11

The University of Kansas and Haskell Indian The University of Kansas and Haskell Indian Nations UniversityNations University

PresentPresentThe Shifting Borders of Race and Identity The Shifting Borders of Race and Identity

ofofNative American and African American Native American and African American

ExperiencesExperiences

Lawrence, KansasLawrence, KansasFebruary 22-23, 2004February 22-23, 2004

Keynote Address:Keynote Address:

““Methodologies for Infusing Cross-Cultural Methodologies for Infusing Cross-Cultural Native American and African American Native American and African American

ThemesThemes

in College Curriculain College Curricula””Jackson State UniversityOffice of the Provost

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Table of ContentsTable of Contents

ThemeTheme PagePage• Steps in Instructional ProcessSteps in Instructional Process 3 3• Interactive PhasesInteractive Phases 4 4• Modern CurriculumModern Curriculum 9 9• Managing Cultural DifferenceManaging Cultural Difference 18 18• The IndividualThe Individual 20 20• Models for ChangeModels for Change 22 22• Student Skills and AttributesStudent Skills and Attributes 24 24• Critical Thinking PatternsCritical Thinking Patterns

25 25• Modified Excerpts from BanksModified Excerpts from Banks 26 26• Possible, Probable, Preferred FuturesPossible, Probable, Preferred Futures 34 34• Real LeadershipReal Leadership 35 35

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Steps in an Instructional Improvement Steps in an Instructional Improvement ProcessProcess

Step 1Step 1

Develop Develop Instructional Instructional AwarenessAwareness

Step 2Step 2

Gather Gather InformationInformation

Step 3Step 3

Change, Make Change, Make ChoicesChoices

Step 4Step 4

Implement Implement AlterationsAlterations

Step 5Step 5

Assess Assess EffectivenessEffectiveness

Goal: to enlarge, Goal: to enlarge, clarify, and correct clarify, and correct my understanding my understanding of how I teachof how I teach

Goal: to compare Goal: to compare my understanding my understanding of how I teach with of how I teach with the feedback of the feedback of othersothers

Goal: to decide Goal: to decide what to change what to change and how to change and how to change itit

Goal: to Goal: to incorporate incorporate changes in my changes in my teachingteaching

Goal: to Goal: to determine the determine the impact of the impact of the alterationsalterations

ActivitiesActivities

•Use checklists to Use checklists to guide self- guide self-observation and observation and personal reflectionpersonal reflection

•Review Review videotaped videotaped samples of my samples of my teachingteaching

•Read course Read course materialsmaterials

ActivitiesActivities

•Use forms to Use forms to gather formative gather formative feedback from feedback from studentsstudents

•Visit colleagues’ Visit colleagues’ classes and ask classes and ask colleagues to visit colleagues to visit minemine

•Talk with Talk with colleaguescolleagues

•Attend Attend workshops and workshops and seminars to learn seminars to learn more about more about teachingteaching

•Interview past Interview past and present and present students about students about learning learning experiences in my experiences in my coursecourse

ActivitiesActivities

•Identify what to Identify what to changechange

•Review possible Review possible policies, practices, policies, practices, and behaviors to and behaviors to be changed in be changed in light of light of educational educational objectives and objectives and prioritiespriorities

•Consider the Consider the order in which to order in which to change the change the instructioninstruction

•Determine how Determine how to change policies, to change policies, practices, and practices, and behaviors in light behaviors in light of information of information acquired in steps 1 acquired in steps 1 and 2and 2

ActivitiesActivities

•Incorporate Incorporate changes changes systematically and systematically and wholeheartedlywholeheartedly

•Incorporate Incorporate changes graduallychanges gradually

ActivitiesActivities

•Assess myselfAssess myself

•Gather Gather information from information from students and students and colleaguescolleagues

•If necessary, If necessary, make change make change choiceschoices

•If necessary, If necessary, implement still implement still further alterationsfurther alterations

