. What are Tharp and Dalton’s five standards for effective pedagogy?

35. How can relationships between students and teachers be either improved or damaged by their interactions? a. Describe Michele Foster’s examination of how a shared cultural background or shared norms about how language is used in African American communities can benefit classroom interactions. b. Examine Ernest Morrell and Jeff Duncan-Andrade’s research on urban youth culture. c. Describe African American Vernacular English (AAVE) and signifying. d. Describe Carol Lee’s research on literacy practices of African American high school students and the development and results of the Cultural Modeling Project.

36. What can teachers do to avoid miscommunication, either verbal or nonverbal, and transform curriculum to value students’ and their families?

37. How can you develop curriculum that addresses the communication needs of your students and focuses on “families’ funds of knowledge”?

38. What are cultural discontinuities?

39. Describe the classic research study by Shirley Brice Heath exploring the language of Black children at home and at school. a. What does her current research imply?

40. How is Susan Philip’s research on the Warm Springs Reservation a powerful example of the problems that can emerge when teachers are not familiar with their students’ culture?

41. Explain how cultural discontinuities do not develop simply because differing cultural values among groups.

42. Describe how Stacy Lee’s research points to the limits of cultural explanations of academic success among Asian American students.

43. How is being aware of the sociopolitical context of education important concerning cultural discontinuity theory and American Indian dropout rates? a. How has Tyrone Howard’s research illustrated the complexity of cultural incompatibilities?

44. What are the possibilities and challenges of culturally compatible, culturally congruent, culturally appropriate, culturally responsive or culturally relevant instruction?

45. Describe the KEEP program. a. When Roland Tharp and colleagues revisited the KEEP standards and pedagogical structures, what were the results?

46. What is a talk story?

47. What does research on the pedagogy of teachers of students with diverse backgrounds illustrate about the use of cultural knowledge and experiences to overcome debilitating and negative messages about schools and society?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e a. Describe Jacqueline Jordan Irvine and James Fraser’s “warm demanders” (p.175). b. Describe Gloria Ladson-Billings research of effective teachers of African American students. c. How did H. Richard Milner’s research on the critical importance of teachers understanding the context of their students’ lives build productive relationships for learning?

48. How can teachers with different cultural backgrounds affirm the cultural identity of their students?

49. Discuss Jason Irizarry’s research on “culturally connected teachers” (p.185) and how they include community connections, language and music to relate to students.

50. Describe Cynthia Ballenger’s research on developing culturally congruent teaching practices.

REFLECTION JOURNALS 1. Respond to the statement from a student perspective and a future educator’s perspective: If we are serious about providing all students with educational equity, then students’ cultures and identities need to be seen not as a burden, a problem or even a challenge, but rather as assets upon which to build (p.160).

How has your identity or culture been affirmed or discounted by your schooling?

Did this impact your academic success or view of yourself? How do you plan on affirming your students’ cultures and identities?

2. According to Nieto and Bode, “cultural incompatibilities are varied and complex” (p. 174). Reflect on the examples of “cultural incompatibilities” provided in the text.

Personally reflect on how you might approach the need to develop your knowledge about a particular cultural group or community. In addition, reflect on the importance of the sociopolitical context of schooling that also affects the achievement of these students.

Case Study Journal 1. Write about the LGBT issues you witnessed in school. Compare your own experiences growing up with the case study of Rebecca Florentina (p.205).

2. Using James Karam’s case study, explore the nature of Arab American culture, including Lebanese culture, as “invisible minorities” and how this has changed since September 11, 2001 (p.189).

3. Explore the intersecting and multiple influences of Puerto Rican, Dominican and U.S. culture (especially youth culture) in Yahaira León’s case study.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 4. How does Hoang Vinh’s case study shatter the “model minority” stereotype?

WHOLE CLASS/GROUP WORK 1. Have students spend the first ten minutes of class responding to the following quote in small groups and then with the whole class: Everyone has a culture, but many times, members of the culturally dominant group of a society do not even think of themselves as cultural beings. For them, culture is something that other people have, especially people who differ from the mainstream in race or ethnicity…The problem with conceptualizing culture in this way is that it tends to “exoticize” those people who are not in the cultural mainstream. A more complicated view of culture is needed, especially among teachers whose classrooms are becoming more diverse every day (p. 164).

2. How do power relationships in the classroom impact student learning and achievement? In small groups discuss the following quote: The power relations in the classroom, rather than the Indian child as culturally or inherently “nonverbal,” are central to understanding the nonparticipatory behavior controlled by the teacher, who accepts only one correct answer and singles out individuals to respond to questions for which they have little background knowledge (p. 166).

3. Have each group use words, images or research from the chapter to develop a poster to share their information with the class. In small interest groups have students respond to one of the following questions: a. What can teachers do to accommodate to learning preferences? b. What can teachers do to accommodate to communication styles.

4. Have students write a five-minute response to Stacy Lee’s research, which points to the limits of cultural explanation of academic success among Asian students.

Have students discuss their responses in partnerships and then have a whole class discussion: “She points out that the cultural theory seems plausible for high achievement, but it does not explain low achievement, neglecting the question of why some Asian American students do poorly in school. Other problems … include considerations of why some Asians struggle with academic achievement in their own country where they are engulfed in their home culture, and why studies of specific Asian ethnic groups show low achievement in some countries but not in others. Lee’s work also sends a strong caution against the model-minority stereotype that falsely perpetuates the assumptions that all Asian and Asian American students do well in

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e school. She points out that the stereotype is used to silence claims of racial inequality and it hides the problems faced by some Asian American students” (p. 173).

STUDENTS AS TEACHER 1. Assign a research project to students who are interested in teaching specific ethnic or cultural groups. Have them conduct Internet searches finding websites that address how to teach American Indian, Asian, Latino, Pacific Islanders, or African American students. Examine these websites critically. What are the underlying assumptions about teaching all members of a group? What are the benefits of culturally responsive teaching strategies? Relate your research to the information in the chapter and present your findings to the class.

2. Have students get into groups and discuss the different programs that were presented in the text as culturally responsive and discuss the benefits and limitations of these programs. Provide the articles to assist students in designing a presentation to inform their classmates. It must be comprehensive, but critical.

(See: Handout 5.2: Cultural-Specific Educational Accommodations Handout).

3. Have students who are interested in issues of identity development choose one of the following scholars and their research (discussed in Chapter Five) to create a PowerPoint or poster presentation for the class. a. Beverly Daniel Tatum, “Why are All the Black Kids Sitting Together in the Cafeteria?” And Other Conversations About Race (New York: HarperCollins, 2007). b. Gary Howard, “We Can’t Teach What We Don’t Know”: White Teachers, Multiracial Schools, 2nd ed. (New York: Teachers College Press, 2006). c. Charmaine L. Wijeyesinghe and Baliley W., III Jackson, eds., New Perspectives on Racial Identity Development: A Theoretical and Practical Anthology (New York: New York University Press, May 2001).

CRITICAL PEDAGOGY IN ACTION

1. Have students participate in the Diversity Toss activity (see Handout 5.3: Diversity Toss Handout). Engage your students in a discussion of Americanization and Deculturalization, “the educational process of destroying a people’s culture and replacing it with a new culture” (Spring, p. 4). Invite participants to provide examples of how groups of people have had to give up cultural signifiers or beliefs to assimilate into U.S. culture, such as foreign names or ethnic foods; attempts to convert from traditional religions to Christianity; the need for aggressive/assertive behaviors such as eye contact, firm handshakes, active (vocal) participation and confrontational attitude/behavior. All of these may be contrary to a person’s values or beliefs but perceived as necessary to “succeed” and “fit-in” in America. Participants experience a sense of what it feels

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e like to have to give up portions of their identities-similar to what immigrants and/or minorities are asked or forced to do in order to assimilate into mainstream American society. Have students engage in a conversation about how this happens in our schools (Adapted from Inquire Within: A Teaching Tolerance InService. See Internet resources for more information).

2. Invite a panel from a local GLSEN or GSA organization to come and talk to the class about issues of heterosexism and LGBT identity in the classroom. This would also be a great opportunity for students to ask questions that they may not have chances to explore the way they think about sexual and gender identity (ex.

What does it mean to be transgender? How do Gay or Lesbian parents feel about the education that their children receive in schools?).

3. Using the website and resources on multiple intelligences (see references and internet resources on Gardner) have students sign up to develop a presentation representing the following issues pertaining to Howard Gardener’s Multiple Intelligences (MI): a. Describe the following MI: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Naturalistic, Intrapersonal, Existential. b. How can MI be misapplied? c. What are the Five Minds for the future?

Then have a class discussion. Print up each student’s activity and give copies to all students.

ASSESSMENT Portfolio/ Synthesis 1. Essay for Portfolio: What are the educational implications of “equal is not the same” (p.159)? (See Handout 5.2: What are the Educational Implications of “Equal is Not the Same”? Handout) 2. Essay: Have students respond to the following quote by Geneva Gay about taking communication beyond content and structuring written and spoken language: Sociocultural context and nuances, discourse logic and dynamics, delivery styles, social functions, role expectations, norms of interaction and nonverbal gestures are as important (if not more so) than vocabulary, grammar, lexicon, pronunciation and other linguistic structural dimensions of communication (p.168).

3. Choose one of the following cultural groups represented in the case studies and research the current and historical educational issues surrounding their culture in

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e the U.S. context: Puerto Rican, Dominican, LGBT, Lebanese Americans/Arab American, Vietnamese Americans/ Asian Americans.

Critical Thinking Essay 1. Provide personal examples and examples from Chapter Five about hybridity and identity that wrestle with: a. Nadine Dolby’s notion of identity not as “an absolute state of being” but rather a variable that is constantly shifting and changing (p. 163). b. According to researchers Nikola Hobbel and Thandeka K. Chapman, “no single aspect of the expression of identity can fully account for cultural and historical context, even given the fact that race has consistently assumed a central role in America’s history and imagination” (p.163).

2. When exploring social class as an important aspect of identity that influences learning, how can gross generalizations perpetuate the “culture of poverty”?

3. What are Tharp’s four cultural variables and how are they related to communication? Why are they important in the discussion of communication style in multicultural education?

4. Discuss the direct connections between culture and the sociopolitical context of schooling. Use Deyhle and Swisher’s critical learning style research (p.166).

5. Discuss the quote, “The lesson is that, although all schools cannot become culturally compatible, they can become multiculturally sensitive” (p. 176). How can you use the information in this chapter to create a classroom or school that is multiculturally sensitive?

6. Using specific examples from the text describe the benefits and challenges of culturally compatible schools. (p. 177) Short Answer Questions 1. Define hybridity.

2. What does researcher Daniel Yon mean by “elusive culture”?

3. What is the controversy over Ruby Payne’s framework for understanding poverty?

4. What is Felix Boateng’s definition of deculturalization? Why is this term important in understanding culture?

5. What are the differences between the terms learning style and learning preferences?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6. What are the three areas where cultural differences in learning may be especially different?

7. Describe African American Vernacular English (AAVE) and signifying.

8. According to Jordan Irvine and James Fraser’s research on culturally responsive teachers of African American students, who are “warm demanders”?

9. Describe the difference between segregation and self-segregation.

ABOUT TERMINOLOGY: LATINOS, HISPANICS AND OTHERS

1. What two terms refer to people whose heritage is from Mexico, Central and South America, and the Spanish-speaking Caribbean islands?

2. What is the difference between the terms Hispanic and Latino? a. What are the challenges of using these terms? b. Why is the debate between these terms so complicated?

3. Why is the specific ethnic name preferred over the use of the terms Latino/Latina/Hispanic?

4. Describe the difference between the terms Chicano and Mexican American?

5. What is the history of the term Chicano/a?

6. Discuss the differences among the following terms used to describe people of Puerto Rican heritage: a. Puerto Rican b. Nuyorican c. Diasporican d. Boricua SUPPLEMENTAL MATERIALS Resources Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books.

Gardner, H. (2008, April). The 25th anniversary of the publication of Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences [Online forum comment].

Retrieved from: http://www.pz.harvard.edu/ pis/hg.htm Gardner, H. (2008). Five Minds for the Future. Cambridge, MA: Harvard Business School Press.

Howard, G. (2006). “We Can’t Teach What We Don’t Know”: White Teachers, Multiracial Schools (2nd ed.). New York: Teachers College Press.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Spring, Joel. (2001). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. McGraw Hill, Inc. Third Edition.

Tatum, B.D. (2007). “Why are All the Black Kids Sitting Together in the Cafeteria?” And Other Conversations About Race (2nd ed.). New York: Harper Collins.

Wijeyesinghe, C.L and Jackson, B.W., III (Eds.) (2001). New Perspectives on Racial Identity Development: A Theoretical and Practical Anthology. New York: New York University Press.

Video Resources Chasnoff, D. (Director) & Chen S. (Director). It’s Still Elementary. [DVD]. San Francisco, CA: Groundspark Productions.

It’s STILL Elementary is a “call to action for parents and educators to continue working for safe, inclusive schools”.

Alper, L. & Leistyna, P. (Co-producers and Writers). (2005). Class Dismissed: How TV Frames the Working Class [Videorecording]. Northampton, MA: Media Education Foundation.

This film explores the sociopolitical context of social class through media, particularly TV sitcoms.

Hunt, D. (Producer) & Scagliotti, J. (Director).(2001). Oliver Button is a Star [videorecording]. Monson, MA: TCGMC/Oliver Project This film is based on Tomie dePaola’s children’s book Oliver Button is a Sissy.

The film explores gender issues and bullying.

Internet Resources http://www.glsen.org/cgi-bin/iowa/all/home/index.html This is an excellent website for resources on LGBT issues and features the GLSEN reports from years past. http://groundspark.org/our-films-and-campaigns/elementary Groundspark productions use filmmaking in the classroom as tool for social change. They produced the film It’s Still Elementary. http://crede.berkeley.edu/ This is the website for the Center for Research on Education, Diversity & Excellence. http://www.pieganinstitute.org/pieganindex.html and http://www.glenbow.org/blackfoot/ This website describes the Piegan Institute which promotes, preserves and researches Native languages. The Nizipuhwahsin center, a Blackfeet Immersion school, is a central feature. This website is linked to the Piegan Institute. It is an on-line interactive museum site for Blackfoot culture.

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http://www.ahapunanaleo.org/ The Aha Punana Leo (mentioned in Chapter Five) website provides information about Hawaiian and U.S Indigenous language revitalization. http://www.howardgardner.com/ Howard Gardner’s website provides information on Multiple Intelligences. http://www.pz.harvard.edu/ This website is a link to Howard Gardner’s Multiple Intelligences. “Project Zero’s mission is to understand and enhance learning, thinking and creativity in the arts as well as humanistic and scientific disciplines at the individual and institutional levels.” http://novaonline.nvcc.edu/eli/spd110td/interper/culture/linksgender.html This website provides information on gender and communication styles. http://www.tolerance.org/magazine/number-10-fall-1996/inquire-within This link is for educators interested in the concept of “Teaching Within”.

HANDOUTS 5.1 Cultural-Specific Educational Accommodations Handout 5.2 What are the Educational Implications of “Equal is Not the Same”? Handout 5.3 Diversity Toss Handout

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 5.1 HANDOUT: CULTURAL-SPECIFIC EDUCATIONAL ACCOMODATIONS HANDOUT 1. Choose one of the following programs or research projects to focus for cultural specific educational accommodations from Chapter Five: Culture, Identity and Learning.

• • • • • •

Kamehameha Elementary Education Program (KEEP) Irvine, J. J., & Fraser, J. W. (1998). Warm demanders. Education Week, 17(35), 56–57.

Gloria Ladson-Billings, “The Dreamkeepers: Successful Teachers of African American Children.”

Milner, H. R. (Ed.). (2010). Culture, curriculum and identity in education. New York: Palgrave MacMillan.

Jason Irizzary, “Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities and Culturally Responsive Pedagogy.”

Cynthia Ballenger, “Teaching Other People’s Children: Literacy and Learning in a Bilingual Classroom.”

2. Once you have selected a program/research, form a collaborative group with other classmates interested in researching the culturally specific educational accommodation.

3. Using the “Cultural Specific” article prepare a presentation to discuss both the limitations and possibilities of the programs or strategies.

