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Gallaudet University 2007 Conference of Educational Administrators and Schools for the Deaf Roots and Wings

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a Strategy for Deinstitutionalizing Racism & Eliminating the Racial Achievement Gap ... racial identity and institutional racism. for the purposes of examining ... – PowerPoint PPT presentation

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Title: Gallaudet University 2007 Conference of Educational Administrators and Schools for the Deaf Roots and Wings


1
Gallaudet University2007 Conference of
Educational Administrators and Schools for the
DeafRoots and Wings
An Introduction to Courageous Conversation
About Race A Strategy for De-institutionalizing
Racism Eliminating the Racial Achievement
Gap Sunday, May 6, 2007
Glenn Singleton, Keynote Facilitator
2
Engaging What Will it Take? A Professional
Development Strategy for Addressing Racial
Achievement Disparity Passion, Practice and
Persistence Deepening Our Understanding of
Equity Sustaining Courageous Conversation as a
Strategy for Addressing Racial Achievement
Disparity and Transforming Public Education.
Pacific Educational Groups Belief Overview
of Courageous Conversation Deepening Our
Work, Framework, Discovery, and An Essential
Question Systems Thinking From Philosophy
Policy to Programs Practices Systemic
Equity Transformation Leadership, Learning
Teaching and Community
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
1
3

Critical Race Theory Intersectionality
Race


Schooling
Deaf/ Hard of Hearing
4

An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
The Racial Achievement Gap An Essential Question
Why do you believe (Deaf Deaf/Hard of Hearing)
Black and Brown children, persistently and
perpetually, the lowest performing (Deaf/Hard of
Hearing) student populations in American public
schools?
2
5

An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
Factors Educators Believe Impact Student
Achievement
Family Support
Language
Poverty
Mobility
What Do These Factors Have In Common?
3
6
College Board SAT I (Verbal)Average scores by
family income and raceSource College Board
12-Year Study (19821993)
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007

4
7
Race Matters Today!
  • What do these data tell us about
  • Economics (Poverty) Family Support Language
    Mobility

8
PEGs Three Research Based Assumptions
You can not address racial achievement
disparities without dealing with race!
To Perpetuate Systemic Racism Does Not
Require Intention or Malice
A teacher teaches his/her culture primarily,
the grade-level and/or subject matter standards
secondarily.
9
Our BeliefSystemic Racism is the most
devastating factor contributing to the
diminished capacity of all children, especially
African American(Black) and Latino(Brown)
children, and leads to the fracturing of the
communities that nurture and support
them. Pacific Educational Group, Inc. Fall
1995 Revised 2006
5
10
Courageous Conversation is
utilizing the Four Agreements, Six Conditions
and Compass in order to engage, sustain and
deepen interracial dialogue about race, racial
identity and institutional racism for the
purposes of examining schooling and improving
student achievement. Courageous Conversations
About Race A Strategy for Achieving Equity in
Schools Singleton and Linton ?2005
6
11
Four Agreements
  • Stay Engaged
  • Experience Discomfort
  • Speak Your Truth
  • Expect/Accept Non-Closure

Courageous Conversations About Race A Strategy
for Achieving Equity in Schools Singleton and
Linton ?2005
12
  • Six Conditions
  • Focus on Personal, Local and Immediate
  • Isolate Race
  • Normalize Social Construction Multiple
    Perspectives
  • Monitor Agreements, Conditions and Establish
    Parameters
  • Use a Working Definition for Race
  • Examine the Presence and Role of Whiteness

Courageous Conversations About Race A Strategy
for Achieving Equity in Schools Singleton and
Linton ?2006
13
  • Six Conditions
  • Focus on Personal, Local and Immediate
  • Isolate Race
  • Normalize Social Construction Multiple
    Perspectives
  • Monitor Agreements, Conditions and Establish
    Parameters
  • Use a Working Definition for Race
  • Examine the Presence and Role of Whiteness

Courageous Conversations About Race A Strategy
for Achieving Equity in Schools Singleton and
Linton ?2006
14
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
  • Race in my life?
  • how much is my life impacted by race?
  • (0 100)

100
  • Six Conditions of Courageous Conversation
  • 1. Establish a racial context that is personal,
    local and immediate..