•Assess any Assess any second-generation second-generation alterationsalterations

From Improving College Teaching

44

Interactive Phases of Multicultural Interactive Phases of Multicultural Curricular ReformCurricular Reform

From Peggy McIntosh’s “Interactive Phases of From Peggy McIntosh’s “Interactive Phases of Curricular Re-Vision” and “Interactive Phases of Curricular Re-Vision” and “Interactive Phases of Curricular and Personal Re-Vision with Regard to Curricular and Personal Re-Vision with Regard to Race”Race”

I.I. THE EXCLUSIVE CURRICULUMTHE EXCLUSIVE CURRICULUM

St. John’s “Great Books” Curriculum, 1970: St. John’s “Great Books” Curriculum, 1970: entire 4-year curriculum devoted to entire 4-year curriculum devoted to

studying the studying the ideas and accomplishments of ideas and accomplishments of white males of white males of European descent. European descent.

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II.II. TOKENISMTOKENISM

A “famous few” women and people of A “famous few” women and people of color color added to a largely mono-cultural added to a largely mono-cultural curriculum curriculum that is perceived to be that is perceived to be basically sound by basically sound by those controlling it.those controlling it.

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III. VICTIMIZATION STUDIESIII. VICTIMIZATION STUDIES

Issues of race, class, gender, ethnicity, Issues of race, class, gender, ethnicity, explored with an eye to revealing relations explored with an eye to revealing relations of domination and subordination. of domination and subordination. Assumptions underlying the mono-cultural Assumptions underlying the mono-cultural curriculum questioned. Social justice curriculum questioned. Social justice issues raised.issues raised.

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IV. PLURALISMIV. PLURALISM

Diversity of perspectives explored and Diversity of perspectives explored and valued. Assumptions underlying mono-valued. Assumptions underlying mono-cultural domination of curriculum dismantled cultural domination of curriculum dismantled on epistemological, as well as social justice on epistemological, as well as social justice grounds. Theory reconstructed. Difficulties grounds. Theory reconstructed. Difficulties of multicultural communication and of multicultural communication and understanding explored.understanding explored.

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V. INCLUSIVE CURRICULAV. INCLUSIVE CURRICULA

Knowledge and history reconceived to Knowledge and history reconceived to include the multiple perspectives of all include the multiple perspectives of all human voices wishing to participate in the human voices wishing to participate in the dialogue.dialogue.

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Modern Curriculum: Imperatives Modern Curriculum: Imperatives For Future Academic LeadershipFor Future Academic Leadership

I.I. The Inclusive Curriculum and the Glass Half-FullThe Inclusive Curriculum and the Glass Half-Full

a.a. G.R.A.C.E. Gender-Race-Age-Class-G.R.A.C.E. Gender-Race-Age-Class-Ethnicity=CultureEthnicity=Culture

b.b. The Magnet of the Enrollment Driven The Magnet of the Enrollment Driven EnterpriseEnterprise

c.c. Primary Population Constituencies: Students Primary Population Constituencies: Students and Facultyand Faculty

d.d. The Classroom As the Microcosm of the The Classroom As the Microcosm of the WorkplaceWorkplace

e.e. Genuine Critical Thinking SkillsGenuine Critical Thinking Skillsf.f. Getting to the Heart, Soul, Spirit, Mind, HandGetting to the Heart, Soul, Spirit, Mind, Hand

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II.II. Institutional Commitment, Planning, Accountability Institutional Commitment, Planning, Accountability and Governanceand Governance

a.a. Macro – Institution Wide: Parallel and Macro – Institution Wide: Parallel and HorizontalHorizontal

b.b. Micro – Division/Department CenteredMicro – Division/Department Centered

c.c. Interdependent Accountability: Organized Interdependent Accountability: Organized AnarchyAnarchy

d.d. Planning: Operational, Tactical, StrategicPlanning: Operational, Tactical, Strategic

e.e. Mission Statement and ObjectivesMission Statement and Objectives

f.f. Accountability and Monitoring EvaluationAccountability and Monitoring Evaluation

