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EPS 201/202 Library Book Collection Project Michie will identify a school that doesn’t have a...

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individual teachers at this school—If you want to donate a book (new or used in good condition) — choose your favorite or a newer children’s book, or a Caldecott winner. Give your donated book to me or your TA before the end of finals week. Thanks Final Exam 5 questions (20 points each), 3 hours, Study Guide will be distributed on Thursday, April 28 Final Exam 228 Natural History Building, 8 – 11 AM, Thursday, May 12 Conflict Final, Friday, May 13, 1:30-4:30, be sure to notify your TA this week if you qualify for the Conflict Exam. Location to be announced. Thursday, April 28, and Tuesday, May 3 MAKE-UP LECTURE WRITES for those who need it, MAX POINTS = 10 Bookstores will buy back TOZER, APA MANUALS AND MICHIE (NOT Spring)
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EPS 201/202 Library Book Collection ProjectMichie will identify a school that doesn’t have a library. Donated books will be given to individual teachers at this school—If you want to donate a book (new or used in good condition) —choose your favorite or a newer children’s book, or a Caldecott winner. Give your donated book to me or your TA before the end of finals week. Thanks

Final Exam 5 questions (20 points each), 3 hours, Study Guide will be distributed on Thursday, April 28

Final Exam 228 Natural History Building, 8 – 11 AM, Thursday, May 12 Conflict Final, Friday, May 13, 1:30-4:30, be sure to notify your TA

this week if you qualify for the Conflict Exam. Location to be announced.

Thursday, April 28, and Tuesday, May 3 MAKE-UP LECTURE WRITES for those who need it, MAX POINTS = 10

Bookstores will buy back TOZER, APA MANUALS AND MICHIE (NOT Spring)

Teaching for social justice.Small acts make a difference.

Some schools in Chicago have no libraries . We could expand the in-class libraries in one school.

Last week, many in our class indicated they were willing to donate books.

Good quality used or new books could be donated if the class is interested. I will collect donated books for one elementary school until the end of finals. I will contact Greg about a target school. Critically analyze this act!

Books for K-8 can be given to me or your TAs

APPYING THE 3 THEORIES OF SOCIAL INEQUALITY in CHAPTER 13 TOZER with READINGS FROM THE PAST 2 WEEKS

1. CULTURAL DEFICIT THEORY TOZER Chapter 13 and the views toward capacity to learn in school, SOME GROUPS ARE INFERIOR.

POVERTY BOOKS Article on PovertyCLASS ANYON “Social Class and the Hidden Curriculum of Work”ETHNICITY BILLINGS Readings

2. HUMANIST APPROACH TO DIFFERENCE AND DISCRIMINATION (Tolerance, Elliot. 1960s)

3. CRITICAL THEORY 1980s (INSTITUTIONAL STRUCTURES, POWER)a. CULTURALLY DIFFERENCE THEORY LEADS TO CULTURALLY

RELEVANT TEACHING LADSON-BILLING, G. EXCERPTS in Dreamkeepers Successful Teachers of African American Children, and see TOZER Chapter 13 “Diversity and Equity Today” (pages 430-432 (details on Ladson-Billings’ Culturally Relevant Teaching).

b. ANTI-RACIST TEACHING E-RESERVES TENORIO, K. An interview with Enid Lee “Taking Multicultural, Anti-racist Education Seriously” pages 19-23.

c. RESISTANCE THEORY CULTURAL SUBORINATION LEADS TO RESISTENCE THEORY KOHL, H. “I Wont Learn from You”.

We don’t want schools to perpetuate social inequalities. What did Jean Anyon’s research reveal about REPRODUCTION of the social class structure in schooling? (Anyon article and Tozer, 422-423)

Study of five elementary schools in New Jersey

Schools serving working-class children were: Indifferent to academic content beyond the basics Teachers viewed students as lazy Instruction was by rote and repetition

Schools serving middle-class children were: Quality of content better Instruction was better Wanted students to think for themselves

Teachers Perceptions and Expectations play an important role in determining educational outcomes. (see Spring, 57)

“Pygmalion in the Classroom” Rosenthal and Jacobson, performed a research study in a classroom.