4. Your presentation can be in any form (i.e. poster, PowerPoint, interactive, etc.) but it must describe the program and provide the audience with detailed information. It must critically engage in a discussion of possibilities and limitations. You are encouraged to go beyond the article to research your school, program or teaching strategies.

5. Reflect on the following questions: •

Describe the program/research (Who benefits from the program? Why did it begin? How long has it been in existence? How is it run?, etc.)

•

What are the benefits of this program?

•

How does the research provide evidence that this program responds to the cultural needs of students?

•

How can this program limit students’ achievement? What are the research findings?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 5.2 HANDOUT: WHAT ARE THE EDUCATION IMPLICATIONS OF “EQUAL IS NOT THE SAME” (p. 159-160).

1. Acknowledging the differences that children bring to school.

What can teachers do to acknowledge the differences that children bring to school?

What happens to children whose differences are invisible to the teacher?

2. Admitting the possibility that students’ identities may influence how they experience school.

What are the possibilities of student achievement when there is a connection between identity, culture and learning accompanied by high expectations?

What happens when teachers lower their expectations of students because of the child’s identity?

3. Accepting differences also means making provisions for them.

What can happen when students’ cultural or linguistic backgrounds are incorporated into their classroom experience?

What happens to students when their cultural or linguistic background is as a deficit?

seen

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 5. 3 HANDOUT: DIVERSITY TOSS Time 15-20 minutes Materials Blank index cards (5 cards per participant) Pens or Pencils Procedure 1. Give each participant five blank index cards. Ask participants to write the following information on their cards, one item per card and not to share the information with others.

• Their first name or the name used most often • Race of ethnic group • Gender • Religion (what is practiced now or the tradition they were raised in) • Another dimension that is very important to the participant’s self-image or identity, such as marital status, parental status, occupation, native language, military experience, etc. . .

2. Have participants form small groups of four to five people.

3. Tell participants to look at their cards and decide which item is least important to them (easiest to give up) and to throw that card into the middle of the group (like playing poker).

4. Repeat the process two more times. Stop when each person has two cards remaining.

5. Once all but two cards are discarded have the student sitting to the left of the cardholder take one of the cards and discard it.

6. Each person briefly tells the group what they gave up and why. And how they felt to have one of their remaining identities taken from them.

7. Now ask the participants to briefly tell their group what they kept and why.

8. Reconvene in a large group and ask for reactions. Be sure to ask several volunteers what item they held onto and why. Names, ethnicity and religion are popular items to hold. Ask other questions such as: • How did you feel during this activity?

• What did you learn about yourself? About your group members?

• How might this activity relate to the real-life experience of students in our classrooms? Or what do some students have to “give up” in order to fit in at school?

• How do institutional structures take identity away?

(Adapted from Inquire Within: A Teaching Tolerance In-Service)

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I. II. III. IV. V. VI.

Definitions and Demographics A Brief Overview of the History of Language Diversity in U.S. Schools Language Diversity, the Courts, and the Law Linguistic Diversity and Learning Understanding Language Issues in a Sociopolitical Context Approaches to Teaching Language Minority Students A. Understanding Language Development and Second-Language Acquisition B. Developing an Additive Bilingual Perspective C. Consciously Fostering Native-Language Literacy VII. Program Models for Teaching English Language Learners A. Structured English Immersion (SEI) B. Bilingual Education C. Transitional Bilingual Education D. Developmental or Maintenance Bilingual Education E. Two-Way Bilingual Education VIII. Problems and Challenges Chapter Six: Linguistic Diversity in U.S. Classrooms explores the history of linguistic diversity in the United States. In addition to including important laws and court cases, Nieto and Bode showcase current educational issues around ELL instruction and implementations of bilingual education. Nieto and Bode demystify the sociopolitical climate that concurrently supports English Language Learners (ELL) while passing English Only laws. The research presented in this chapter provides overwhelming support for the development of home languages in addition to English language acquisition. Through critical examination, this chapter provides a comprehensive overview of the sociopolitical context of linguistic diversity in U.S. schools.

PROBLEM POSING 1. How is language intimately linked with culture?

2. Why has language been overlooked or downplayed in multicultural education?

3. What is linguicism? a. Why is the concept of linguicism so important in the discussion of multicultural education?

4. How is the use of the term bilingual often a misnomer when describing students?

5. Why was the term limited English proficient largely abandoned?

6. What does language minority mean?

7. How has the language diversity in the U.S. changed over time?

8. How many languages are spoken in U.S. classrooms?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 9. Which states have the largest enrollment of language-minority students? What are the profound implications for educating immigrant children?

10. What is the largest minority language spoken in the U.S.?

11. Why is there a need to differentiate between language minority students and the larger category of immigrant students?

12. What are some of the reasons for the large immigrant trend in the U.S. since the 1970s?

13. Discuss and debate this statement: ELL students’ language diversity is merely a temporary barrier that is necessary to overcome in order to succeed.

14. Rather than perceiving linguistic diversity as a “burden” and pressuring students to drop their language, what would be a far more productive strategy?

15. What are some historical examples of the “English Only” movement that denied native language development?

16. In 1900, what did bilingual education look like? Examine the history of bilingual education from 1900 to the present.

17. Why is being able to speak your own language a basic human right?

18. Describe the importance of the Bilingual Education Act of 1967?

19. What is the significance of the Lau vs. Nichols case?

20. How has the Equal Educational Opportunities Act (EEQA) been instrumental in protecting the language rights of students?

21. What was the significance of the landmark Massachusetts’ Transitional Bilingual Education Law of 1971?

22. What events led to the backlash and elimination of many bilingual programs?

23. How did the signing of the No Child Behind law of 2002 in effect repeal the Bilingual Education Act of 1967?

24. Reflect on and discuss Gándara and Hopkins research update on the restrictive language policies in California, Arizona, and Massachusetts.

25. What is the significance of the Horne v. Flores court case? a. Why has this court case been seen as a setback for advocates of immigrant and ELL students?

26. How did the Plyer v. Doe court case impact the education of children in the United States?

27. Because good teachers know that learning builds on prior knowledge and experiences, how do they use their students’ language as a foundation for learning?

28. Why do most public schools transition students to English as soon as possible, even though evidence provides the benefits of bilingual education? a. According to a recent metareview, what are the benefits of bilingualism? b. What does Portes and Rumbaut’s research suggest about adaptation and school achievement of immigrants of various backgrounds?

29. According research what are the positive influences of knowing another language?

30. Regardless of evidence that supports bilingual education, why do some schools disregard language minority students’ native languages and cultures?

31. Why does language diversity need to be placed within the sociopolitical context?

32. According to Rebecca Callahan’s research in northern California, why was English proficiency was not the most salient influence on academic achievement of language minority students?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e a. What was the significance of track placement?

33. Why does the way in which teachers and schools view students’ language have an even greater influence on their achievement?

34. Although bilingual education has always been controversial, why is more about power than about language?

35. Why is bilingual education both a political and pedagogical issue?

36. According to Portes and Rumbaut, why is it that the way in which immigrants have been received and incorporated into the society also matters a great deal in terms of their academic success?

37. “What do all classroom teachers need to know to help them be better teachers of language minority students? How can they best prepare to teach students of different language backgrounds and varying language abilities?” (p. 234) 38. Why do all teachers need to know how language is learned?

39. What is comprehensible input?

40. What knowledge should all teachers have in order to effectively educate English Language Learners?

41. What is additive bilingualism?

42. How can monolingual English speaking teachers create learning environments that support and affirm the native languages of their students?

43. According to David Schwarzer, Alexia Haywood and Charla Lorenzen’s research, how can teachers engage families, elders and community members in building a multiliterate classroom?

44. How did Bill Dunn’s experience of learning another language renew a respect for his students’ struggle in becoming bilingual?

45. How can entire schools create powerful learning environments, rather than relying on individual teachers?

46. Define the following program models for teaching English language learners: Structured English Immersion (SEI), Bilingual Education, Transitional Bilingual Education, Developmental or Maintenance Bilingual Education, and Two-Way Bilingual Education.

47. Describe the positive results of the two-way bilingual model.

48. What secondary salutary effects do bilingual programs have?

49. Describe the results of a variety of studies that support different programs that educate English language learners.

50. What problems and challenges to provided quality education to English Language Learners? a. Why is inadequate preparation of teachers problematic? b. What is challenging with the ways bilingual programs define success? c. What challenges occur with low expectations of ELL students on the part of teachers and schools? d. What are low incidence populations? e. How is the separation or segregation of students in many bilingual programs problematic? f. What does “White Flight” have to do with the segregation of Latinos? g. Why has finding qualified personnel to teacher language-minority students become a problem in the United States?

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REFLECTION JOURNALS 1. Nieto and Bode highlight a recent study that found that, “while 76 percent of new teachers said that teaching in ethnically diverse classrooms was “covered” in their teacher education courses, more than half still felt unprepared to teach students of diverse backgrounds, particularly language-minority students” (p. 241). Does this statistic reflect how you feel? What suggestions can you make to your own English language programs to better provide you with the information you may need to be an excellent teacher? What does the text suggest?

2. Reflect on your own language history. What languages did/do your family members speak? Where were they from? a. If your family is Indigenous to the United State, what has been your experience with speaking or knowing your own language? What policies or practices have hindered or supported your language knowledge or acquisition? b. If your family immigrated to this country, what has been your experience with speaking or knowing your own language? What policies or practices have hindered or supported your language knowledge or acquisition?

3. Nieto and Bode describe how bilingualism is often viewed in a “negative light” and “school policies generally focus on transitioning to English as soon as possible” (p.

230). They then provide research that confirms the positive influence of knowing more than one language. What are the benefits to being bilingual? Think of a family member, colleague, or situation where you might need to support bilingual education. Create an argument to support your stance.

4. Bill Dunn attempted to learn another language in order to understand the needs of his students. He could finally empathize with his students a struggling to learn English. How can this experience help teachers empathize with ELL students? Have you ever tried to learn another language? What did you notice about the learning process and how can you relate that experience to your students?

5.

Reflect on the following quotes from the conclusion of the chapter. a. “When our approach to language education involves eradicating a student’s native language in an effort to transform their identities, the results are predictably negative” Patricia Gándara and Frances Contreras (as quoted on p. 243). b. “…rather than focus on whether bilingual or SEI should be mandated, the text considers what we know about the education of English language learners, what teachers need to know to be effective with them, and how to close the achievement gap” Dolson & Burnham-Massey, California Department of

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Education (as quoted on p. 243) 6.

Having read Chapter Six, how do you now feel about the language diversity in your schools or classroom? How will you support the language literacy of your students?

Case Study Journal 1. Examine the history of immigration to the U.S. from the Cape Verde Islands. How did the immigration to the U.S. impact Manuel? What was Manuel’s experience in bilingual education? What can classroom teachers learn from Manuel’s education and home life?

2. How is Alicia’s experience different from Manuel’s? Where is Alicia from? What suggestions did Alicia have for teachers of “pure Spanish speakers”? What can teachers and schools learn from Alicia’s educational experience?

WHOLE CLASS/GROUP WORK 1. Have students watch the video “How We Feel” or “Speaking in Tongues” and discuss the wants and needs of English Language Learners, as well as policies and practices that support or suppress bilingual education.

2. Engage the class in small group discussions about language diversity, the courts, and the law. Have them wrestle with the following quote from the text, in response to the 2009 decision that states should determine what is best for ELL instruction: a. According to James Crawford, the decision muddied the law where EEOA is concerned, and it held that changed circumstances in the form of NCLB and Proposition 203 may have satisfied the state’s obligation to take appropriate action to overcome language barriers. Crawford wrote, But on the brighter side, the 5–4 majority remanded the case to federal district court, which must now look specifically at Arizona’s English-only programs and judge whether they are effective. By expanding the scope of the litigation from per pupil funding to a review of all aspects of ELLs’ educational experience, the court may have opened the door to a decision outlawing the state’s policies (which include not only the SEI mandate but also a four-hour English block each day, to the exclusion of other subjects, and an arbitrary 2-year limit on enrollment in SEI programs). The ultimate outcome of the case, as of this writing, is still to be determined. (p. 229) 3. Assign students to one of the following programs designed to support English language learners: Structured English Immersion (SEI), Bilingual Education, Transitional Bilingual Education, Developmental or Maintenance Bilingual Education, and Two-Way Bilingual Education. In small groups have students define the program model, describe the philosophy behind the program, and provide the challenges and possibilities of this program. Have each small group present their results to the class through a skit demonstration. (See Handout 6.1: Group Work).

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4. Have students reflect on the quotes below by free-writing for ten-minutes.

As progressive educators, we must not forget that our work with linguisticminority students—most of whom are not White and come from low socioeconomic status backgrounds—is political work and not purely a pedagogical undertaking” Lilia Bartolome, (as quoted on p. 232).

“Fortunately, good teaching does not require us to internalize an endless list of instructional techniques. Much more fundamental is the recognition that human relationships are central to effective instruction” Jim Cummins, (as quoted on p. 233).

Ask them: • Recognizing that being a successful teacher means “changing one’s attitudes toward the students, their languages and cultures, and their communities”, what can you do to develop a sociopolitical understanding of the real lives of ELLs? • How would you put these beliefs into practice?

Have students gather in small groups and discuss a plan of action based on the information in the text. Report out to class.

(See Handout 6.1: Group Work) 5. Invite parents, teachers, administrators, professors or language rights activists to come participate on a panel in your classroom to discuss the current issues around bilingual education and immigration in your state and community. Have students come prepared to ask questions based on the chapter and assignments.

STUDENT AS TEACHER 1. Have students who have signed up to be reading facilitators for this class explore the following program models: Structured English Immersion (SEI), Bilingual Education, Transitional Bilingual Education, Developmental or Maintenance Bilingual Education, and Two-Way Bilingual Education. When presenting the programs, encourage them to be as creative as possible. They may develop sample lessons. Have them bring the discussion back to the implications of using these programs. How will students benefit from these programs? How can these models hinder native language maintenance?

2. According to Nieto and Bode, “although bilingual education is a political issue, we need to emphasize that it is also a pedagogical issue. Successful bilingual programs have demonstrated that students can achieve academically while they learn rigorous content through their native language” (p. 234). Using the resources the following resources Nieto and Bode provide, defend this statement.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e • • • •

Brisk, M. E. (2005). Bilingual education: From compensatory to quality schooling, 2nd ed. Mahwah, NJ: Lawrence Erlbaum Genesee, F., K. Lindholm-Leary, W. M. Saunders, and D. Christian (2006).

Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press Ovando, C. J., V. P. Collier, and M. C Combs (2006). Bilingual and ESL classrooms, 4th ed. New York: McGraw-Hill Reyes, S. A., and T. Kleyn (2010), Teaching in two languages: A Guide for K–12 bilingual educators. Tyler, TX: Corwin Press.

3. Have a small group of students create a timeline to represent the “zigzag of support and rejection of languages other than English” from 1900 to the present (p. 226). Then have a class discussion of their findings.

4. Have a small group of students explore the Bill Bigelow (2006) resource, The Line Between Us, for immigrant and bilingual issues. Have the students use one of the critical pedagogy lessons to provide different approaches to teaching about immigration and language issues.

CRITICAL PEDAGOGY IN ACTION 1. Discuss the relevance of the project described in Liane Chang’s Snapshot. Using this discussion and the information in the chapter about acknowledging and affirming identity, particularly from a linguistic perspective, engage students in an art lesson like Liane’s. Each student will help their partner outline their hands on a large piece of drawing paper. Together they will discuss the significance of using their hands as a reflection of self. What do hands do? How do hands make us different from other animals? How do our hands represent our identity and our actions? Then have students discuss, in their partnerships, symbols that have meaning in their lives.

These symbols can be concrete or metaphorical. Students will draw these symbols in the background of their hand portraits. When students are done with their artwork, have them write a short description of their masterpiece to describe the artist and purpose of the work. The drawings will be displayed on the class walls with the plaque that describes the artist’s work. Have students share their artwork in small groups. When all art has been displayed invite students to explore the gallery.

