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