Would teacher expectations affect student performance?

Over the summer administered IQ tests to students.

Randomly identified some students as “late bloomers” and told teachers to expect a big boost in student performance in the next year.

Retested students at the end of the year, late bloomers made greater gains than non-bloomers.

People’s perceptions of themselves and others are influenced their group membership and views held by the larger society about groups.

See Anderson’s article, “The Historical Context for Understanding the Test Score Gap”, page 20.

What are the consequences of “stereotype threat” in testing situations?

http://www.youtube.com/watch?v=nGEUVM6QuMg&feature=related

What is the effect of socially held negative stereotypes on members of different groups regarding confidence their abilities?

Social Psychology Research shows effect of stereotype threat in testing situation for any group that is negatively stereotyped.

Even among talented college students at Stanford University, if the students believed a test was a measure of their ability (like girls in math) there test score could be effected.

Remember the discussion of stereotyped threat-social psychology addressed in Professor Anderson’s article on the historical context for the achievement gap.

CULTURAL DIFFERENCE THEORYCultural difference theory respects and values differences.

Cultural Mismatch- (Tozer, 421) can occur in: Subject matter Learning styles Ways of knowing and demonstrating knowledge Attitudes toward authority Modes of behavior Socializing patterns--Speech Patterns, Manners, Values

When there is a mismatch, then some accommodation is needed for learning to occur.

Cultural Relevant Teaching

Not an easy prescriptive method of teaching.

Relevant approach for all students—

Ladson-Billings believes that the problem for minority students is cultural deficit theories operate in schools, students feel the impact of subordination, structural disadvantages, and unequal power relations. How do we change this in schools and the larger society?

Why is Ladson-Billings concerned about the education of minority students? African Americans still dream of quality education for their children.

Achievement gap of minority students

Poor outcomes for many minority students--higher dropout rates

Resegregation of schools since 1980s (de facto separate schools) means greater isolation for all students

Low funding in many schools serving minority

Few teachers of color (less than 10%)

Lingering effects of cultural deficit theory on teachers (no attention to structural inequalities, teaching approaches, school practices and policies)

Ladson-Billings conducted a one-year study of 8 of the most successful teachers in minority schools. What was the cultural reference of the 8 teachers in her study? 5 Black 3 White

8 teachers All 5 African American teachers demonstrated close cultural

reference with the African American community

1 white teacher had a bicultural orientation

1 white teacher had a African American orientation

1 white teacher had a white cultural reference BUT in school sought out African American teachers and encouraged students to share their cultural background in the classroom.

The cultural group that the teacher most closely identified with, who were her friends inside and outside of school, what kinds of social activities did she participate in, which neighborhood and communities did she frequent.

What does Ladson-Billings mean by the CUTLURAL REFERENCE of the teacher?

According to Ladson-Billings what main views do culturally relevant teachers hold about learning? (Tozer, 430 and Ladson-Billings, 33):http://www.youtube.com/watch?v=ccEu7r2IwM0 3:40

CAUTION: These look simple, but are complex ideas. Conceptions of themselves and others.

Recognize that culture impacts everyone’s learning.

Conceptions of social relations. Social relations impact motivation, why we learn, interpretations,

how the community views the school.

Conceptions of knowledge. Knowledge is constructed, useful, changing, linked to experiences.

Culturally Relevant Teaching is a comprehensive WORLD VIEW – THE STARTING POINT IS CULTURAL DIVERSITY rather than ASSIMILATION to a dominant culture*

Nappy Hair (1997) Carolivia Herron and illustrated by Joe Cepeda

The book is written in the African American tradition of CALL AND RESPONSE. Addresses African heritage and slavery.

If you missed lastThursday’s class,Read article by Neal Lester “RootsThat Go Beyond BigHair and a Bad HairDay: Nappy Hair Pieces

At the family picnic, EVERYONE has something to say about Brenda Her hair and her talents are a gift from God.

Ladson-Billings suggests that all of us learn and understand through cultural filters.