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III.III. Curriculum Planning and DevelopmentCurriculum Planning and Development

a.a. Educational Reform and ParadigmsEducational Reform and Paradigms

b.b. Academic Program DevelopmentAcademic Program Development

c.c. General Education as Pivotal FoundationGeneral Education as Pivotal Foundation

d.d. Cross-Culture-Across-the CurriculumCross-Culture-Across-the Curriculum

e.e. Innovation, “Intrapreneurship” and Innovation, “Intrapreneurship” and ImplementationImplementation

f.f. Outcomes Assessment and LearningOutcomes Assessment and Learning

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IV.IV. Teaching and Learning VariablesTeaching and Learning Variables

a.a. Learning Styles and DifferencesLearning Styles and Differences

b.b. Group Process, Conflict, and ConsensusGroup Process, Conflict, and Consensus

c.c. Lecture and Case Study: Effectiveness Lecture and Case Study: Effectiveness Over Over EfficiencyEfficiency

d.d. Creativity and DiscoveryCreativity and Discovery

e.e. Course Innovation, Design and DeliveryCourse Innovation, Design and Delivery

f.f. Classroom Environment Undergoing Classroom Environment Undergoing ChangeChange

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V.V. Instructional Improvement SequenceInstructional Improvement Sequence

a.a. Initiate and Develop Cultural AwarenessInitiate and Develop Cultural Awarenessb.b. Formulate Infusion Data and InformationFormulate Infusion Data and Informationc.c. Modify, Make Changes and ChoicesModify, Make Changes and Choicesd.d. Innovate Changes; Use Asynchronous Innovate Changes; Use Asynchronous

NetworksNetworkse.e. Evaluate Alterations and EffectivenessEvaluate Alterations and Effectivenessf.f. Develop, Measures, Metrics and Develop, Measures, Metrics and Deliverables Deliverables

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VI.VI. Faculty VariablesFaculty Variables

a.a. Performance EvaluationPerformance Evaluationb.b. Academic Freedom and ExpressionAcademic Freedom and Expressionc.c. Professional Development and GrowthProfessional Development and Growthd.d. Unionization, Collective Bargaining, Unionization, Collective Bargaining,

GovernanceGovernancee.e. The New ProfessoriateThe New Professoriatef.f. Trinity of Service, Research and TeachingTrinity of Service, Research and Teachingg.g. Junior and Senior Faculty CollaborationJunior and Senior Faculty Collaborationh.h. The Classroom as a Laboratory for The Classroom as a Laboratory for Multicultural Pedagogy and LearningMulticultural Pedagogy and Learning

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VII.VII. Students VariablesStudents Variables

a.a. Self-Development and “Optimal Self-Development and “Optimal Learning”Learning”b.b. Mentoring and GuidanceMentoring and Guidancec.c. Academic Achievement and Academic Achievement and AccomplishmentAccomplishmentd.d. “Diversity” Transfer to the Workplace, “Diversity” Transfer to the Workplace, Family, Family, Home and CommunityHome and Communitye.e. Managing Differences, Disadvantages,Managing Differences, Disadvantages,

Difficulties and DisabilitiesDifficulties and Disabilities

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VIII.VIII. Interaction with External Publics: Alumni, Interaction with External Publics: Alumni, Parents, Parents, Trustees, and LegislatorsTrustees, and Legislators

a.a. Promoting Diversity and DifferencePromoting Diversity and Difference

b.b. Forging Alliances: All One SystemForging Alliances: All One System

(National Agenda)(National Agenda)

c.c. Enhancing Community and FamilyEnhancing Community and Family

d.d. Building Partnerships with Technology,Building Partnerships with Technology,

Business, and GovernmentBusiness, and Government

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IX.IX. BudgetBudget

a.a. Distribution of Fiscal ResourcesDistribution of Fiscal Resources

b.b. Designation of Human ResourcesDesignation of Human Resources

c.c. Locus of ControlLocus of Control

d.d. Planning: Operational, Tactical, Planning: Operational, Tactical, StrategicStrategic

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Managing Cultural DifferenceManaging Cultural Difference

• The capacity to communicate respect–to transmit, verbally and The capacity to communicate respect–to transmit, verbally and non-verbally, positive regard, encouragement and sincere non-verbally, positive regard, encouragement and sincere interest.interest.