2. Have groups sign up to represent a state involved in the attempted, and sometimes successful, elimination of bilingual programs (California, Massachusetts, Arizona and Colorado). Using the think sheet (Handout) and Internet resources (Handout) have students conduct computer research on the initiatives and provide evidence for and against the elimination of bilingual education. Each group will prepare to describe the results or pending results of these issues to a council in Washington, D.C. Students must be prepared to talk and convince the council about their particular belief about the future of bilingual education in the U.S. On the day of the presentation one person from each group will be chosen to represent the council members. They will listen to each group and critically engage the presenters on their

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3.

According to Nieto and Bode, native-language literacy is a resource that should be cherished. They provide examples from research by: “David Schwarzer, Alexia Haywood, and Charla Lorenzen, who suggest, for example, that teachers tap into some of the resources available in students’ native languages by creating a multiliterate learning community with the help of students, their families, elders, and other community members. Some of the ideas they suggest for doing this include: • • • •

creating a multiliterate print environment in the classroom using literature in students’ native languages learning some key words in students’ first language creating audio recordings of greetings, simple conversations, songs, and stories in students’ first languages (p. 237).

Using the college classroom as an example, design a plan of action for the environment they are in and begin creating a multiliterate learning community.

ASSESSMENT Portfolio/ Synthesis 1. Look at the progression of bilingual education over time. What did the schools look like at the turn of the century? How did political beliefs such as those held by our presidents (review quote below) impact the nations view of bilingualism? What happened during the civil rights movement to create laws to protect the human rights of English language learners? What is happening today?

“We have room for but one language here, and that is the English language; for we intend to see that the crucible turns our people out as Americans, of American nationality, and not as dwellers in a polyglot boardinghouse.” ~ Theodore Roosevelt (p. 226) 2. Devaluation of a student’s language can result in the belief that their language is the cause for their misfortune. Nieto and Bode state that “the language dominance of students is not the real issue; rather, the way in which teachers and schools view students’ language may have an even greater influence on their achievement.” (p.

231). What can teachers do to support student language and achievement?

Describe the classroom (choose elementary, middle or high school) you would like to create for English language learners. Use the following criteria as a way to document the successful possibilities of your classroom or school.

1. Familiarity with first- and second-language acquisition

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 2. Awareness of the sociocultural and sociopolitical context of education for language minority students 3. Awareness of the history of immigration in the United States, with particular attention to language policies and practices throughout that history 4. Knowledge of the history and experiences of specific groups of people, especially those who are residents of the city, town, and state where you are teaching 5. The ability to adapt curriculum for students whose first language is other than English 6. Competence in pedagogical approaches suitable for culturally and linguistically heterogeneous classrooms 7. Experience with teachers of diverse backgrounds and the ability to develop collaborative relationships with them to promote the learning of language minority students 8. The ability to communicate effectively with parents of diverse language, cultural, and social class backgrounds (p. 236) (See Handout 6.5: Portfolio Essay) 3. Have students describe the many models that characterize bilingual education. Have students put these models into a particular context (i.e. their community project site).

How do English Language Learners benefit from these programs? How are they hindered?

4. Community Education Project: What languages are spoken in the community you are investigating? How are the ELLs in your school site accommodated? What are the administrators and teachers’ values and beliefs about bilingual education at your school? Incorporate these questions into your study. Interview teachers and administrators or conduct a school survey.

Critical Thinking Essay 1. According to Callahan, “[c]onstructions of English learners as deficient, bilingual programs as compensatory, and ESL classrooms as linguistic rather than academic speak to the marginalization of English learners in U.S. schools” (p. 231). As a classroom teacher how will you challenge these teacher and school perceptions of English language learners?

2. According to Nieto and Bode, “teachers and administrators often ask parents to speak English to their children at home, they punish children for using their native language in class, or they simply withhold education (by teaching them only English and no other content) until the children have mastered English, usually in the name of protecting students’ futures. The research contradicts the common advice given to language- minority parents to “speak English with your children at home” (p. 231).

With research confirming the positive influence of knowing more that one language, why is there resistance to bilingualism? How would you use this information as a classroom teacher?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 3. Nieto and Bode reference Joel Spring as providing compelling historical examples of the strategy of linguistic “deculturalization” used in the schooling of Native Americans, Puerto Ricans, Mexican Americans, and Asian Americans, choose one of these groups and discuss the policies and practices used to restrict their home languages.

4. Choose one of the following laws or court cases to frame a critical conversation about the history of language rights or policies In the United States: • • • • • • •

Bilingual Education Act of 1967 Lau vs. Nichols case Equal Educational Opportunities Act (EEQA) Massachusetts’ Transitional Bilingual Education Law of 1971 No Child Behind law of 2002 Horne v. Flores court case Plyer v. Doe decision

5. Describe the strengths and weaknesses of bilingual programs. Provide examples from the text.

Short Answer Questions 1. What are the differences between the terms ELL and LEP? What is problematic with the term LEP? 2. While the population of language minority students is growing, the number of students in bilingual programs is decreasing. What are some of the reasons for this decline?

3. Describe “sink or swim” policies.

4. Describe the landmark case of Lau v. Nichols.

5. According to Rebecca Callahan’s research, how are deficit-based constructions of ELLs responsible for poor academic achievement?

6. What is a multiliterate learning community?

7. What is the definition of bilingual education? How is this broad definition both beneficial and problematic?

8. How do weak “bilingual” programs impact student success?

9. What does Luis Moll mean by “educational sovereignty?

ABOUT TERMINOLOGY

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1. Why isn’t it possible for one designation to possibly be sufficient to cover the category of Asian American and Pacific Islander?

2.

Why are Asian and Pacific Islander often grouped together?

3.

What are the differences between the terms East Asian and South Asian?

a. Why is it common for Asian groups to be referred to by regional labels that attempt to sub-divide groups according to both geographic roots and culture?

4.

Why are simplistic labels, like Asian ,problematic?

5. Discuss the complexity of identity through such terms as Eurasian, Amerasian, and Asian American.

6.

Why is it key to refuse to see student of Asian heritage as a monolithic group?

SUPPLEMENTAL MATERIALS Resources Anzaldúa, G. (1987). “How to Tame a Wild Tongue”. From Borderlands/La Frontera: The New Mestiza. Spinsters/Aunt Luke Book Company.

Bigelow, B. (2006). The Line Between Us: Teaching About the Border and Mexican Immigration. Milwaukee, Wisconsin: Rethinking Schools.

Faltis, C.J. & Hudelson, S.J. (1998). Bilingual Education in Elementary and Secondary School Communities: Toward Understanding and Caring. Boston, MA: Allyn and Bacon.

Freeman, Y. & Ramirez, R. & Freeman, D. (2008). Diverse Learners in Mainstream Classrooms. New York, New York: Heinemann Publishing.

Gándara, P., & Hopkins, M. (2010). Forbidden language: English learners and restrictive language policies. New York: Teachers College Press.

Koppelman, K. (2008). Understanding human differences: Multicultural education for a diverse America. Boston: Pearson.

Noll, J.W. (Ed). (2003). “Should Bilingual Education Programs Be Abandoned?”. From Taking Sides: Clashing Views on Controversial Educational Issues. Connecticut: McGraw-Hill Companies.

Spring, Joel. (2009). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States (4th ed.). New York, New York: McGraw Hill, Inc.

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Video Resources Galisky, A. (Director), Shine R. (Associate Director) (2008). Papers: Stories of Undocumented Youth [DVD]. United States: Graham Street Productions.

The story of undocumented youth and the challenges they face as they turn 18 without legal status. This documentary spotlights the relationship between the nation, race and education.

Schneider, K. (Director, Writer, Editor). (2009). Speaking in Tongues. [http://speakingintonguesfilm.info/] United States: Patchwork films.

The goal of this documentary, according to the filmmakers was to “showcase a world where…communication barriers are being addressed”. With that goal in mind the documentary follows several students breaking down traditional language barriers. For example, an African-American boy from public housing learns Mandarin.

Zanger, V. (Producer/Director) (1991). How we Feel: Hispanic Students Speak Out [videorecording]. Falls Church, VA: Landmark Films.

According to Landmark Media, Inc., This film is about “[a] group of successful high school students from Spanish speaking backgrounds reflect[ing] upon their schooling experiences and suggest[ing] ways to improve schools for Hispanic and other minority students.”

Internet Resources: http://speakingintonguesfilm.info/ This is the website that shares resources for the film Speaking in Tongues. http://www.sdkrashen.com/ This is a website with information about current legislation on issues of language and education. http://www.ncela.gwu.edu/ According to the Web site’s homepage, “OELA’s National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) collects, analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners and related programs.”

HANDOUTS 6.1 Group work 6.2 In Class Reflection 6.3 U.S. Council on State and Federal Bilingual Education Policies Think Sheet 6.4 Internet Resources for English Language Learning 6.5 Portfolio Essay

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 6.1: GROUP WORK

You have been assigned one of the following programs designed to support English language learners: •

Structured English Immersion (SEI),

•

Bilingual Education,

•

Transitional Bilingual Education,

•

Developmental or Maintenance Bilingual Education,

•

Two-Way Bilingual Education

In your small group respond to the following questions: 1. Define your program model:

2. Describe the philosophy behind the program:

3. What are the challenges and possibilities of this program:

Be able to describe this program to your class, as well as prepare and perform a brief 5minute scenario/skit that provides a teaching sample of this program.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6.2 HANDOUT: IN CLASS REFLECTION As progressive educators, we must not forget that our work with linguisticminority students—most of whom are not White and come from low socioeconomic status backgrounds—is political work and not purely a pedagogical undertaking -Lilia Bartolome (as quoted on p. 232).

Fortunately, good teaching does not require us to internalize an endless list of instructional techniques. Much more fundamental is the recognition that human relationships are central to effective instruction- Jim Cummins (as quoted on p.

233).

Reflecting on these quotes, write freely for ten minutes. Consider the following questions: •

Recognizing that being a successful teacher means “changing one’s attitudes toward the students, their languages and cultures, and their communities”, what can you do to develop a sociopolitical understanding of the real lives of ELLs?

•

How would you put these beliefs into practice?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6.3 HANDOUT: U.S. COUNCIL ON STATE AND FEDERAL BILINGUAL EDUCATION POLICIES THINK SHEET

You will represent a state involved in the attempted and sometimes successful elimination of bilingual programs (California, Massachusetts, Arizona and Colorado).

Using the think sheet (Handout 6.2: In Class Reflection) and Internet resources (Handout 6.3: U.S. Council on State and Federal Bilingual Education Policies Think Sheet) students conduct computer research on the initiatives and provide evidence for and against the elimination of bilingual education. Each group will prepare to describe the results or pending results of these issues to a council in Washington, D.C.. You must be prepared to talk and convince the council about your particular belief about the future of bilingual education in the U.S..1 On the day of the presentation one person from each group will be chosen to represent the council members. They will listen to each group and critically engage the presenters on their research. After each group has presented they will decide on the course of action that will influence state and federal policies.

Which state are you representing?

What are the state’s current policies governing bilingual education?

How have students been affected by these policies or how will they be affected?

How has bilingual education been supported in your state?

What has been done to eliminate bilingual education in your state?

How will you present your argument to the council?

What viewpoints do you anticipate to hear from the opposition? How will you respond to these allegations?

Notes:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6.4 HANDOUT: INTERNET RESOURCES FOR ENGLISH LANGUAGE LEARNING (Originally compiled by Eugenie Kang and adapted by Kristen B. French)

Legislation/DOE Updates • Office of English Language Acquisition: http://www.ed.gov/about/offices/list/oela/index.html •

Office for Civil Rights: Developing Programs for English Language Learners: Plan Development http://www.ed.gov/about/offices/list/ocr/ell/plandev.html

Research/Resources: • James Crawford’s Language Policy Web Site and Emporium: http://www.languagepolicy.net/ •

Center for Applied Linguistics: http://www.cal.org/topics/ell/

•

Center for Multicultural/Multilingual Research (USC): http://www-bcf.usc.edu/~cmmr/Policy.html

•

Regional Education LAB at Brown University: http://www.lab.brown.edu/ae_ells.php

•

Educational Equity, Politics, and Policy in Texas: http://texasedequity.blogspot.com/

•

Pew Hispanic Center: http://pewhispanic.org/

Advocacy • The United States Department of Justice, Civil Rights Division: Educational Opportunities Section http://www.justice.gov/crt/about/edu/ •

Mexican American Legal Defense and Educational Fund (MALDEF): www.maldef.org

•

Massachusetts Immigrant and Refugee Advocacy Coalition (MIRA): www.miracoalition.org

Organizations • National Clearinghouse on English Language Acquisition and Language Instruction Education Programs (NCELA): www.ncela.gwu.edu •

National Association for Bilingual Education (NABE): www.nabe.org

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Teachers of English to Speakers of Other Languages (TESOL): www.tesol.org

•

National Association of Multicultural Education (NAME): www.nameorg.org

•

National Council of La Raza http://www.nclr.org/

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 6.5 HANDOUT: PORTFOLIO ESSAY Devaluation of a student’s language can result in the belief that their language is the cause for their misfortune. Nieto and Bode state that “the language dominance of students is not the real issue; rather, the way in which teachers and schools view students’ language may have an even greater influence on their achievement.” (p. 231).

What can teachers do to support student language and achievement? Describe the classroom (choose elementary, middle or high school) you would like to create for English language learners. Use the following criteria as a way to document the successful possibilities of your classroom or school.

•

Familiarity with first- and second-language acquisition

• Awareness of the sociocultural and sociopolitical context of education for language minority students • Awareness of the history of immigration in the United States, with particular attention to language policies and practices throughout that history • Knowledge of the history and experiences of specific groups of people, especially those who are residents of the city, town, and state where you are teaching • The ability to adapt curriculum for students whose first language is other than English • Competence in pedagogical approaches suitable for culturally and linguistically heterogeneous classrooms • Experience with teachers of diverse backgrounds and the ability to develop collaborative relationships with them to promote the learning of language minority students • The ability to communicate effectively with parents of diverse language, cultural, and social class backgrounds (p. 236)

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Seven: Understanding Student Learning and School Achievement CHAPTER OVERVIEW I. II. III. IV. V. VI. VII. VIII.

Caring Deficit Perspectives Economic and Social Reproduction Cultural Incompatibilities Out-of-School Factors (OSFs) Resistance and the School-to-Prison Pipeline Cultural-Ecological Theory: Immigration, Minorities, and “Acting White” Complicating Theories of Identities Within School Structures

Chapter Seven: Understanding of School Achievement begins by situating an “ethic of care” as a means of supporting the academic achievement of students often marginalized by schooling. What follows is a comprehensive examination of theories that provide insight into student success or failure. Nieto and Bode present theories of student learning and school achievement with a hopeful yet critical eye.

PROBLEM POSING 1. What is the “ethic of care”? a. How do the research studies by Angela Valenzuela and Nilda FloresGónzales show care being of “immense significance” (p. 261)? b. Describe Rosalie Rólon-Dow’s research on critical care? c. What are the five dominant themes of teachers who care in Rubén Garza’s research? d. How did staff members facilitate student learning through caring relationships in Margaret Gibson and Livier Benjínez’s research? e. Describe Mari Ann Roberts framework of culturally relevant critical teacher care.

2. What five qualities of caring and committed teachers did Sonia Nieto identify in her research about why they teach? a. How did they define solidarity with and empathy for students?

3. What did Patty Bode’s interview of students in urban schools assert about unteachable qualities?

4. On what assumptions about Black children were deficit theories based?

5. Describe William Ryan’s early critic of deficit theories.

6. What two instructional conditions are present in classroom where children of color are academically successful?

7. What “enrichment” activities do middle class parents participate in with their children that poor parents generally do not? What are the assumptions about these activities and their importance as enrichment for middle class, but not for poor children?

8. Why are the activities of poor families not perceived as “enriching”?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 9. Why is it important to value children’s home experiences?

10. Blaming parents or children for academic failure is not going to increase student success. Because schools cannot change the living conditions of students, where should the change begin? Discuss the schools’ responsibility to families and students.

11. What are Pierre Bourdieu’s three forms of cultural capital?

12. How did the scholars Bowles, Gintis, and Spring define the theory of economic and social reproduction in relation to schooling?