Recognize the role that culture plays in how we see the world.

“The way we read the world is culturally mediated.”

Know thyself, and understand others.

RECOGNIZING CULTURE AS PART OF THE PROCESS OF LEARNING

Teachers need to read the world…..requires that you cross boundaries beyond your immediate experiences.How does the culture shape society?How do political economy and ideology shape society?

SCHOOLS

POVERTY

FAMILY

ECONOMY

RELIGIONS DEMOCRACY and DOMINANT CULTURALIDEAS AND VALUES

OUR HISTORY

POLITICS

SPECIAL INTEREST GROUPS

FEDERAL &STATE LAWS

DEMOGRAPHICS

No simple recipe Culturally Relevant Teachers According to Ladson-Billings (E-Reserves)***Two pages in Chapter 13 See Tozer page 430 and 431 “Education that is multicultural and social reconstructionist” Emphasis is on WHAT and HOW we teach.

Believe in the intellectual capacity of all students, all students are capable of success.

Hold beliefs about minority students that all can learn (and hold them to high expectations).

See themselves as part of the community in which the students live. See teaching as giving back to the community. Maintain fluid, equitable teacher/students relationships. Demonstrate a connectedness to all students. Develop a community of leaders among students. Encourage students to learn collaboratively Is passionate about learning. Views the curriculum critically. Scaffolds or builds bridges that facilitates students’ learning. Believes that assessment needs to be multifaceted. Committed to providing readiness and support necessary for learning.

Is this justgood teaching?

Ladson-Billings believes that teachers should not….

treat EQUALITY as SAMENESS.

What does this statement mean to you?

Ladson-Billings believes that culturally relevant

teaching does not represent a kind of separatism, reverse racism, or special privileges to the African American community, but rather compares culturally relevant teaching to middle-class demands on schools to serve their communities.

http://www.youtube.com/watch?v=4xP11RgMlMU&feature=related

What is a Mexican? Seward School, Chicago Michie’s Media Class 1990sYoutube see: bestofssn

Your comments on Michie: Imagination missing in today’s classrooms The question of what it means to be a “good” teacher. Resist idea of a “bad” neighborhood Make students part of school evaluation process No method for teaching in urban schools A walk through teacher evaluation sounds awful Make connections with the students’ community in some way Ask questions, be humble, and listen Observe at all types of schools, observe master and novice teachers Thankfully, my subject, history is not tested in schools today One interesting question that did not get asked: “How does Michie feel

about uncertified teachers? He wasn’t certified when he started.” Spend money out of pocket for your class?

Can you count on being able to have these experiences in your daily life? Yes or No?

I can arrange to protect my children most of the time from people who might not like them.

Can you count on being able to have these experiences in your daily life? Yes or No?

I do not have to educate my children to be aware of systemic racism for their own daily physical protection.

“White Privilege: Unpacking the Invisible Knapsack” by Peggy McIntosh This article is now considered a ‘classic’ by anti-racist educators.

Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women.

It has been used in workshops and classes throughout the United States and Canada for many years.

While people of color have described for years how whites benefit from unearned privileges, this is one of the first articles written by a white person on the topic.

Can you assume?

7. I can be sure that my children will be given curricular materials that testify to the existence of their race.

9. I can do well in a challenging situation without being called a credit to my race.

10. I am never asked to speak for all the people of my racial group.

11. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the place I have chosen.

Daily effects of white privilegeProfessor Peggy McIntosh (1988)

“I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life.”

“I have chosen those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographic location, though of course all these other factors are intricately intertwined.”

MEMBERS OF MAINSTREAMGENERALLY HAVE…..a free pass in many civic, social, political, economic, educational activities-- and ideology is kind and generous to members.

“But I have worked hard to get where I am today.”