• The capacity to be non-judgmental–to avoid moralistic, value-The capacity to be non-judgmental–to avoid moralistic, value-laden, evaluative statements, and to listen in such a way that laden, evaluative statements, and to listen in such a way that the other can fully share and explain self.the other can fully share and explain self.

• The capacity to personalize knowledge and perceptions– to The capacity to personalize knowledge and perceptions– to recognize the influence of one’s own values, perceptions, recognize the influence of one’s own values, perceptions, opinions, and knowledges on human interaction, and to regard opinions, and knowledges on human interaction, and to regard such as relative, rather than absolute, for more tentative such as relative, rather than absolute, for more tentative communications.communications.

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Managing Cultural DifferenceManaging Cultural Difference

• The capacity to display empathy–to try and understand others from The capacity to display empathy–to try and understand others from “their” point of view, to attempt to put oneself into the other’s life “their” point of view, to attempt to put oneself into the other’s life space, and to feel as they do about the matter under consideration.space, and to feel as they do about the matter under consideration.

• The capacity for role flexibility–to be able to get a task The capacity for role flexibility–to be able to get a task accomplished in a manner and time frame appropriate to the accomplished in a manner and time frame appropriate to the learner, particularly with reference to participate and group learner, particularly with reference to participate and group maintenance or morale.maintenance or morale.

• The capacity to demonstrate reciprocal concern–to truly dialogue, The capacity to demonstrate reciprocal concern–to truly dialogue, take turns talking, share the interaction responsibility, and in take turns talking, share the interaction responsibility, and in groups, promote circular communication.groups, promote circular communication.

• The capacity to tolerate ambiguity–to be able to cope with cultural The capacity to tolerate ambiguity–to be able to cope with cultural differences, to accept a degree of frustration, and to deal with differences, to accept a degree of frustration, and to deal with changed circumstances and people.changed circumstances and people.

From: Managing Cultural Differences by Philip R. Harris and Robert Moran

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The IndividualThe Individual

The final dimension that must be addressed for successful The final dimension that must be addressed for successful change to occur is individual and personal work. Roberts change to occur is individual and personal work. Roberts identifies seven aspects or boundaries that form the gestalt of identifies seven aspects or boundaries that form the gestalt of the individual:the individual:

• The personal boundary: our attitudes, behaviors, and The personal boundary: our attitudes, behaviors, and perceptions of our core.perceptions of our core.

• The sexual/gender boundary: our sense of our femininity or The sexual/gender boundary: our sense of our femininity or masculinity, our sexuality and sex roles.masculinity, our sexuality and sex roles.

• The family boundary: our conceptions, first received as The family boundary: our conceptions, first received as messages from significant family members, of right and wrong, messages from significant family members, of right and wrong, our notions of loving, and of responding to strangers.our notions of loving, and of responding to strangers.

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The IndividualThe Individual

• The racial and ethnic boundary: our racial identity (e.g., White, The racial and ethnic boundary: our racial identity (e.g., White, Black, Hispanic) and our ethnic identity (e.g., German, Haitian, Black, Hispanic) and our ethnic identity (e.g., German, Haitian, Puerto Rican).Puerto Rican).

• The provincial boundary: our regional differences, which stem The provincial boundary: our regional differences, which stem from living in a rural or urban environment in the East, Midwest, from living in a rural or urban environment in the East, Midwest, or West.or West.