13. According to economic and social reproduction theorists, what does the “sorting” function of schools refer to?

14. What are the compelling arguments of social reproduction theorists?

15. What are the critiques of the economic and social reproduction theories?

16. What is meant by “culture clash” in terms of school failure?

17. Why are home-school connections important?

18. Describe the cultural mismatch theory.

19. What is “culturally relevant teaching”? a. What is “assimilationist” teaching? b. What is “culturally responsive teaching”? c. Why are they significant in the discussion of cultural incompatibilities?

20. What are some problems with cultural mismatch theory?

21. What are major weaknesses in the theory of cultural discontinuity?

22. Why is Ladson-Billings concerned with the growing use of the term “culture” by teachers referring to students and parents who are not White?

23. Describe Richard Rothstein’s research on social class, societal stratification, and the influence on learning in school. a. What three approaches does her advocate to narrow the “achievement gap”?

24. What are David Berliner’s out-of-school factors (OSFs) caused by poverty?

25. How has the Harlem Children’s Zone simultaneously address OSFs and school achievement?

26. What does the Economic Policy Institute report A Broader, Bolder, Approach to Education suggest for closing the achievement gap?

27. What does James F. Ryan’s book, Five Miles Away, A World Apart, suggest for school and family support?

28. What is resistance theory? a. What are some illustrations of students’ resistance? b. How does developing a “critical consciousness” manifest itself in resistance theory? c. What strategies might you use with students who are intellectually “on strike”?

29. What is the school-to-prison pipeline? a. What three themes emerge in research about the connection of school-life and prison-life for youth?

30. Describe Noguera’s and Canella’s strategic resistance. a. What are the five principles for public policy do they call for to advance as social justice youth policy?

31. What is cultural-ecological theory?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e a. How does Ogbu define voluntary immigrants and voluntary or involuntary minorities. What are their experiences in the United States? b. Why do the visions hopes, dreams and experiences of voluntary and involuntary minorities need to be kept in mind in terms of school success? c. What is a “folk theory” of academic success (p. 276)?

32. According to Ogbu, why are the views of U.S. education different for castelike minorities? a. What is “identity eradication” (p. 276)? b. Why is it not unusual for castelike minorities to engage in what Ogbu calls “cultural inversion” (p. 276)? c. What do Fordham and Ogbu mean by “the burden of acting white”? d. Why do many involuntary minorities hide their academic achievement? What is oppositional behavior? e. Why do involuntary minority parents often have ambivalent attitudes about education and success?

33. How has Ogbu’s theory about the immigrant and “minority” experience been critiqued? a. What is meant by the “culture of poverty” (p.270)? b. How did Margaret Gibson challenge Ogbu’s framework as being to dichotomous and deterministic? c. How was Ogbu critiqued in terms of the role and influence of oppositional culture?

34. Describe Prudence Carter, Gilberto Conchas and D. Bruce Jackson’s research based on students’ perspectives, voices and experiences. a. Discuss Carter’s attachment to and engagement in school in terms of academic achievement. b. Describe Carter’s three categories of how students manage their identities. c. What implications does Cochas’ study hold for educators addressing cultural identities within schools? d. Describe D. Bruce Jackson’s academic identity. How is it implicated in school success?

REFLECTION JOURNALS 1. According to a study by Rubén Garza, Latino and White students identified five ways that teachers conveyed behaviors of caring: Teachers (1) provided scaffolding during a teaching episode, (2) reflected a kind disposition through actions, (3) were always available to the student, (4) showed a personal interest in the students’ well-being inside and outside the classroom, and (5) provided affective academic support in the classroom setting (p. 261).

Reflect on your own school experience. Did you have a teacher or teachers who reflected these behaviors of caring? How important was it (or would it have been) to have educators that expressed care?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e d. According to Nieto and Bode, “several studies have pointed out how school disciplinary policies such as zero tolerance have contributed to the astonishing rate at which young people are funneled from classrooms into incarceration” (p.

273). What is your response to the schools-to-prison pipeline issues? How do you feel schools should address these issues?

Case Study Journal 1. Reflect on Paul’s case study. What recommendations does he make for schools?

2. In Latrell’s experience, what were the factors that influenced his views about school? How did relationships with teachers impact his academic achievement?

What have you learned about teaching from Latrell’s experience? What kind of a teacher would you be to Latrell?

3. Respond to Nieto and Bode’s questions in Nini Rostland’s Snapshot commentary: a. Can schools offer the level of affirmation that the summer camp provided while simultaneously creating a robust academic atmosphere? b. Can we develop learning communities that help students and teachers cross racial boundaries to cultivate more full individual selves within deeply connected communities? c. If, as Nini says, “[t]hese days, more people are getting more and more racially mixed,” what are the implications for developing learning communities that affirm multiple histories and multiple forms of cultural knowledge?

WHOLE CLASS/ GROUP WORK 1. In response to the idea of cultural capital, should curriculum be culturally responsive or focus on the dominant norm? Or both? Refer to pages 265-266.

Read the following quotes from Nieto and Bode and Audre Lorde. In small groups, discuss the implications of curriculum content and student achievement based on issues of power and privilege (See: 7.1 Handout: Developing Culturally Responsive Curriculum Groupwork).

It is learning how to stand alone, unpopular and sometimes reviled and how to make common cause with those others identified as outside the structures, in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change. (Lorde, 1981) To imply that working-class students and students from dominated groups need not learn the cultural norms of the dominant group is effectively to disempower the students who are most academically vulnerable. However,

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Bourdieu’s concepts of reproduction are useful to counter the notion that cultural inferiority is the cause of academic failure; the curriculum should also be relevant to the cultural experiences and values of students form subordinated groups. A complete education needs to include both the norms and the canon of the dominant and those of the dominated cultures. Including diverse culturally relevant curriculum is a valuable way to challenge a monocultural canon (p. 266).

2. What are the theories reviewed in this chapter? How are they relevant to the issues of understanding school achievement? What are the challenges and possibilities? (See Handout 7.2: Charting Limitations and Possibilities Groupwork).

3. Assign three-four students per poster to discuss the theory/issue and come up with two salient questions related to the topic. Together have the students rotate to the poster to their right and respond to a question posed by another group.

After rotating three times, have students report back to their original poster. Have them read the response and provide at least one example of how they plan to promote academic achievement in their teaching based on the reflections of their peers. Have the students post their response. Allow for enough time for the whole class to silently reflect on the completed poster. Have a whole class discussion about their questions, reflections, and plans of action. Provide eight posters for a “graffiti wall” activity representing each of the following theories or issues: a. Caring b. Deficit Perspectives c. Economic and Social Reproduction d. Cultural Incompatibilities e. Out-of-School Factors (OSFs) f. Resistance and the School-to-Prison Pipeline g. Cultural-Ecological Theory: Immigration, Minorities, and “Acting White” h. Complicating Theories of Identities Within School Structures STUDENT AS TEACHER 1. Caring is profoundly important in the academic success of students cited in Chapter Seven. Have students choose one of the following studies to investigate deeply. Have each small group that signs up for the study report back to the whole class their findings. Invite students to use the lessons learned handout to reflect on their own development of becoming a caring educator. a. Flores-González, N. (2002). School kids, street kids: Identity and high school completion among Latinos. New York: Teachers College Press. b. Rólon-Dow, R. (2005). Critical care: A Color(ful) Analysis of Care Narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e c. Garza, R. (2009). Latino and White high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44(3), 297–321. doi:10.1177/0042085908318714 d. Gibson, M., & Bejínez, L. F. (2002). Dropout prevention: How migrant education supports Mexican youth. Journal of Latinos and Education, 1(3), 155–175. e. Gibson, M., Gándara, P., & Koyama, J. P. (Eds.). (2004). School connections: U.S. Mexican youth, peers, and school achievement. New York: Teachers College Press. f. Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). New York: Teachers College Press. g. Roberts, M. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449–467. h. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press. i. Valenzuela, A. (2004). Leaving children behind: How “Texas style” accountability fails Latino youth. Albany: State University of New York Press.

CRITICAL PEDAGOGY IN ACTION 1. Have students develop scenarios/skits representing a teacher/parent conference with elementary school teachers, parents and students. Using Ogbu’s research, have roles for involuntary, voluntary immigrants and the newer perspectives.

Each scenario will show an example of how teachers express that they care about students or how they do not. Each scenario will show how they interpret deficit theory. Allow for interaction of the audience to change the situation and provide additional outcomes (see Chapter Three IRM for Augusto Boal’s Theater of the Oppressed inquiry strategies). After each group presents their scenarios, provide time for deconstruction and a critical analysis of each skit based on the chapter findings and research.

2. Review the section on resistance theory and the school-prison-pipeline with students and watch the Media That Matters film, Book Not Bars (http://www.youtube.com/watch?v=QR2hD9qwtXQ&playnext=1&list=PL752B0695F19 5B7A3). Prepare information about the school-prison-pipeline in your state and local context. What disciplinary policies are in place? What programs are available for adjudicated youth (for example, restorative justice or incarceration)?

3. What suggestions can your students make for developing and implementing social justice youth policies? Examine Noguera and Cannella’s suggestions for a social justice youth policy: i. A bill of rights for young people.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e ii. Representation of young people in the formulation and development of policy. iii. Investment in the capacity of youth leaders. iv. Increased accountability of pubic institutions to disenfranchised youth and communities. v. Counteracting the prevalence—and impact—of misconceptions and distortions about youth (p. 274).

ASSESSMENT: Portfolio/ Synthesis 1. The theories developed by Carter, Conchas, and Jackson stem from a range of research projects conducted from diverse perspectives, but they share a concern for the ways in which students’ identities intersect with school cultures. They all maintain that, while sociocultural factors and discriminatory histories may influence students’ perception of their academic identities and their academic achievement, these factors do not predetermine academic success. These scholars are optimistic about the opportunity to tap into youths’ dynamic, multiple ways of shaping self and their diverse means of expressing cultural identities (p. 282). a. Provide evidence of Carter, Conchas, and Jackson’s research to support their optimism. In response, provide insights that you will include in your own teaching repertoire.

Critical Thinking Essay 1. Educators need to know what happens in the world of children with whom they work. They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it- Paolo Freire (as quoted on p. 269). a. In response to Freire’s words and Chapter Seven, write a response to this position including ways in which teachers can know about their students’ realities. Use examples that you have seen, experienced or considered (See 7.3 Handout: Freire and Educators ) 2. “In my (Nieto’s) research with teachers, when I asked them why they teach, I found five qualities emerge that I describe as “caring and committed teachers”: a sense of mission; solidarity with and empathy for students; the courage to challenge mainstream knowledge; improvisation; and a passion for social justice” (p. 262). a. Reflect on Nieto’s findings, explore the Why We Teach website, and write your own essay describing either why you teach or why you want to teach.

In your own conclusion analyze your writing for the five qualities Nieto described.

Short Answer Questions

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 1. Describe Ronald Ferguson’s two instructional strategies high help and high perfectionism.

2. In response to the notion of “the culture of poverty,” Gloria Ladson-Billings problematizes the term “culture”. Describe her concern (p. 270).

3. Dissatisfied with the cultural ecological theories of school failure, Prudence Carter “cautions against creating master narratives that try to speak of all members of ‘involuntary minority groups’ as if each student had identical experiences and perspectives” (p. 281). Describe her research in regards to the notion of “acting White”.

4. Describe Pierre Bourdieu’s three forms of cultural capital (p. 265).

5. Describe Patty Bode’s findings in her urban student study, where she asserts that reconceptualized multicultural teacher education may need to consider ways to teach what were previously called unteachable qualities. What are these qualities (p. 263)?

ABOUT TERMINOLOGY: Mixed Race/Multiracial/Multicultural/Multiethnic 1. What did the 2010 Census reveal about the multifaceted identities of the U.S. population?

2. Why was it more common to hear biracial or multiracial labels applied only to individuals of African American and European American Heritage?

3. What has been the result of the civil rights movement and legislation that challenged the one-drop rule?

4. How do many of the multiethnic, multiracial, multiheritage case study students identify themselves?

5. What terminology can teachers use that affirms the entire identity of students and families?

SUPPLEMENTAL MATERIALS Resources Bode, P. (2005). Multicultural art education: Voices of art teachers and students in the postmodern era. Unpublished doctoral dissertation, University of Massachusetts, Amherst.

Flores-González, N. (2002). School kids, street kids: Identity and high school completion among Latinos. New York: Teachers College Press.

Rólon-Dow, R. (2005). Critical care: A Color(ful) Analysis of Care Narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Garza, R. (2009). Latino and White high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44(3), 297– 321. doi:10.1177/0042085908318714 Gibson, M., & Bejínez, L. F. (2002). Dropout prevention: How migrant education supports Mexican youth. Journal of Latinos and Education, 1(3), 155–175.

Gibson, M., Gándara, P., & Koyama, J. P. (Eds.). (2004). School connections: U.S. Mexican youth, peers, and school achievement. New York: Teachers College Press.

Lorde, A. (1981).”The Master’s Tools Will Never Dismantle the Master’s House.” From Morage, C. & Anzaldúa, G. (Eds.). (1981). This Bridge Called My Back: Writings By Radical Women of Color. New York: Kitchen Table: Women of Color Press.

Nieto, S. (2005). Why we teach. New York: Teachers College Press.

Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). New York: Teachers College Press.

Roberts, M. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449–467.

Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.

Valenzuela, A. (2004). Leaving children behind: How “Texas style” accountability fails Latino youth. Albany: State University of New York Press.

Internet Resources: http://www.civilrightsproject.ucla.edu/ The civil rights project at UCLA is trying to “renew the civil rights movement by bridging the worlds of ideas and action, to be a preeminent source of intellectual capital within that movement, and to deepen the understanding of the issues that must be resolved to achieve racial and ethnic equity as society moves through the great transformation of the 21st century”. http://www.edletter.org/past/issues/1999-mj/learning.shtml The Harvard Education Letter includes resources related to minority school performance. http://www.eric.ed.gov:80/PDFS/EJ759647.pdf This is an article supporting critically compassionate intellectualism. It encourages critical thinking while still providing emotion support in the classroom. http://www.hcz.org/

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Children’s Harlem Zone has “established a new method to end the cycle of generational poverty. By addressing the needs of the entire community, HCZ isn’t simply helping children beat the odds, it’s helping to change the odds”. http://www.rethinkingschools.org/archive/15_02/Subt152.shtml This article on the Rethinking Schools website addresses the issues of students feeling disempowered by schools and teachers not valuing their cultural heritage. http://www.rethinkingschools.org/archive/12_01/ebdelpit.shtml Rethinking Schools Online offers numerous educational resources and publications for teachers. http://staff.washington.edu/saki/strategies/101/new_page_5.htm This website provides information about the major theories of minority school performance. http://www.whyweteach.com/ This is the website for Sonia Nieto’s book Why We Teach referenced in chapter Seven. http://www.youtube.com/watch?v=QR2hD9qwtXQ&playnext=1&list=PL752B0695F195B7A3 This is a link to the film by Media Matters called Books not Bars. It is an intimate look into the “school-to-prison” pipeline as told through the eyes of students.

HANDOUTS 7.1 Handout: Developing Culturally Responsive Curriculum Groupwork 7.2 Handout: Charting Limitations and Possibilities Groupwork 7.3 Handout: Freire and Educators 7.4 Handout: Ethic of Care Research: Lessons Learned

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7.1 HANDOUT: DEVELOPING CULTURALLY RESPONSIVE CURRICULUM GROUPWORK In response to cultural capital, should curriculum be culturally responsive or focus on the dominant norm or both? (p. 275) Read the following quotes from Nieto, Bode and Lorde. In small groups, discuss the implications of curriculum content and student achievement based on issues of power and privilege.

It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those other identified as outside the structures, in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change (Lorde, 1981).

To imply that working-class students and students from dominated groups need not learn the cultural norms of the dominant group is effectively to disempower the students who are most academically vulnerable. However, the curriculum should also be relevant to the cultural experiences and values of students form subordinated groups. A complete education needs to include both the norms and the canon of the dominant and those of the dominated cultures. Including diverse culturally relevant curriculum is a valuable way to challenge a monocultural canon (p. 275).

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7.2 HANDOUT: CHARTING LIMITATIONS AND POSSIBILITIES GROUPWORK In groups discuss and chart the possibilities and limitations of the theories presented in Chapter Seven.