History contains blatant racism, sexism, classism, disable-ism…Today, there are both visible and invisible (very subtle)

differences in treatment in society and in schools.Visible—when disability is not accommodated in schools, when

anti-Catholic stories are in textbooks, when no women or minority authors are read in literature classes…… (if authors are absent the assumption is that no good literature is produced by that group)

Invisible--

OK, so it is not really invisiblejust hard to see, HIDDEN CURRICULUM(so embedded) unless you are looking, using a critical eye. Authoritarian teachingapproaches for some students, how rules are enforced, who has thebest teachers and most motivating classes.

CULTURE AS NORMS It determines the meaning of: rituals, success, manners, behaviors, language, social status, ethnicity, gender --all meaning…

Definition: You are part of mainstream American culture if you:

Act [and PERCIEVED] like a member

Have income for the lifestyle Internalize its core values Have ready access to participate in

institutions Speak English Accept a mainstream identity

Can teachers build abridge between cultures?Can students respect the mainstream and their ownculture?

How much cultural uniformity is needed to be successful in mainstream culture?

How much respect is given to cultural difference today?

In Schools: Can students learn in an environment where they have to reject their home culture? Or if their culture or identity is disrespected?

What does Ladson Billings mean by“dysconsciousness”?

Dysconsciousness means, as teachers, we recognize the privilege of some children and the disadvantage for other children, but we fail to challenge the status quo, or accept PRIVILEGES FOR SOME AS A GIVEN OR INEVITABLE (Ladson-Billings, 32).

ENID LEE suggests challenging the status quo in schools: Curriculum changes that study the SOURCES of

discrimination Involving students in social change in their neighborhoods Giving minority parents more voice in school decisions Examining who is hired at a school Equipping students and parents to combat racism and ethnic

discrimination.

Multicultural Approaches to Teaching

Enid Lee suggests that Anti-Racist, Multicultural Education means to examine the biases of our own education,

Examine what is considered “normal” (Is normal excluding some people?).

Ask: Who benefits from the status quo? How can more people benefit from social institutions?

Enid Lee suggests how to implement a more multicultural, anti-racist education. Implement in stages:

Surface stage—more expressions of culture within the school and begin to transform the curriculum

Transitional stage—create units of instruction on that address different cultural groups

Structural changes—integrate units on different cultures into the regular curriculum

Social change—create a curriculum that helps to lead changes outside the school (Such as media literacy studies-- how does the media portray different people? Study health conditions of a neighborhood)

Critical Theorists believe that:

Many people experience institutions differently based on group membership.

Cultural Subordination Theory helps us to examine inequalities structured in the social system, differences in power between superior and inferior and what it means in schools.

Examine the social processes lead to the lower status of certain groups.

Pluralist Approach to Curriculum for All StudentsExample of recent changes in how history is taught. More inclusive of diverse experiences, but still room for improvement.

Critical Theorists Seek Pluralism For ALL

Two documentaries were made on Jane Elliot’s Eye Discrimination Experiment

Chapter 13 Teacher Jane Elliot Tozer 414-416 What happened during the two-day experiment?

SUPERIOR INFERIOR

Jane Elliot’s Eye Discrimination DayYou can view Eye of the Storm and A Class Divided on YouTube –http://www.youtube.com/watch?v=JCjDxAwfXV0 Part 1

http://www.youtube.com/watch?v=43-QAvekTpU Part 3 6:10

Humanist Approach: IndividualsCritical Theory: Change Racist Structures

Define Colorblind: Can be thought of several ways.

As a positive, Human Relations Approach: What are the main goals of Jane Elliot’s approach to discrimination?

Students learn about discrimination, become tolerant. The experience changes some individuals

“Not to be prejudiced. Not to see color as a negative status. Not to see white as superior. Not to treat students any differently because of their color.” (like Jane Elliot for her students, see Tozer, 431)

As an absolute: Everyone is just the same, no differences.

What assumptions operated in Jane Elliot’s class? One group was inferior to the other. One group had power over the other.Negative impact of blatant discrimination.

Superior group was:

Entitled to special privileges Given positive encouragement for learning A group that was assigned positive attributes Individual members’ behavior was attributed to group

membership

Could students in the bottom group ever change their lower status?

How are groups perceived in society?How do perceptions influence teachers?