• The socioeconomic boundary: our experiences of being poor, The socioeconomic boundary: our experiences of being poor, low income, middle class, or upper class.low income, middle class, or upper class.

• The cultural boundary: our national view, which is based on the The cultural boundary: our national view, which is based on the country where we grow up.country where we grow up.

From: “The Challenge of Diversity” by Judith Katz in Valuing Diversity on Campus:A Multicultural Approach

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Models For ChangeModels For Change

The foundation for developing multicultural organization rests on The foundation for developing multicultural organization rests on certain core beliefs:certain core beliefs:

• Racism and other forms of oppression affect all people and Racism and other forms of oppression affect all people and systems.systems.

• Racism has effects that hurt all individuals: White, Blacks, Asians, Racism has effects that hurt all individuals: White, Blacks, Asians, Hispanics and Native American Indians.Hispanics and Native American Indians.

• Racism decreases productivity.Racism decreases productivity.

• It is possible to develop diversity and thus change our current It is possible to develop diversity and thus change our current cultural norms.cultural norms.

• Identifying the steps involved in developing diverse systems gives Identifying the steps involved in developing diverse systems gives people a map to follow.people a map to follow.

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Models For ChangeModels For Change

• Organizations move through cycles, not linear processes.Organizations move through cycles, not linear processes.

• Developing diversity entails an organizational and cultural Developing diversity entails an organizational and cultural effort to change.effort to change.

• Developing diversity causes people and systems to be upset.Developing diversity causes people and systems to be upset.

• When organizations reach a point of change, its members may When organizations reach a point of change, its members may get stuck, feel frightened, or feel they have completed get stuck, feel frightened, or feel they have completed necessary changes. These reactions limit their ability to move necessary changes. These reactions limit their ability to move forward.forward.

• To achieve the maximum benefits of change, the process must To achieve the maximum benefits of change, the process must be managed and designed strategically.be managed and designed strategically.

From: “The Challenge of Diversity” by Judith Katz inValuing Diversity on Campus: A Multicultural Approach

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Key Skills and AttributesKey Skills and Attributes for Today’s Students: for Today’s Students:

• LeadershipLeadership• TeamworkTeamwork• Problem-SolvingProblem-Solving• Time ManagementTime Management• Self ManagementSelf Management• AdaptabilityAdaptability• Analytical ThinkingAnalytical Thinking• Global ConsciousnessGlobal Consciousness• Basic CommunicationsBasic Communications

-listening-listening-speaking-speaking-reading-reading-writing-writing

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Critical Thinking PatternsCritical Thinking Patterns

• Examine the Cause and EffectExamine the Cause and Effect• Differentiate Between Facts and OpinionDifferentiate Between Facts and Opinion• Determine Information BiasDetermine Information Bias• Contrast Divergent PointsContrast Divergent Points• Recognize Logical FallaciesRecognize Logical Fallacies• Practice Diagnostic and Data-Driven Decision-Practice Diagnostic and Data-Driven Decision-

MakingMaking• Be Proactive and Responsive with Problem-Be Proactive and Responsive with Problem-

Solving and Conflict ResolutionSolving and Conflict Resolution• Apply “Action Results” When Necessary; Think Apply “Action Results” When Necessary; Think

about How You will “Measure” What you Doabout How You will “Measure” What you DoSee “Modern Provost” by Stevenson

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Modified Excerpts from Banks Related Modified Excerpts from Banks Related to Higher Education “Dimensions”to Higher Education “Dimensions”

Content Integration

Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts.

The Knowledge Construction Process

The knowledge construction process relates to the extent to which teachers help students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it.Multicultural

Education

An Equity Pedagogy

An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups.

Prejudice Reduction

This dimension focuses on the characteristics of students’ racialattitudes and how they can be modified by teaching methods and materials.