Theory

Possibilities

Limitations

Caring

Deficit Perspectives

Economic and Social Reproduction

Cultural Incompatibilities

Out-of-School Factors (OSFs)

Resistance and the SchooltoPrison Pipeline

Cultural-Ecological Theory: Immigration, Minorities, and “Acting White”

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 7.3: FRIERE AND EDUCATORS Educators need to know what happens in the world of children with whom they work.

They need to know the universe of their dreams, the language with which they skillfully defend themselves from the aggressiveness of their world, what they know independently of the school, and how they know it- Paulo Freire (as quoted on p.

269) •

In response to Freire’s words and Chapter Seven, write a response to this position including ways in which teachers can know about their students’ realities. Use examples that you have seen, experienced or considered.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 7.4: ETHIC OF CARE: LESSONS LEARNED Care means loving students in the most profound ways: through high expectations, great support, and rigorous demands (p. 262).

Take notes on the research findings from the following studies: 1. Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). New York: Teachers College Press.

2. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.

Valenzuela, A. (2004). Leaving children behind: How “Texas style” accountability fails Latino youth. Albany: State University of New York Press.

3. Flores-González, N. (2002). School kids, street kids: Identity and high school completion among Latinos. New York: Teachers College Press.

4. Rólon-Dow, R. (2005). Critical care: A color(ful) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111.

5. Garza, R. (2009). Latino and White high school students’ perceptions of caring behaviors: Are we culturally responsive to our students?

Urban Education, 44(3), 297–321. doi:10.1177/0042085908318714 6. Gibson, M., & Bejínez, L. F. (2002). Dropout prevention: How migrant education supports Mexican youth. Journal of Latinos and Education, 1(3), 155–175.

Gibson, M., Gándara, P., & Koyama, J. P. (Eds.). (2004). School connections: U.S. Mexican youth, peers, and school achievement.

New York: Teachers College Press.

7. Roberts, M. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449–467.

8. Nieto, S. (2005). Why we teach. New York: Teachers College Press.

9. Bode, P. (2005). Multicultural art education: Voices of art teachers and students in the postmodern era. Unpublished doctoral dissertation, University of Massachusetts, Amherst.

How will I use this information to develop my own ethic of care within my classroom?:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Eight: Learning From Students CHAPTER OVERVIEW I. Redefining Success and Achievement II. Pride and Conflict in Culture and Language a. Conflict and Ambivalence b. Self-Identification and Conflict c. Creating New Cultures d. Identity and Learning III. Beyond Academics a. Keeping on Track b. Shields Against Peer Pressure c. Developing Critical Thinking and Leadership Skills d. Belonging IV. Family, Community, and School Environments for Success a. The Crucial Role of Family b. Teachers, Schools, and Caring In Chapter Eight: Learning From Students, Nieto and Bode focus on the information gained from the students in the case studies. The students identified several themes related to success in U.S schools including: (a) a redefinition of success and achievement, (b) pride and conflict in culture and language (c) the key role of activities outside of academics in sustaining students; enthusiasm and motivation for school, and (d) the intertwined roles of family, community, and school in providing environments for success. Each theme is critically explored in this chapter providing opportunities to create spaces for students, teachers, families, schools and communities to work together to support academic achievement for all students.

PROBLEM POSING 1. What does it mean to “be smart”?

2. How is intelligence defined?

3. How did the students in the case studies respond to grading?

4. How did the students view the purpose of education?

5. What roles can gender play in the view of education?

6. What was the most consistent and least expected outcome to emerge from the case study interviews?

7. What are cultural hybrids?

8. Describe Pierre Bourdieu’s theory of cultural capital.

9. In the case studies, how does deep pride in a student’s culture impact student academic success?

10. Why was Vanessa Mattison the only case study participant who was uncomfortable describing herself in ethnic terms? Why is this information significant?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 11. How was Manuel’s language and culture affirmed by teachers and schools in both curricular and extra curricular activities?

12. How were Manuel, Liane, Savoun, and Paul empowered by multicultural curriculum?

13. Describe the effects of symbolic violence between devalued groups and dominant groups.

14. Describe the complexity of Latrell’s critique of his community for the perceived failure of Black people, while considering “the role that social structures, schools, and teachers play by having low expectations of Black students (p. 306).

15. Describe the struggles of Paul and Savoun who did not “fit” into the un-affirming school system.

16. How does Deyhle and Swisher’s review of the literature on the education of American Indian students connect with Jasper and Viena Alejandro-Quinn’s experiences with schooling?

17. Describe Sandy Grande’s Red Pedagogy.

18. Describe Laurie Olsen’s comprehensive study of a highly diverse urban high school in terms of the pressure from peers and teachers to stay within strictly defined cultural borders.

19. What were the results of the conflicts that some students expressed when identifying as both “American” and as belonging to their culture group?

20. Why do students have difficulty claiming their ethnic or cultural identity?

21. Describe Alejandro Portes and Rubén Rumbaut’s selective acculturation. How is this a healthier direction, in terms of identification within groups?

22. What is deep culture?

23. How does Anglo-conformity usually occur (p. 311)?

24. How is the idea of “American” a result of interactions of old, new and created cultures? Provide examples.

25. Why is the process of creating new cultures complex?

26. What are new ways of defining success, according to young people refusing assimilation and rejection?

27. How did the students in the case studies recognize that their culture was important and unimportant?

28. How do the case studies corroborate with research that culture is significant and that it can support learning?

29. Is it necessary to abandon one’s identity to be successful in the United States?

Why or why not?

30. How are schools and society complicit in creating low self-esteem and poor selfconcept in young people who are not from the mainstream culture?

31. In nearly all of the case studies and snapshots, students acknowledge the importance of involvement in activities beyond academics. What are the benefits of these programs on students’ academic success?

32. What were the four meaningful ways the students spoke about activities beyond academics (p. 313)?

33. Describe Robert Halpern’s research on after-school programs. How do programs that keep students “on track” support academic success?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 34. Describe Jabari Mahiri’s research on the motivational value of sports on literacy activities.

35. How do extracurricular activities support student learning? Provide examples.

36. How do after-school programs shield against peer pressure? Use the case studies as examples.

37. How do extracurricular or after-school programs develop critical thinking and leadership skills?

38. How can extracurricular activities create a sense of belonging that benefits adolescents in terms of fitting in rather than taking part in harmful activities?

39. What extracurricular activities did Manuel, James, Kaval, Nadia, and Avi find affirmation and community?

40. Describe Khyati Y. Joshi’s research on the experiences of second generation Indians as a framework for understanding the relationships of ethnicity and race to religion in America.

41. How crucial is the role of the family?

42. Describe Barbara Comber’s research on the early literacy experiences of children in Australia. How are children’s lives not simply “background” information for teachers?

43. How do families indicate their support for academic success?

44. How do the familial concepts of responsibility, cultural and linguistic apprenticeship and communication translate into skills that can be used in the service of their learning?

45. How do students in the case studies describe their parents in tender and loving ways? How did these parents provide affirming environments?

46. Why must we critically examine what is perceived as “parental involvement”?

Why are some parents who support their children’s academic success not “visible” in schools?

47. What did the students in the case studies have to say about teachers, schools and caring?

48. Describe Sabrina Zirkel’s research on the influence of same group identity between students and teachers especially when gender and race matched students’ backgrounds.

49. What did the case study students remember about the teachers that affirmed them?

50. How did the students in the case studies express the importance of relationships between teaching and learning?

51. “What can teachers and other educators learn from the experiences of the students in the case studies and Snapshots” (p. 321)?

52. What does Richard Stanton-Salazar mean by educators becoming “institutional agents” (p. 334)?

REFLECTION JOURNALS

1. Many of the students in the case studies defined what being educated meant to them. Nieto and Bode address the meaning of success in Chapter Eight.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Reflecting on the chapter, case studies and your own experiences, what does being educated mean to you?

2. “In an investigation by Brandelyn Tosolt about teachers’ caring behaviors, one teacher demonstrated what Tosolt calls a mixture of interpersonal caring and academic caring behaviors, as explained by a student in the study: “[W]hen we get off task, she says, ‘I care about you, but that’s not what we’re talking about right now” (p. 324).

3. What did you notice about the behavior of the teacher? How did the students feel connected to school and becoming successful students? How will you support your students so they will feel a sense of belonging?

Case Study Journal 1. Reflect on Nadia’s case study. How did she view her role as an activist? What was it like for her to identify as both Muslim and American? How did the close relationship with her family affect her academic achievement?

WHOLE CLASS/GROUP WORK 1. Identity is often viewed as a fixed construct rather than a dynamic one, which is always changing and evolving. Students are often positioned in schools based on imposed and static identities. Laurie Olsen, who did a comprehensive study of a highly diverse urban high school in California, interviewed a young woman who responded to the pressure from peers and teachers to stay within strictly defined cultural borders (p. 325). The woman said, “They want to make you just their culture and if you try to be who you are, and try to be both American and yourself, forget it.

It won’t work. It’s not allowed” (p. 307).

2. Discuss this quote in small groups. How can teachers affirm students’ multiple identities? (See Handout 8.1: Group Discussion of Identity).

3. Watch “A Place at the Table” and have students read the article, “Toward a Decolonizing Pedagogy.” (Gutierrez, K., Tejeda, C. & Espinoza, M., 2002) Have students talk about a “hopeful Americanism” after reflecting on Chapter Eight, the article and the movie.

4. Explore the following statement in small groups: Culture is important, something that most of the students are proud of and maintain. However, students also learn that culture is unimportant in the school environment (p. 311).

5. Using the quote below, discuss how children’s lives are not simply background information for teachers.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e At home, Mark did not have a collection of books and nobody read him bedtime stories. But he did have knowledge and dispositions, which counted for quite a lot in making the transition to school. He knew how to be a “good boy”. He knew what counted as important practices in the classroom (e.g., looking after books, answering questions) (p. 318).

6. How can dominant norms or beliefs about “good parenting” influence teachers’ perceptions of family involvement in education? How do parents support the education of their children in ways that resist the views of the status quo?

STUDENTS AS TEACHER 1. Focusing on the section of Chapter Eight, “Beyond Academics”, have students conduct Internet research on one after school program that fits the criteria of keeping students on track, removing them from negative peer pressure, developing leadership and critical thinking skills and giving them a feeling of belonging (p. 313). Have students prepare a 10-minute presentation on this particular program and how it affirms students (Handout 8.3: Student as Teacher Think Sheet).

2. Have a small group of students engage with the What You Can Do section “Expand Your Comfort Zone” (p. 320). Have student facilitators engage the class in an exercise that reflects the students in the case studies and Snapshots “about crossing cultural boundaries and negotiating multiple worlds”(p. 320). Give them the assignment to document their routines and then change them. When they come back to class have them reflect and dialogue on the following question: How often do you consider the many realms that students are required to juggle to meet school success? (p. 320) CRITICAL PEDAGOGY IN ACTION 1. Viena and Paul are two students from the case study who felt … a. …empowered not only by studying about their own culture but also by being exposed, through a variety of pedagogical strategies, to different perspectives. Numerous students mentioned this, including Paul, who was empowered when he read The Diary of Anne Frank in elementary school.

It was not only the subject matter but also how it was taught that made history come alive for him. Viena mentioned her classroom study of Bless Me Ultima, the story of a young Chicano boy in the 1940s, as an avenue into learning about others. b. Using one of these text (or another piece of young adult children’s literature), have students read the novel then create a critical pedagogy lesson with an enduring understanding that would support Viena’s cultural background (or student’s in your own classroom) as well as expose her

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e to Red Pedagogy (Grande, 2004). (You may want to include information from Native author Louise Erdrich’s from a segment on the Faces of America PBS series: (http://www.pbs.org/wnet/facesofamerica/profiles/louise-erdrich/10/) 2. Have students sign up in groups of three for a case study or snapshot. They will be reflecting on Gamini Padmaperuma’s discussion about his artwork. Each group will then demonstrate the challenges their case study student might face when they are on multiple paths, in terms of identity and fitting in to U.S. societal norms. The groups will prepare a representation through art, poetry, storytelling or drama to express the possibilities and limitations of each student’s journey.

(Handout 8.1: Group Discussion of Identity) a. But if you look at my painting, you see that the road I’m headed on splits, one towards America, one to Sri Lanka and one in the middle. It represents a choice I have to make. Should I turn onto the road and take a bite of Americana? Should I turn towards Sri Lanka, continue Buddhism, learn about the language, have the culture take a larger portion of me? Or should I take the middle path? I don’t know where it leads. Is it rough? Is it tough? I don’t know(p. 309).

3. In the chapter section Developing Critical Thinking and Leadership Skills, Nieto and Bode describe a theater workshop that Manuel participated in that “gave him a place to reflect on his experiences more deeply and to articulate consciously and clearly the pain and fear that he felt in his first years here.” (p. 315) Invite students to explore different theater models that could fit the one used in Manuel’s class. Have students develop a small workshop for teachers to help them use theater as a critical thinking tool and as a way of empowering students. a. As a culminating activity engage students in Case Study Scenarios (see task card handouts 8.5-8.8). There are four groups representing the major issues that emerged from the case studies and snapshots. b. Students will be asked to create a one-to-two-minute enactment based on a case study. c. Each scenario will clearly represent a protagonist and antagonist. d. Remind students to be respectful of the identities they are taking on.

Remind students that the voices that are absent should not be ignored. At no time should they caricature any of the case study participants. They WILL be asked to explain their characterization. e. As a group the students will explore the possible outcomes of the scenarios through Theater of the Oppressed techniques (see Chapter Three). i. Stop and Think ii. Role Reversal f. In conclusion, students will discuss the importance of what teachers can learn from students.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e ASSESSMENT Portfolio/ Synthesis 1. Nieto and Bode suggest that we use, affirm and sustain culture and language rather than erase them in our classrooms. Choose one of the case studies and respond to the student’s academic suggestions and create a needs assessment for them. In the needs assessment, propose a classroom and school environment that would successfully use, affirm and sustain the culture and language of that student.

2. Nieto and Bode provide excellent activities for deepening educators’ experiences so that they can develop their critical consciousness. Have students do the following activity as a means of assessment and critical consciousness building of a student’s real lived experiences (Handout 8.9: Critical Reflections Assessment).

Think about a particular student of which you have little knowledge. Considering the key aspects of multicultural personhood… a. Identify ways that you could learn more about this student and his/her community. b. How is this particular group marginalized within the local community and/or institution? Consider the possibility that you may have unexamined biases about this group, how can you begin to challenge these lenses? c. When viewing this student through a variety of perspectives, begin to identify the assets this student brings to the community. Thinking of the “diversity toss,” what multiple identities does this student bring to the community? d. Plan of Action: What steps can you take to affirm this student in your building? (You may want to repeat this process or consider a KWL chart for future use.)

Community Project/Case Study: 3. If students are writing their own case studies have them use this assessment to analyze the needs and wants of the student.

Critical Thinking Essay 1. What are the four major issues that emerged from the case studies? Use examples from the case studies to support these issues.

2. Why do some students, like Christina and Yahaira, choose to identify with their family heritage or culture even though they have been raised in the U.S.? What are the consequences of this choice?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 3. What were the most important characteristics students looked for in teachers?

How did the teachers show these characteristics? What characteristics do you value in teachers? How were you affirmed, empowered or devalued by teachers?

4. How important is family, community and schooling in supporting and maintaining the academic success of students? Provide examples from the case studies.

Describe your experiences. How are they different or similar to the students in the case studies?

Short Answer Questions 1. How is Mr. Jarvis Adam’s a “homegrown teacher”?

2. Describe Pierre Bourdieu’s theory of cultural capital (p. 305).

3. What is symbolic violence? What are some case study examples of symbolic violence (p. 305)?

4. According to Carlos Cortés what are so-called “societal curriculum” (p. 319)?

5. Describe Prudence Carter’s notion of “multicultural navigators” (p. 324).

SUPPLEMENTAL MATERIALS

Resources Grande, S. (2004). Red pedagogy: Native American Social and Political Thought.

Lanham, MD: Rowman & Littlefield.