Social perception comes in part from our membership in groups….--American, New Englander, Irish-American, women, working class, teacher…

GROUPS DO SHARE SOME CHARACTERISTICS Generalizations are limited.

BUT SOCIAL STEREOTYPES OF GROUPS ARE LIMITING When stereotyped, a person takes on all attributes of a group, there is no individualism, and no personal knowledge is considered.

What occurred in Elliot’s class? Teacher as Wicked Witch of the East?--She was a mean individual?

OR, as a teacher with power and authority in school is she adopting the prejudices of the larger society?

Her aim –TO TEACH TOLERANCE TO INDIVIDUALS Are changes to minds or structures more important to effect real long-term changes in society? What would critical theorist say?

Compare Approaches to Discrimination1. Human Relations (Tozer, 431) Jane Elliot2. Critical Theory (Tozer, 419-424, Ladson-Billings, Enid Lee (Tenorio article), and Kohl

.

What are the main goals of critical educators like Lee or Ladson-Billings?

Show how cultural differences matter in teaching and learning. Create a more inclusive, multicultural curriculum. Examine and change discriminatory school structures.Equip students to combat discrimination.

Provide a high level of education and social awareness. Change school structures.

Change institutions and power relations.

What are the main goals of a critical educator like Ladson-Billings? Make schools work well for all students.

Critical Theory challenges:

Negative stereotypes

Cultural deficit views

Political, social, and economic arrangements in the larger society that cause inequalities in all aspects of life.

Not considering the impact of subordination –like the response of resistance

CHANGING SCHOOLS

Critical theory differs from liberal theories that take for granted the existing social arrangement when it

a) calls into question the whole social order.b) places the concept of power relations at the center of the problems between rich and poor, mainstream and subordinate groups.c) examines the power relationship between the child’s culture and the school culture.d) seeks to serve the needs of the child and legitimate interests of the larger society.e) All of the above are correct.

An example in Kohl showing why somestudents resist school (26).

Kohl was consulting for a school in San Antonio that had a large Mexican American population with a high failure rate.

Few Latino teachers, no Latino administrators.

He observes in a History Class—a Lesson on “The first people to settle Texas” (arrived from New England and the South…)

Kohl challenged the textbook’s assumptions, and then engaged students in conversation about racism within the textbooks and the school.

Resistance Theory (Tozer, 424 and Kohl)Students reject negative environments and reject opportunities in schools in order to preserve their identity and cultural connections.

When students experience discriminatory practices, some students retreat into a posture of resistance, a conscious refusal to learn.

Cooperation in schools means capitulating to an alien culture.

Resistance in school is “self-destructive” at one level--a foregoing an education; but it preserves the integrity of subordinate cultural identity.

According to Kohl what is meant by:

Failing to learn? Tried and failed for different reasons—teaching approaches,

materials, readiness skills.

Not learning? Willfully choosing not to learn because of a challenge to self-

respect, self-identity, cultural integrity, or loyalty to family or group.

Kohl acknowledges the essential role of free will in learning.

Resistance by many students is a response to subordinate status in society and school.

Deciding to actively not-learn something involves closing off part of oneself and limiting one’s experiences (Kohl, 106).

As a teacher, Kohl assumes that there are complex factors behind apparent failure to learn, which could be used to transform the situation into positive learning (Kohl, 107).

Kohl concludes that–teachers need to understand why “not-learning” occurs, and education needs to be built on the hard truth of the experiences of our students in society (Kohl, 120)

Teachers should seek ways to address discrimination and racism as it connects to the students’ lives, as it functions in schools and operates throughout the curriculum.

Summary-- Chapter 13 and Lee, Ladson-Billings, and Kohl Readings What theories contribute to answering these complex questions about teaching and learning?

Teachers ask themselves these questions: What are the learning styles of my students? How can I learn more about my students? Why do students behave this way? Why do students fail to read? Fail to achieve in school? What interventions might have a positive impact on student

performance? How do conditions in the larger society shape my thinking and my

students’ thinking?At an institutional level: How can schools change the outcomes for students? How can schools change the general pattern of social reproduction?


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