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Programs and Practices Related to Programs and Practices Related to PluralismPluralism

Program and Program and PracticePractice

FocusFocus ObjectivesObjectives StrategiesStrategies

Multicultural Multicultural EducationEducation

Cultural groups in a Cultural groups in a societysociety

To help reduce To help reduce discrimination discrimination against diverse against diverse cultural groups and cultural groups and provide them with provide them with equal educational equal educational opportunities.opportunities.

Creating an Creating an atmosphere that has atmosphere that has positive institutional positive institutional norms toward norms toward diverse cultural diverse cultural groups within a groups within a nation-state.nation-state.

Multiethnic Multiethnic EducationEducation

Ethnic groups within Ethnic groups within a societya society

To help reduce To help reduce discrimination discrimination against victimized against victimized ethnic groups and to ethnic groups and to provide all students provide all students equal educational equal educational opportunities.opportunities.

Modifying the total Modifying the total environment to environment to make it more make it more reflective of the reflective of the ethnic diversity ethnic diversity within a society.within a society.

Ethnic StudiesEthnic Studies Ethnic groups within Ethnic groups within a societya society

To help students To help students develop valid develop valid concepts, concepts, generalizations, and generalizations, and to learn how to take to learn how to take action to eliminate action to eliminate racial and ethnic racial and ethnic problems within a problems within a society.society.

Modifying course Modifying course objectives and objectives and teaching strategies, teaching strategies, materials, and materials, and evaluation evaluation strategies.strategies.

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Decision-Making ProcessDecision-Making ProcessDecision – Problem

What action should we take regardingracial, cultural, and ethnic diversity in ourcurriculum?

Social Inquiry

Key Concepts:•Discrimination•Assimilation•Ethnic group•Culture•Powerlessness•Separatism•Family•Economics

Value Inquiry

1. Recognizing value problems2. Describing value-relevant behavior3. Naming values4. Determining value conflicts5. Hypothesizing about value sources6. Naming value alternatives7. Hypothesizing about consequences8. Choosing9. Stating reasons, sources, and

consequences of choice

Knowledge Necessary forNaming Alternatives and Making Predictions Value Clarification

Making a Decision

1. Identifying alternatives2. Predicting consequences of each alternative3. Ordering alternatives

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Unfinished SentencesUnfinished Sentences

• If I were African American (or Native American Indian, etc.) I would…If I were African American (or Native American Indian, etc.) I would…

• Most African or Indian Americans are…Most African or Indian Americans are…

• If an African or Indian American family moved into my neighborhood, I If an African or Indian American family moved into my neighborhood, I would…would…

• If I were forced to ride a bus to a desegregated school each day, I would…If I were forced to ride a bus to a desegregated school each day, I would…

• If my sister married an African or Native American Indian, I would…If my sister married an African or Native American Indian, I would…

• People of other races make me feel…People of other races make me feel…

• A A racist isracist is a person who… a person who…

• If I were called a If I were called a racistracist, I would…, I would…

• Most Whites are…Most Whites are…

• Special programs created for people of color are…Special programs created for people of color are…

• Persons of color who participate in special programs are…Persons of color who participate in special programs are…

• People who are opposed to interracial marriage are…People who are opposed to interracial marriage are…

• People of color who score poorly on IQ tests are…People of color who score poorly on IQ tests are…

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Statement ResponsesStatement Responses

• I am prejudiced toward some racial and ethnic groups.I am prejudiced toward some racial and ethnic groups.

• I would not live in a predominantly African American (or Native American I would not live in a predominantly African American (or Native American Indian, etc.) neighborhood.Indian, etc.) neighborhood.

• Most African Americans are poor because they are lazy.Most African Americans are poor because they are lazy.

• Most Whites are racists.Most Whites are racists.

• I would encourage my sister to marry an African American (or a Native I would encourage my sister to marry an African American (or a Native American Indian, etc.) if she wanted to.American Indian, etc.) if she wanted to.

• Persons of color should meet the same college admission requirements as Persons of color should meet the same college admission requirements as Whites.Whites.