Grande, S. (2008). Red pedagogy: The Un-Methodology. In N. Denzin, Y. S. Lincoln, & L. T. Smith (Eds.), Handbook of critical and indigenous methodologies (pp. 233–254).

Thousand Oaks, CA: Sage.

Gutierrez, K., Tejeda, C. & Espinoza, M. (2002) “Toward a Decolonizing Pedagogy: Social Justice Reconsidered.” In Trifonas, P. P. (ed) Pedagogies of Difference: Rethinking Education for Social Justice. New York: Rutledge.

Tosolt, B. (2010). Gender and race differences in middle school students’ perceptions of caring teacher behaviors. Multicultural Perspectives, 12(3), 149–150.

Video Resources Hudson & Houston (Producers). (2000). A Place at the Table [video tape]. Montgomery, AL: Teaching Tolerance.

This film documents the experience of several teenagers exploring their family histories through stories of racism, discrimination, and oppression. The film provides a hopeful view for the future of U.S. democracy.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Heath, S.B. (Director). (1999). ArtShow: Youth and Community Development.

Washington, D.C.: Partners for Livable Communities.

According to Nieto and Bode, this film illustrates “the power of arts in after-school communities” (p. 333).

Maggio, J. (Director), Gates Jr. (Presenter). (2010). Faces of America [DVD]. United States: Kunhardt McGee Productions.

Faces of America uses the genealogies of American celebrities in order to discuss how immigrants have been treated and assimilated throughout American history.

Internet Resources http://www.pbs.org/wnet/facesofamerica/profiles/louise-erdrich/10/ This is a link to Louise Erdrich’s Faces of America profile. She is an American Indian author. Her profile brings to light the complex issues surrounding indigenous identity. http://www.rethinkingschools.org/archive/20_01/stud201.shtml In several volumes of Rethinking Schools, there is a section called Student Voices. This particular web resource reflects the opinion of “The next generation of soldiers” by high school student Eliza Leas. See this website for student reflections on multicultural issues. http://www.mediathatmattersfest.org/ This website provides short films for young people interested in issues of social justice. Many of the short films on this website were created by young people. http://www.civilrights.org/campaigns/student_activist/ This is a website by students and for students rights. According to the website, “The Leadership Conference on Civil Rights (LCCR) and the Leadership Conference on Civil Rights Education Fund (LCCREF)/Americans for a Fair Chance (AFC) are pleased to launch a new student site that showcases critical student work in support of affirmative action and other important issues on campuses nationwide. The site will help students connect with one another in order to build a strong Student Activist Network.”

HANDOUTS 8.1 Group discussion of Identity 8.2 Group Discussion on Parenting and Education 8.3 Student as Teacher Think Sheet 8.4 Critical Pedagogy In Action Instructions 8.5 Case Study Scenario Task Card One 8.6 Case Study Scenario Task Card Two 8.7 Case Study Scenario Task Card Three 8.8 Case Study Scenario Task Card Four 8.9 Critical Reflections Assessment

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HANDOUT 8.1: GROUP DISCUSSION OF IDENTITY

Identity is often viewed as a fixed construct rather than a dynamic one, which is always changing and evolving. Students are often positioned in schools based on imposed and static identities. Laurie Olsen, who did a comprehensive study of a highly diverse urban high school in California, interviewed a young woman who responded to the pressure from peers and teachers to stay within strictly defined cultural borders. (p. 307) The woman said, “They want to make you just their culture and if you try to be who you are, and try to be both American and yourself, forget it. It won’t work. It’s not allowed.” (p.

307) Discuss this quote in small groups. How can teachers affirm students’ multiple identities?

Notes:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 8.2: GROUP DISCUSSION ON PARENTING AND EDUCATION

Using the quote below, discuss how children’s lives are not simply background information for teachers.

“At home, Mark did not have a collection of books and nobody read him bedtime stories. But he did have knowledge and dispositions, which counted for quite a lot in making the transition to school. He knew how to be a “good boy”. He knew what counted as important practices in the classroom (e.g., looking after books, answering questions).” (p. 318) How can dominant norms or beliefs about “good parenting” influence teachers’ perceptions of family involvement in education? How do parents support the education of their children in ways that resist the views of the status quo?

Notes:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 8.3: STUDENT AS TEACHER THINK SHEET Focusing on the section of Chapter Eight, “Beyond Academics”, have students conduct Internet research on one after school program that fits the criteria of keeping students on track, removing them from negative peer pressure, developing leadership and critical thinking skills and giving them a feeling of belonging (p. 313).

Have students prepare a 10-minute presentation on this particular program and how it affirms students.

Name of Program: Website Resources: Who is encouraged to participate in this program?

How does this program keep students on track?

How does this program remove students from negative peer pressures?

How does this program develop leadership and critical thinking skills?

How does this program promote the feeling of belonging for the participants?

What are the limitations of this program?

What is your sense of this program?

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HANDOUT 8.4: CRITICAL PEDAGOGY IN ACTION INSTRUCTIONS Reflect on Gamini Padmaperuma’s discussion about his artwork.

“But if you look at my painting, you see that the road I’m headed on splits, one towards America, one to Sri Lanka and one in the middle. It represents a choice I have to make. Should I turn onto the road and take a bite of Americana? Should I turn towards Sri Lanka, continue Buddhism, learn about the language, have the culture take a larger portion of me? Or should I take the middle path? I don’t know where it leads. Is it rough? Is it tough? I don’t know.” (p. 309)

You will demonstrate the challenges the case study student might face when they are on multiple paths, in terms of identity and fitting in to U.S. societal norms. Your group will prepare a representation through art, poetry, storytelling or drama to express the possibilities and limitations of the student’s journey.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 8.5: CASE STUDY SCENARIOS, TASK CARD ONE Your task is to create a brief (one-to-two-minute) skit to address a situation in a case study that redefines the meaning of success and achievement. Choose a compelling story from the following case study students. Use the information and research from Chapter Eight to assist you. You may be as creative as you like while remaining respectful to the characters you are portraying. All members of your group must participate in the development of the skit (some members may not be in the actual skit depending on the size of the group). Use your background in multicultural education to synthesize the assignment. Be prepared to interact with classmates.

Scenario One: The Meaning of Success: A Redefinition of Success and Achievement

Kaval Sethi Yahaira León Hoang Vinh Alicia Montejo Linda Howard

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 8.6: CASE STUDY SCENARIOS, TASK CARD TWO Your task is to create a brief (one-to-two-minute) skit to address a situation in a case study that addresses the conflicted nature of culture and language. Choose a compelling story from the following case study students. Use the information and research from Chapter Eight to assist you. You may be as creative as you like while remaining respectful to the characters you are portraying. All members of your group must participate in the development of the skit (some members may not be in the actual skit depending on the size of the group). Use your background in multicultural education to synthesize the assignment. Be prepared to interact with classmates.

Scenario Two: Pride and Conflict in Culture: The Conflicted Nature of Culture and Language Vanessa Mattison Nadia Bara Rashaud Kates

Manuel Gomes Linda Howard Christina Kamau

Kaval Sethi Paul Chavez Yahaira León

Eugene Crocket

James Karam

Latrell Elton

Nini Rostland

Gamini Padmaperuma

Jasper and Viena Alejandro-Quinn

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HANDOUT 8.7: CASE STUDY SCENARIOS, TASK CARD THREE Your task is to create a brief (one-to-two-minute) skit to address the key role of activities outside of academics in sustaining students’ enthusiasm and motivation for school.

Choose a compelling story from the following case study students. Use the information and research from Chapter Eight to assist you. You may be as creative as you like while remaining respectful to the characters you are portraying. All members of your group must participate in the development of the skit (some members may not be in the actual skit depending on the size of the group). Use your background in multicultural education to synthesize the assignment. Be prepared to interact with classmates.

Scenario Three: Beyond Academics: The Key Role of Activities Outside of Academics in Sustaining Students’ Enthusiasm and Motivation for School Rashaud Kates Avi Abramson Yahaira León

Rebecca Florentina Nadia Bara

Manuel Gomes Vanessa Mattison

James Karam Kaval Sethi

Savoun Nouch Paul Chavez

Jasper and Viena Alejandro-Quinn

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HANDOUT 8.8: CASE STUDY SCENARIOS, TASK CARD FOUR

Your task is to create a brief (one-to-two-minute) skit to address the central role of family, community and school in providing environments for success. Choose a compelling story from the following case study students. Use the information and research from Chapter Eight to assist you. You may be as creative as you like while remaining respectful to the characters you are portraying. All members of your group must participate in the development of the skit (some members may not be in the actual skit depending on the size of the group). Use your background in multicultural education to synthesize the assignment. Be prepared to interact with classmates.

Scenario Four: Family, Community, and School Environments for Success: The Central Role of Family, Community and School in Providing Environments for Success

Hoang Vinh Linda Howard

Alicia Montejo Paul Chavez

Manuel Gomez Gamini Padmaperuma

Savoun Nouch Vanessa Mattison

Nadia Bara Latrell Elton

Jasper and Viena Alejandro-Quinn

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 8.9: CRITICAL REFLECTIONS ASSESSMENT

Think about a particular student of which you have little knowledge. Considering the key aspects of multicultural personhood…

1. Identify ways that you could learn more about this student and his/her community.

2. How is this particular group marginalized within the local community and/or institution? Consider the possibility that you may have unexamined biases about this group, how can you begin to challenge these lenses?

3. When viewing this student through a variety of perspectives, begin to identify the assets this student brings to the community. Thinking of the “diversity toss,” what multiple identities does this student bring to the community?

4. Plan of Action: What steps can you take to affirm this student in your building?

(You may want to repeat this process or consider a KWL chart for future use.)

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Nine: Adapting Curriculum for Multicultural Classrooms CHAPTER OVERVIEW I. Curricular Adaptation 1: A Study of Cambodia and the Cambodian American Experience

II. III. IV. V.

What We Don’t Know Preparation Goal Setting The Work of Learning a. Events Throughout the School Year b. Visitors c. A Community Member d. High School Khmer Culture Club e. Master Musician f. Field Trips g. Cambodian Community Garden h. Khmer Dance Performance i.

The Peace Pagoda and the Nipponzan Myohoji Sangha Buddhist Temple

j. One to Three Weeks k. English Class l. Science Class m. Social Studies Class n. Math Class o. Art Class p. Focus Groups q. Demonstration Day I. Curricular Adaptation 2: Expanding Definitions of Family a. Why The Topic of Family? b. Who is Included? c. Avoiding Pitfalls d. First Grade Curriculum Based on Big Ideas in Gina Simm’s and Susie Secco’s Classrooms i. All Kinds of Families ii. Families in the Classroom iii. Children’s Literature iv. Daily Calendar and Family Concepts v. All Kinds of Family Portraits II. Middle School Interdisciplinary Curriculum on the Theme of Family a. Diversity Within Groups b. Studying Our Own Assumptions c. Group Memberships and Responsibility d. Reading, Writing, Researching, and Reflecting e. Measuring, Reflecting, and Representing f. Genetics, Probability, and Critical Pedagogy g. Old Arguments, New Knowledge, and Social Justice h. Research Questions 147

Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e i. Visual Art and Visual Culture j. Identity and Beauty k. A Family Celebration III. Curriculum Adaptation 3: Gay and Lesbian Literature: Expanding Topics for Inclusive High School Content a. Imagining Possibilities b. Student Requests and Requirements c. Student Voices d. Evolution of Curriculum In Chapter Nine: Adapting the Curriculum for Multicultural Classrooms, Patty Bode explores the application of multicultural education in curricular design. She uses three examples in the chapter rather than “cookie cutter” multicultural lesson plans. In doing so she honors the dynamic and contextual nature of multicultural education. Patty offers possibilities of curricular adaptations through the experiences of others. Looking at multicultural curriculum developed by LGBTQ and Cambodian communities to promote social justice through “models of fierce hopefulness”.

PROBLEM POSING 1. What does a truly multicultural education look like?

2. Why does Patty Bode choose not to use specific lesson plans or “canned” curriculum?

3. How is “adding color” to a curriculum of geography and its people a pitfall perpetuating stereotypes?

4. How can using a problem-posing approach when constructing curriculum on geography and the cultural experiences of people create an authentic learning experience?

5. How can a teacher’s curiosity and struggle with ignorance empower students?

6. How can teachers use students’ questions to reveal how social structures create stereotypes and a lack of information?

7. Why did the Team C teachers decide to explore Cambodian culture for their curriculum?

8. What action did the Team C teachers take? How did they prepare for their unit development?

9. Describe how problem-posing curriculum takes both students questioning into consideration and the need for teachers to provide a strong foundation on the curriculum topic.

10. Why are far-reaching curriculum goals so important in a social justice mindset?

11. How long was the Cambodian and the Cambodian American experience unit? How was it scheduled?

12. What was the significance of having “visitors”? What roles did they play in the curriculum development and synthesis?

13. What field trips were taken during the Cambodian and the Cambodian American experience unit? Why were these fieldtrips important?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 14. Describe the three-week intensive classroom unit on the Cambodian and the Cambodian American experience.

15. How did each class (English, Science, Social Studies, Art and Math) maintain the important element of social justice?

16. What historical interconnections were made in the social studies class?

17. What are focus groups? What did each focus group work on for the Cambodian and the Cambodian American experience unit?

18. Describe the Cambodian and the Cambodian American experience unit Demonstration Day. 19. Why the topic of family?

20. Why can curriculum about family become problematic, even damaging, if not approached through a problem posing multicultural perspective?

21. What were the enduring understandings or big ideas that might lead students to actively pursue human rights for all families?

22. What are some typical curriculum pitfalls around the theme of family? How can you avoid pitfalls when delving into curriculum on families?

23. When curriculum reveals personal crisis that some children face, what can you do with the information about painful memories or dangerous situations?

24. Describe the First Grade curriculum based on big ideas.

25. Describe the All Kinds of Families curriculum.

26. How did the First Grade curriculum bring families into the classroom?

27. Describe the big idea about “families” and “responsibilities” activity. What are the purposes of this assignment? What were the impacts?

28. In the “families and responsibilities” activity, how is the notion of “job” beyond a place of work where one gets paid money engaged with?

29. How does children’s literature that includes encounters with families of same-sex parents deliberately combat heterosexism in early childhood? How does LGBT children’s literature provide opportunities to teach explicitly about human rights for all families?

30. How can everyday activities, such as daily calendar, support big ideas of family concepts?

31. Describe the Family Diversity Project. How can resources that use photography and interview text to depict the true stories of real families develop critical thinking?

32. Why should social justice begin in the earliest grades?

33. What were the essential questions to the enduring Middle School understanding that oppression and resistance are experienced and acted upon in diverse ways by families in our society? (p. 367) 34. Why didn’t the middle school teachers ask students to bring in family photographs?

Why did the teachers bring in their own photographs?

35. How were the teachers’ photos used to point out the many ways that families are different?

36. What were the unintended consequences of the activity that students witnessed as a result of adults sharing their family experiences at varying levels of disclosure with distinct styles of storytelling?

37. How did the middle school social studies teacher launch a study based on the Family Diversity project?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 38. What was the reasoning behind the teachers taking the students through the exhibit before the text was added?

39. Why was it so powerful for students to examine group memberships and responsibility?

40. How did the language arts curriculum explore the experiences of diverse families through a range of literature?

41. How was poetry a central vehicle?

42. How did the middle school math teacher connect big ideas to the family curriculum?

43. Describe the middle school science curriculum. What did the students’ do with the two essential questions– What is family? and Where do I belong?

44. How did the science curriculum affirm adopted children’s identities?

45. Through critical pedagogy and multicultural education, how can science create wellformed arguments against racism?

46. Discuss the teachers’ use of research questions.

47. How was art or visual culture used to explore families and what families look like?

48. How was the discussion of beauty and who defines beauty deconstructed though art?

49. Describe the culminating event. What were the results of the Family Celebration?

What surprised the teachers? How did the teachers feel at the end of the unit? What did the students’ self-assessment reveal?

50. Describe the curricular change at the high school level concerning the course called Gay and Lesbian Literature.

51. How did Ms. Barber-Just imagine and then make the changes in curriculum possible? What did she have to give up? What did she accomplish?