• IQ tests are unfair to persons of color and should be abandoned.IQ tests are unfair to persons of color and should be abandoned.

• Students should not be required to be bused to desegregated schools.Students should not be required to be bused to desegregated schools.

• Only African Americans should teach Black Studies.Only African Americans should teach Black Studies.

• Universities and firms should establish quotas for persons of color.Universities and firms should establish quotas for persons of color.

• White fraternities and sororities should be required to admit African White fraternities and sororities should be required to admit African Americans, Mexican Americans, Asian Americans, and other persons of color.Americans, Mexican Americans, Asian Americans, and other persons of color.

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Levels of Integration of Ethnic Levels of Integration of Ethnic ContentContent

Level 4The Social Action Approach

Students make decisions on important socialissues and take actions to help solve them.

Level 3 The Transformation Approach

The structure of the curriculum is changed toenable students to view concepts, issues, events,and themes from the perspective of diverse ethnicand cultural groups.

Level 2 The Additive Approach

Content, concepts, themes, and perspectivesare added to the curriculum without changingits structure.

Level 1 The Contributions Approach

Focuses on heroes, holidays, and discretecultural elements

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Shared Power ModelShared Power Model

Means

Recognition of ways in whichgroup has been dehumanizedby dominant groups

Developing a belief in one’sown humanity

Developing pride in group

Learning strategies necessary for attaining power

Recognition of the need forgroup cohesion

Ends

Belief in humanity of own groupGroup pride

POWER SHARING*Ability to determine criteria for societal participation

Ability to create and control social, economic, and political institutionsAbility to assure survival of own group

Group cohesionWillingness to undertake action to obtain power

3333

Enlightening Powerful Groups Enlightening Powerful Groups ModelModel

Means

Recognition of the nature of oppressionand its consequences

Recognition of own participation in asystem of institutionalized racism

Recognition of the functions of cultureswhich differ from own

Recognition of different cultures asvalid and human

Resolving value conflicts about racial andcultural differences

Developing positive attitudes towarddifferent racial and cultural groups

Developing humanistic attitudes towardoppressed and exploited peoples

Recognition of the ways in which an oppressive society is dysfunctional for both oppressed and powerful groups

Ends

Expanded definition of who is humanWILLINGNESS TO SHARE POWER WITH GROUPS WHO DIFFER FROM THEMSELVES*

Unwillingness to participate in the oppression of powerless groupsAction to change the social system in ways to make it more humane

Acceptance of efforts by exploited groups to attain powerUnwillingness to oppress excluded groups when they make a bid for power

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Possible, Probable, Preferred Possible, Probable, Preferred FuturesFutures

What Is Possible?What Is Possible?

What Do I Know?What Do I Know?

What Do I Prefer?What Do I Prefer?

Possible = ImagesPossible = Images

Probable = ScienceProbable = Science

Preference = Preference = ValuesValues

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Real LeadershipReal Leadership

Internal PropertiesInternal Properties External InfluencesExternal Influences(Look Inward)(Look Inward) (Act Outward)(Act Outward)

IntellectIntellect Apply Rational Decision MakingApply Rational Decision MakingHeartHeart Advocate Care for HumanityAdvocate Care for HumanitySoulSoul Develop Perseverance in Self and Develop Perseverance in Self and OthersOthersControlControl Promote Equitable Resource AlignmentPromote Equitable Resource AlignmentVisionVision Concentrate on Future ProgressConcentrate on Future ProgressCreativityCreativity Exercise Innovation and IngenuityExercise Innovation and IngenuityValuesValues Promote and Practice Ethical PrinciplesPromote and Practice Ethical PrinciplesCompassionCompassion Empower Self and Others for SuccessEmpower Self and Others for SuccessSpiritSpirit Maintain Self Spiritual Solvency-AlwaysMaintain Self Spiritual Solvency-AlwaysExperienceExperience Learn from Mistakes and MisfortunesLearn from Mistakes and Misfortunes

Stevenson, 1997