52. What were Ms. Sara Barber-Just’s course description and the two criteria for defining gay and lesbian literature?

53. How did student activism play a role in making the Gay and Lesbian Literature a credited course?

54. The students’ work consistently mentioned the power of giving voice to unspoken realities. What did they write about?

55. How was Sara Barber-Just’s curriculum connected to multicultural education, particularly the notion of multicultural education as a process?

REFLECTION JOURNALS 1. Choose an assignment about researching one’s name (from the list on p. 361) and create and complete a one or two-page reflection. Then create an artistic representation of your name to display as a heading for your assignment. Be prepared to share this with the class.

Snapshot Reflection 2. Reflect on the multiple dimensions of Eugene Crocket as an Irish American, adopted child of gay parents, and ally and advocate for Tibetan rights. Why is his case study such an important reflection on the diversity within particular cultural groups?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e WHOLE CLASS/GROUP WORK 1. As a class, organize students to closely examine the Curricular Adaptation 1: Expanding Definitions of families. Have students sign up for groups- elementary, middle school and high school (you may use the handouts). Have each group create a poster with words, pictures, diagrams, quotes, etc. to display their knowledge and understanding of the topic.

2. Have students bring their reflections (based on the name activities from p. 361).

Share their names. Have them describe how their artwork reflects their assignment.

Discuss the importance of avoiding pitfalls as well as how to affirm and engage students. Display their work.

STUDENT AS TEACHER 1. In this chapter there was a wealth of resources preparing teachers and students to critically engage in the Cambodia and Cambodian American Experience unit. Using the resources and the text, create a PowerPoint presentation to share with the class to review and deepen their understanding of curricular adaptations and the Cambodian and Cambodian American experience.

2. LGBT issues have been addressed throughout Affirming Diversity. Using the resources from this chapter, create a presentation for the class either through a poster or PowerPoint (with handouts) presentation to address LGBT issues in schools and how to develop curriculum. Be sure to include curriculum, children’s literature, Internet, and film resources.

CRITICAL PEDAGOGY AS ACTION 1. For each adaptation have students sign up to work in groups to design and plan a curriculum based on a need expressed in the community. Use the task card and think sheet handouts to engage students in the activity. Have each group share their research with the class.

2. Provide students with the resources referred to in the text around the Cambodian unit. As a group identify a need in the community as the teachers in Team C did.

Collaborate as a class to find resources and construct a framework for curriculum that may be used in local schools.

3. Have students watch the film “It’s Elementary” and explore the Family Diversity website. Engage the students in creating their own photo exhibit, like one of the photo-text exhibits described on the website and in Chapter Nine. Discuss the importance of inclusion in classroom curriculum and schools. Engage in a discussion, debate or exploration of the possibility of inviting one of the exhibits to your campus.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e ASSESSMENT Portfolio/ Synthesis 1. The teachers in the first curricular adaptation noticed a need in the community and took action. Describe the steps they took together to identify the need within the community. Then explore the plan of action they developed. Locate a need in your community and prepare a sample plan of action based on the experiences of Team C. 2. Choose either the topic of the Cambodian and Cambodia American experience or Families from either an elementary, middle school or high school perspective and describe the elements present in the curriculum and how you could use the framework for your own classroom curriculum design.

Critical Thinking Essay 1. What are the three different approaches to multicultural curriculum development used by Nieto and Bode? Choose one describe the curricular importance and why this particular unit of study spoke to you.

2. Explore the similarities and differences between the curricular models. How did each of the curricular topics develop? What overarching key aspects of each curricular model were present? What were the impacts on the students, teachers and institutions?

3. Explore the Cambodia and Cambodian American Experience curriculum through the frameworks of critical pedagogy and multicultural education. (p. 350) 4. Respond to Patty Bode’s question: “how does a teacher develop a curriculum about family that draws from the strength of one of the most elemental human experiences and simultaneously lead students to fight oppression, develop critical thinking skills, and affirm all community members?” (p. 360) 5. Describe how student creation of family portraits and various examples of family portraits from contemporary and historical artists, assist first graders in gaining a panoramic view of the multitude of ways that the concept of family can be expressed.

Short Answer Questions 1. Reflect on the academically rigorous nature of the multicultural curriculum adaptation for the Cambodian unit. How does this curriculum reflect the characteristic of multicultural education as basic education?

2. How was children’s literature used to emphasize that there is not one “normal” way to experience family, but rather that diversity is normal?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 3. How was family defined through Curricular Adaptation 2: Expanding Definitions of Family?

4. Define big ideas or enduring understandings.

5. Why is multicultural curriculum so important for early childhood classrooms?

6. What does Louise Derman-Sparks mean by pre-prejudice in young children?

SUPPLEMENTAL MATERIALS Resources Christensen, L. (2000). Reading, Writing, and Rising Up. Milwaukee: Rethinking Schools.

Derman-Sparks, L.(1997). Teaching/Learning Anti-Racism: A Developmental Approach.

New York: Teachers College Press.

Sleeter,C. (2005). Un-standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom. New York: Teachers College Press.

Video Resources Chasnoff, D. (Director) & Chen S. (Director). It’s Still Elementary. [DVD]. San Francisco, CA: Groundspark Productions.

It’s STILL Elementary is a “call to action for parents and educators to continue working for safe, inclusive schools”.

Cohen, H.S (Producer) &. Chasnoff, D. (Director). (1996). It’s Elementary: Talking About Gay Issues in Schools [Videorecording]. San Francisco, CA: Women’s Educational Media.

According to the Women’s Educational Media website, this documentary for educators “shows how acknowledging gay and lesbian people in schools prevents prejudice and violence.”

Internet Resources http://www.womedia.org/our/elem.html This is the Women’s Educational Media website. This particular link is to their film It’s Elementary: Talking About Gay Issues in Schools. There are resources available through this website to guide the use of the film. www.studentsforafreetibet.org/ This website, mentioned in the Cambodian and Cambodian American Experience, represents an international organization supporting the nonviolent support of Tibetan people. www.cambodianmasters.org/masters/index.htm

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e This website represents the traditional Cambodian music demonstrated by a visitor to the students involved in the Cambodian and Cambodian American Experience unit. www.angkordance.org During the Cambodian and Cambodian American Experience unit, students saw the Angkor Dance Troupe which features young Cambodian dancers in traditional and contemporary artistic expression. www.monkey-dance.com/ and www.juliemallozzi.com/monkey.html This is a website for the film Monkey Dance, referred to in the discussion of the Cambodian and Cambodian American Experience unit. www.peacepagoda.org This the website for the Peace Pagoda referred to in Chapter Nine involving a field trip during the Cambodian and Cambodian American Experience unit. www.glsen.org The GLSEN (The Gay, Lesbian & Straight Education Network) mission is to strive “to assure that each member of every school community is valued and respected regardless of sexual orientation or gender identity/expression.” This website provides many resources for teachers and students. www.calendar-connections.com Referred to in the text, Calendar Connections help young students with critical thinking through daily calendar activities. www.familydiv.org This website represents The Family Diversity Projects, referred to in Chapter Nine. It is a non-profit organization with traveling photo exhibits aimed at reducing stereotypes and affirming diversity.

HANDOUTS 9.1 Think Sheet: Adaptation 1 9.2 Think Sheet: Adaptation 2 9.3 Think Sheet: Adaptation 3 9.4 Task Card 1 9.7 Task Card 2 9.8 Task Card 3 9.9 Task Card 4

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 9.1: A Study of Cambodia and the Cambodian American Experience What did the teachers do before they began developing curriculum?

How did they prepare for the curriculum?

What kinds of goals did they set? What were their big ideas or enduring understandings?

How was the work of learning organized and schedule? Describe the following activities: The School Year Visitors Field Trips One to Three Weeks Demonstration Day

Adapting the Cambodia and the Cambodian American Experience Curriculum Identify a need within your community that impacts students within the local school system.

What do you need to do before you begin developing the curriculum?

How will you prepare for the curriculum?

What will be your goals and/or big ideas or enduring understandings?

How will you organize and schedule the curriculum?

Additional questions, concerns, reflections:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 9.2: EXPANDING DEFINITIONS OF THE FAMILY (ELEMENTARY) Why did the teachers choose the topic of family?

Who was included?

How did the teachers avoid pitfalls?

What were the big ideas or enduring understandings that First Grade curriculum was based on?

Describe the different aspects of the elementary curriculum including: The inclusion and descriptions of all kinds of families How to equitably include families in the classroom The use of children’s literature The inclusion of the daily calendar and family concepts The use of and creation of all kinds of family portraits Adaptation the Expanding Definitions of Family (Elementary) Curriculum What topic and grade level will you choose for your curricular adaptation?

How will you adapt the curriculum to include all students and families, as well as people within and outside of your community?

What pitfalls will you consciously try to avoid?

What are your big ideas or enduring understandings?

Describe the different aspects of your curriculum. (refer to the curriculum developed on in Adaptation 2, but do not be limited by this list) Additional questions, concerns, reflections:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 9.3: EXPANDING DEFINITIONS OF FAMILY (MIDDLE SCHOOL)

What were the enduring understandings or big ideas for the Middle School integrated curriculum unit on families?

What were the three essential questions they asked based on the big ideas?

How were the teachers developing the curriculum keenly aware of their own identities? How did they explore diversity within their own stereotype of being middle class White people?

How did each discipline embody and enact curriculum for their particular area of study: Social studies: Language Arts: Math: Science: Art: Describe the culminating activity and the significance of this curriculum on students, teachers, the school and families.

Adaptation the Expanding Definitions of Family (Middle School) Curriculum What topic will you choose for your curricular adaptation?

How will you adapt the curriculum to include all students and families, as well as people within and outside of your community?

What pitfalls will you consciously try to avoid?

What are your big ideas or enduring understandings?

How will you develop multicultural curriculum for social studies, language arts, math, science, and art?

Describe your culminating activity.

How will students assess their own experience?

Additional questions, concerns, reflections:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 9.4: GAY AND LESBIAN LITERATURE: EXPANDING TOPICS FOR INCLUSIVE HIGH SCHOOL CONTENT What precipitated the change in the high school curriculum?

How did Ms. Barber-Just imagine the possibilities of a new course in a controversial subject?

Describe the process she undertook.

How was the curriculum development multicultural?

What was her course description?

How did she define Gay and Lesbian literature?

What were the first steps in getting the course approved?

How did students advocate for the course?

What were the students’ responses to the material in the course?

What was the evolution of the curriculum and the course?

Adaptation the Gay and Lesbian Literature: Expanding Topics for Inclusive High School Content Curriculum What multicultural curriculum will you develop that promotes social justice and meets the needs of students in your school?

What will be the process of this change? What pitfalls will you consciously try to avoid in the development and implementation of the curriculum?

What are your big ideas or enduring understandings?

What is your course description? How do you define your key concepts? What will your syllabus look like?

Describe your culminating activity and/or research projects?

How will students assess their own experience?

What will your strategies be when addressing institutional issues?

Additional questions, concerns, reflections:

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HANDOUT 9.5: A STUDY OF CAMBODIA AND CAMBODIAN AMERICAN EXPERIENCE

Task Card One: Your task is to design and plan a curriculum based on Curriculur Adaptation 1: A Study of Cambodia and the Cambodian American Experience that addresses a need in your community. You may be as creative as you like. All members of your group must participate. Use the Chapter Nine resources in Affirming Diversity to help you produce a your curriculum. Take notes on your Think Sheet. Your final product should creatively describe your process, product and remaining questions.

Roles Facilitator: Sees to it that the group finishes in the alloted time. Makes sure that everyone participates and plays their role.

Harmonizer: AtNineds to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the curriculum. Reads back information to the group for editing.

Presenter: Presents the product of the group.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

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HANDOUT 9.6: EXPANDING DEFINITNIONS OF THE FAMILY (ELEMENTARY) THINK SHEET

Task Card Two: Curriculur Adaptation 2: Expanding Definitions of Family (Elementary)

Your task is to design and plan a curriculum based on Curriculur Adaptation 2: Expanding Definitions of Family for the elementary classroom that addresses a theme important to your community. You may be as creative as you like. All members of your group must participate. Use the Chapter Nine resources in Affirming Diversity to help you produce a your curriculum. Take notes on your Think Sheet. Your final product should creatively describe your process, product and remaining questions.

Roles Facilitator: Sees to it that the group finishes in the alloted time. Makes sure that everyone participates and plays their role.

Harmonizer: AtNineds to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the curriculum. Reads back information to the group for editing.

Presenter: Presents the product of the group.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

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HANDOUT 9. 7: EXPANDING DEFINITIONS OF THE FAMILY (MIDDLE SCHOOL) THINK SHEET

Task Card Three: Curriculur Adaptation 2: Expanding Definitions of Family (Middle School)

Your task is to design and plan a curriculum based on Curriculur Adaptation 2: Expanding Definitions of Family for the middle school classroom that addresses a theme important to your community. You may be as creative as you like. All members of your group must participate. Use the Chapter Nine resources in Affirming Diversity to help you produce a your curriculum. Take notes on your Think Sheet. Your final product should creatively describe your process, product and remaining questions.

Roles Facilitator: Sees to it that the group finishes in the alloted time. Makes sure that everyone participates and plays their role.

Harmonizer: AtNineds to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the curriculum. Reads back information to the group for editing.

Presenter: Presents the product of the group.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 9.8: EXPANDING DEFINTIONS OF THE FAMILY (HIGH SCHOOL) THINK SHEET Task Card Four: Curriculur Adaptation 3: Gay and Lesbian Literature: Expanding Topics for Inclusive High School Content

Your task is to design and plan a curriculum based on Curriculur Adaptation 3: Expanding Definitions of Family for the High school classroom that addresses a theme important to your community. You may be as creative as you like. All members of your group must participate. Use the Chapter Nine resources in Affirming Diversity to help you produce a your curriculum. Take notes on your Think Sheet. Your final product should creatively describe your process, product and remaining questions.

Roles Facilitator: Sees to it that the group finishes in the alloted time. Makes sure that everyone participates and plays their role.

Harmonizer: AtNineds to socio-emotional needs of the group. Encourages people to share original ideas.

Recorder: Takes down the key ideas for the curriculum. Reads back information to the group for editing.

Presenter: Presents the product of the group.

Courier/Materials Manager: Brings materials to the group, carries messages or assignments to their destinations, performs errands.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Chapter Ten: Affirming Diversity: Implications for Teachers, Schools, Families, and Communities CHAPTER OVERVIEW

I. Lessons From Students: Maintaining and Affirming Identity A. Supporting Native Language Approaches B. Developing Comprehensive Multicultural Programs II. Support Beyond Academics III. Creating Affirming Environments for Learning A. Mutual Accommodation IV. Teachers’ Relationships with Students A. Working with Families to Promote Student Learning V. Expanding Definitions: What It Means To Be American A. Challenging “Heartbreaking Dilemmas” B. Toward Additive Multiculturalism VI. Levels of Multicultural Education A. Starting Out B. Becoming a Multicultural Person C. A Model of Multicultural Education D. Balancing Hope and Despair In Chapter Ten: Affirming Diversity: Implications for Teachers, Schools Families, and Communities the responsibilities of teachers, schools and families are examined through a critical multicultural lens. This chapter extends the understanding of student achievement through promising pedagogical practices of teachers and their relationships with students, the development of programs that are accessible to all students and a deeper understanding of familial strengths that offer support (although not always as schools might define support) and promote academic achievement in school. In order to envision a truly democratic society a multicultural classroom or school the notion of what it means to be “American” must be renegotiated. With an inclusive and hopeful Americanism, Nieto and Bode provide models of multicultural education, offering possibilities for equitable U.S. schools and classrooms.

PROBLEM POSING

1. There are many ways that covert and overt racism and discrimination are present in the case studies. Provide examples.

2. In spite of the overpowering and sometimes demoralizing attitudes, behaviors, policies and practices, what kept these students going?

3. Many students had supportive environments. Provide examples and describe the environments that led to their academic success.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 4. Why are bilingual programs important for English Language Learners and students who are learning a language other than English?

5. How did the students in the case studies provide a comprehensive view of multicultural education?

6. Why is it important for multicultural education to address interethnic prejudice and hostility? Use Savoun’s case study as an example.

7. What does a comprehensive approach to multicultural education look like? What are some of the strategies used to modify the school culture? Why are such approaches fraught with difficulty?

8. What are the implications of student involvement in extracurricular activities, including school clubs and sports, religious groups and out-of-school hobbies for schools and communities?

9. How has the education reform movement of the 1980’s impacted extracurricular activities? Who is most affected?

10. How has “raising standards” resulted in marginalizing economically deprived and culturally marginalized students?

11. How can families provide meaningful outlets for young people?

12. How can communities provide meaningful outlets for young people?

13. How do you develop environments for success?

14. What is mutual accommodation?

15. Who does the accommodating is an important question to ask teachers– particularly those form diverse racial, ethnic and linguistic backgrounds?

16. How do children and families accommodate to U.S. schools? .

17. What are some results of mutual accommodation?

18. What does mutual accommodation mean for schools and teachers? Students and families?

19. How can teachers develop healthy relationship with students?

20. What was the important information from Linda Howard’s case study about teachers who made a difference in students’ attitudes about school and their engagement with learning?

21. Why is it important for schools staff to reflect the cultural and ethnic population in their schools? What are some of the environmental and curricular challenges that these teachers face?

22. Why do all teachers need to develop skills in multicultural communication and understanding?

23. What can teachers do to become good role models? Use Robert Croninger and Valerie Lee’s research as an example.

24. What were some reasons that many of the parents described in the case studies were not involved in school functions or activities?

25. What are some ways that the dominant culture can lead to promoting condescending practices that reject the skills and resources that families already have? Use Esmeralda Santiago’s When I Was Puerto Rican as an example.

26. What does “hyphenated American” mean?

27. What does it mean to be American? Provide examples from the chapter.

28. What is the process of Americanization?

29. What is subtractive bilingualism?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e 30. How can multicultural education be subtractive?

31. What is additive multiculturalism?

32. Respond to Nieto and Bode’s question: “No longer a choice between assimilating or not, the question now is “How far can society, and the institutions of society such as schools, accommodate the changing definition of American?” (p. 398) 33. How have the events of September 10, 2001 impacted policies of assimilation and what it means to be American? Can you give examples from your schools or schools that you know?

34. Describe the two reasons William Greenbaum proposed that assimilation occurred so rapidly in the past?

35. Define “true Americans” based on legal scholar, Rosemary Salomone’s book, True Identity: Language, Identity, and the Education of Immigrant Children (2010).

36. What is meant by starting out small?

37. How can you become a multicultural person? What are three means of reeducating ourselves?

38. What are the four levels of supporting pluralism through a multicultural framework?

39. Describe the characteristics of the tolerance level.

40. Describe the characteristics of the acceptance level.

41. Describe the characteristics of the respect level.

42. Describe the characteristics of the affirmation, solidarity and critique levels.

43. Why is critique so important to multicultural education?

44. Why Affirming Diversity? Describe what is implied through the title of this book.

45. What is meant by what Mildred Dickeman described as a “subversive task”?

46. Discuss the delicate balance between hope and despair as described by Nieto and Bode in terms of implementing a philosophy of multicultural education.

47. Reflect on Nieto and Bode’s final thoughts. Why did they resist putting multicultural “lesson plans” in this text? Discuss why multicultural education is a moral and ethical issue.

REFLECTION JOURNALS 1. Using the What Can I Do sections throughout Affirming Diversity, reflect on ways that you can individually impact the lives of your students or future students.

2. Think back on your education and the teachers who have been a part of your educational experience. Using the chapter and the text as a point of reference, write a letter to a teacher who inspired you to become an educator (or inspired your interest in multicultural education). While the teacher you choose may be a mentor or role model, it may also be a teacher that did not have these qualities. (Students can decide if they would like to send these letters.)

3. Consider the possibilities and challenges of multicultural education. Reflect on your original definition of multicultural education, your burning questions, your response journals, your course work, the class discussions and activities and the readings in Affirming Diversity. Write a letter to yourself that reflects your hopes and dreams for

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e your future as a multicultural person/educator. (The instructor will provide envelopes that can be self-addressed. The letters will be sent after the class is completed.)

4. Describe the two reasons William Greenbaum proposed that assimilation occurred so rapidly in the past? (p. 398) If your family came to the U.S. as immigrants, examine the melting pot theory and Greenbaum’s research and connect it to your familial experiences.

WHOLE CLASS/GROUP WORK 1. What are the curricular implications of this philosophy? How does this philosophy position the use of “packaged” multicultural curriculum? How would you develop multicultural curriculum. In small groups, have students discuss the following quote.

2. “In an enthusiasm to incorporate a multicultural philosophy in our teaching, teachers can sometimes forget that their classrooms are a rich source of cultural knowledge.

Yet students often know very little about their own culture or those of their classmates. Starting out small, then, means being sensitive to bicultural moments and using them as a beginning for more wide-ranging multicultural education - Sonia Nieto and Patty Bode (p. 399) 3. Watch the video Starting Small. Discuss the possibilities and challenges of multicultural curriculum development.

4. Make posters for each chapter of Affirming Diversity. Give students sticky notes.

Have students write about something from any of the chapters that inspired, challenged or left them with questions. Give students enough time to look at each poster. Have a whole class discussion on the topics covered throughout the text.

STUDENT AS TEACHER 1. As a culminating activity, have a group of student facilitators read and synthesize, “What Does the Flag Mean to you?: Education and Democratic Possibilities,” in Patricia Hill Collins (2009), Another Kind of Public Education: Race, Schools, the Media, and Democratic Possibilities. a. Have students wrestle with and present models of how Democracy or “being American is imagined: Assimilation, Multiculturalism, and Mestizaje. b. Have the students engage in a class discussion about the “process of Americanization too often meant the inevitable loss of a great part of oneself in the bargain” (p. 397). c. Based on the students’ experience engaging in Affirming Diversity, how can they challenge these “heartbreaking dilemmas”?

2. Have students choose a group (tolerance, acceptance, respect or affirmation, solidarity, and critique). In groups have students design and describe a school that would represent each of these examples using the descriptions in the chapter and

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e the think sheet. After the students have developed their school, have them read Nieto’s article, “Affirmation, Solidarity, and Critique: Moving Beyond Tolerance in Multicultural Education.” Together in their groups have them compare and contrast their schools to the schools developed in the article. Have them present their findings to the class. (Handouts) CRITICAL PEDAGOGY IN ACTION 1. What are the negative results of “eliminating arts programs in urban schools in the most economically strapped communities”? (p. 391). Use the Arts Education Working Group paper that was endorsed by more than 60 national arts and arts education advocacy organizations to frame the argument.

2. “Multicultural education is not easy. If it were, everyone would be doing it.” ~ Sonia Nieto and Patty Bode (p. 403) Affirming cultures can be difficult when there are fundamental differences in terms of values and morals. Therefore, Nieto and Bode suggest that a way to “tackle this dilemma is to emphasize the indisputable human and civil rights of all people.” (p. 403) Provide students with either the Declaration of Human Rights or the Declaration of Rights for Children. Have each student design a quilt square that represents one of the rights on it. Create a class quilt. In small groups, have students prepare a one or two period lesson that could be used in an elementary classroom around this theme.

Have students contact local schools and offer to teach the lesson. (http://www.un.org/Overview/rights.html) 3. Have students present their research about their case studies. Each student will have identified themes (as Nieto and Bode did in the case studies and snapshots) and create a poster representing their findings. Have students do a self-evaluation and a peer evaluation for themselves and classmates (see handout).

4. Have students reflect on Nieto and Bode’s final thoughts. From the beginning of the class bring back the KWL chart (see Chapter One). Have students reflect, in small groups, on what they knew, what they wanted to know and what they have learned. Discuss the possibilities and challenges of multicultural education as a whole group. Then have students complete a Plan of Action. (see sample handout).

ASSESSMENT

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Portfolio/ Synthesis 1. Community Project/ Case Study: Where would you place the school where you are doing your case study in terms of the levels of tolerance, acceptance, respect and affirmation, solidarity and critique? Why? 2. Community Project/Case Study: a. Respond to the following quote: b. “A key question teachers and schools must ask themselves in their interactions with students – particularly those from diverse racial, ethnic and linguistic backgrounds – is this: Who does the accommodating?” (p.

392) c. In your case study, who does the accommodating? Why? What suggestions would you make?

3. Have students choose a book like Esmeralda Santiago’s When I Was Puerto Rican that engages in issues of multicultural education. Have students write a book review and connect the literature to the tenets of multicultural education.

Critical Thinking Essay 1.

According to Nieto and Bode, “all families, however, are capable of providing intangibles such as consistent communication, high expectations, pride, understanding, and enthusiasm for their children’s school experiences” (p. 394) How did the parents of the case study students support their children’s learning, and what can teachers learn from these examples?

2. Using the case studies as a framework for understanding the sociopolitical context of multicultural education, how can we develop comprehensive multicultural programs?

3. Why is the issue of equal access important in relation to extracurricular activities?

Provide examples. What are some suggestions for making extracurricular activities accessible to all students?

4. Using the case studies as examples and the discussion in the chapter, what are the detrimental roles that low expectations play in school achievement? How can teachers’ best intentions at “accommodating” the curriculum for Black and lowincome students and students who are speakers of other languages actually be patronizing? What are the key lessons for schools and educators pertaining to raising expectations and providing high standards for all students?

5. Nieto and Bode charge us with the responsibility of “becoming a multicultural teacher,” which “means first becoming a multicultural person”. There are three ways that we can re-educate ourselves to become a multicultural person. Using

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e the following strategies, reflect on your own process of being a multicultural person. (p. 400) a. We simply need to learn more. b. We need to confront our own racism and biases. c. Becoming a multicultural person means learning to see reality from a variety of perspectives.

Describe each strategy and provide personal examples.

Short Answer Questions 1. What are some of the ways in which teachers and schools can support students for whom English is not a native language?

2. Why are schools that serve economically deprived and culturally marginalized students more likely to have arts programs cut? What do researchers say about this trend? How does it affect student achievement?

3. Why are the choices between assimilation and affirmation somewhat different today than 100 years ago? Use the example of Jews in New York to describe this “heart-breaking dilemma.” What are the two reasons that the choice of assimilation is not as limiting today?

4. What did Susan Barrett mean by “bicultural moments”? (p. 399) Provide examples SUPPLEMENTAL MATERIALS Resources Collins, P. H. (2009). Another kind of public education: Race, schools, the media, and democratic possibilities. Boston: Beacon Press.

Nieto, S. “Affirmation, Solidarity, and Critique: Moving Beyond Tolerance in Multicultural Education.” Multicultural Education 1, no. 4 (Spring 1994): 9-12,35-38.

Salomone, R. C. (2010). True identity: Language, identity, and the education of immigrant children. Cambridge, MA: Harvard University Press.

Video Resources McGovern, M. (Producer). (1997).Starting Small. [videorecording]. Montgomery, AL: Teaching Tolerance.

Starting Small provides examples of schools, classrooms and teachers that incorporate the tenets of multicultural education in the early childhood classroom.

Internet Resource http://artsactionfund.org/

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e Arts Education Working Group creates student success in school, work, and life through art education. http://www.gsanetwork.org/ This website is a resource for “empowering youth activists to fight homophobia and transphobia in schools.” It also contains information for teachers and school on how to create safe environments for GLBT youth. http://www.un.org/Overview/rights.html This website provide a copy of the Universal Declaration of Human Rights, United Nations (1998). This is an excellent resource for students. http://wolves.dsc.k12.ar.us/ESL/schoolclimate.htm This website provides information based on Jim Cummins’ research about how to create a positive school climate.

HANDOUTS 10.1 Critical Essay 10.2 Tolerance Think Sheet 10.3 Acceptance Think Sheet 10.4 Respect Think Sheet 10.5 Affirmation, solidarity, and critique think sheet 10.6 Multicultural Plan of Action Handout 10.7 Self-Evaluation and Peer-Evaluation

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 10.1: CRITICAL ESSAY Nieto and Bode charge us with the responsibility of “becoming a multicultural teacher,” which “means first becoming a multicultural person”. There are three ways that we can re-educate ourselves to become a multicultural person. Using the following strategies, reflect on your own process of being a multicultural person. (p. 400).

1. We simply need to learn more.

2. We need to confront our own racism and biases 3. Becoming a multicultural person means learning to see reality from a variety of perspectives.

Describe each strategy and provide personal examples.

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e

HANDOUT 10.2: LEVEL ONE: TOLERANCE THINK SHEET 1. What does it mean to be tolerant?

2. What would a tolerant school look like?

3. What programs would a tolerant school have?

4. What would be the mission statement of a tolerant school?

5. What is the name of your tolerant school?

6. Where is it located?

7. Who attends the tolerant school?

8. How are families and communities involved in the tolerant school?

9. What kinds of after school programs does the tolerant school have?

10. What roles do students play in the tolerant school?

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 10.3: LEVEL TWO: ACCEPTANCE THINK SHEET 1. What does it mean be at the acceptance level?

2. What would an acceptance school look like?

3. What programs would an acceptance school have?

4. What would be the mission statement of an acceptance school?

5. What is the name of your acceptance school?

6. Where is it located?

7. Who attends the acceptance school?

8. How are families and communities involved in the acceptance school?

9. What kinds of after school programs does the acceptance school have?

10. What roles do students play in the acceptance school?

10. Additional information:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 10.4: LEVEL THREE: RESPECT THINK SHEET 1. What does it mean to have respect?

2. What would a respect school look like?

3. What programs would a respect school have?

4. What would be the mission statement of a respect school?

5. What is the name of your respect school?

6. Where is it located?

7. Who attends the respect school?

8. How are families and communities involved in the respect school?

9. What kinds of after school programs does the respect school have?

10. What roles do students play in the respect school?

10. Additional information:

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HANDOUT 10.5: LEVEL FOUR AFFIRMATION, SOLIDARITY, AND CRITIQUE THINK SHEET 1. What does it mean to be at the affirmation, solidarity and critique level?

2. What would an affirmation, solidarity and critique school look like?

3. What programs would an affirmation, solidarity and critique school have?

4. What would be the mission statement of an affirmation, solidarity and critique school?

5. What is the name of your affirmation, solidarity and critique school?

6. Where is it located?

7. Who attends the affirmation, solidarity and critique school?

8. How are families and communities involved in the affirmation, solidarity and critique school?

9. What kinds of after school programs does the affirmation, solidarity and critique school have?

10. What roles do students play in the affirmation, solidarity and critique school?

10. Additional information:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 10.6: MULTICULTURAL EDUCATION PLAN OF ACTION Final Reflection: Plan of Action and Culminating Personal Narrative Your final written reflection for this class will be a two-page, single-spaced culminating critical reflection on how and what you will take with you, in terms of multicultural education, when you leave this class.

• Your first page will be your Multicultural Education Plan of Action (answer the questions below).

• For your second page you will: o Consider the possibilities and challenges of multicultural education.

Reflect on your burning questions, your reflection journals, your course work, the class discussions and activities and the readings particularly from Affirming Diversity. Write a letter or “I Am From” poem to yourself that reflects your hopes and dreams for your future as a multicultural person/educator. Use your plan of action to assist you in writing your personal (narrative) letter or poem. (Keep a copy of this letter and Plan of Action.

My hope is that you will refer back to your thoughts and add to it over time! Think of it as a gift to yourself rather than an assignment.)

Multicultural Education Plan of Action: 1.

What was something that surprised you about multicultural education?

2.

What new insights have you had as a result of this class?

3.

What has challenged you?

4.

What will you take with you into your classroom?

5. What are your hopes for becoming a multicultural person and teacher?

6. What are your fears of becoming a multicultural person and teacher?

7. Now that you know what you know, what are you going to do about it?

8. Personal reflections:

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Instructor’s Manual for Nieto & Bode, Affirming Diversity, 6/e HANDOUT 10.7: SELF-EVALUATION AND PEER EVALUATION Poster Session Self Evaluation

Title of Poster: _________________________________________ Name of Poster Presenter: ________________________________ What worked well for you for this presentation?

What would you change?

What grade would you give yourself? Why?

Poster Session Peer Evaluation

Title of Poster: _________________________________________ Name of Poster Presenter: ________________________________ Compliments:

Suggestions:

Questions:

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