7
15
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
  • Racial Consciousness (?)
  • Racial Impact (100)


?
To what degree am I conscious of the impact of
race on my life?
16
Racial Consciousness
I Know I Know!
Conscious
I Know I Dont Know!
Semi-Conscious
Unconscious Innocence/Ignorance
I Dont Know I Dont Know!
Dys-Conscious
I Dont Know, But I Think I Do!
What is the difference between Color-Neutrality,
Color-Blindness and Color-Consciousness?
8
17
  • Six Conditions
  • Focus on Personal, Local and Immediate
  • Isolate Race
  • Normalize Social Construction Multiple
    Perspectives
  • Monitor Agreements, Conditions and Establish
    Parameters
  • Use a Working Definition for Race
  • Examine the Presence and Role of Whiteness

Courageous Conversations About Race A Strategy
for Achieving Equity in Schools Singleton and
Linton ?2006
18

An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
VW
  • Six Conditions of Courageous
    Conversation
  • 2. Isolate Race
  • 3. Normalize Social Construction of Knowledge
    and Multiple Perspectives.

9
19
Beyond Diversitya Foundation for
Deinstitutionalizing Racism Eliminating the
Racial Achievement Gap2006-2007
Conditions 2 3 Isolate Race and Social
Construction
20
Beyond Diversitya Foundation for
Deinstitutionalizing Racism Eliminating the
Racial Achievement Gap2006-2007
21
Beyond Diversitya Foundation for
Deinstitutionalizing Racism Eliminating the
Racial Achievement Gap2006-2007
Conditions 2 3 Isolate Race and Social
Construction
22
Social Construction of Knowledge
Beyond Diversitya Foundation for
Deinstitutionalizing Racism Eliminating the
Racial Achievement Gap2006-2007
23
Social Construction of Knowledge
Beyond Diversitya Foundation for
Deinstitutionalizing Racism Eliminating the
Racial Achievement Gap2006-2007
24
The Social Construction of Knowledge
A Racial Autobiography We see things not as
they are, but rather as we are Reverend Douglas
Fitch, Glide Memorial Church
Personal, Local and Immediate
25
  • Six Conditions
  • Focus on Personal, Local and Immediate
  • Isolate Race
  • Normalize Social Construction Multiple
    Perspectives
  • Monitor Agreements, Conditions and Establish
    Parameters
  • Use a Working Definition for Race
  • Examine the Presence and Role of Whiteness

Courageous Conversations About Race A Strategy
for Achieving Equity in Schools Singleton and
Linton ?2006
26
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
  • Culture is to humans, as water is to fishDr.
    Wade NoblesSan Francisco State University
  • Can you differentiate between your
  • Nationality
  • Ethnicity
  • Race

Corner
Culture
Color
  • Six Conditions of Courageous Conversation
  • 5. Establish a Working Definition for race that
    is differentiated from
  • that of ethnicity and nationality.

11
27
(No Transcript)
28
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
Courageous Conversation
Critical Race Theory
Anti-Racist Leadership
Systems Thinking
Which intersections will be Most Difficult for
Me/My System to negotiate? Why?
12
29
FocusAnti-Racist Leadership Development,
Distribution, Capacity Building Sustainability
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
Pacific Educational Group K12 District,
Regional, State and Higher education partners
California (7) Colorado (1) Connecticut (9)
Minnesota (8) Michigan (2) Illinois
(1) Maryland (1) Missouri (1) New Mexico
(1) North Carolina (1) Ohio (7) Oregon
(1) Pennsylvania (1) Virginia (1) Washington
(1) Regional Program State Program Higher
Education
GoalImproved Student Capacity through Cultural
Transformation and Structural Reform
StrategyCourageous Conversations About Race
Personalizing Whiteness Critical Race
Theory Systems Thinking
13
30
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
The Racial Autobiography A Reflective Essay
Prompt
What can you recall about your first encounter
with or understanding about race? In what ways,
if any, do you recall race playing out in your
elementary, middle grades and high school years?
Do you remember any events, activities or
conversations taking place in college in which
race played a role in the discovery, resolution
or subsequent course of events? What is a most
recent occasion in which race, race relations
and/or racism impacted your personal thinking,
actions or being? In what ways have your feelings
about and engagement with race evolved over the
span of your life?
Notes GES Racial Autobiography
10
31
Chapel Hill-Carrboro SchoolsEnd of Course
ExaminationEnglish
Source Diane N. Villwock, Ph.D.,Director of
Testing and Program Evaluation Chapel
Hill-Carrboro Schools
32
Chapel Hill-Carrboro SchoolsEnd of Course
ExaminationAlgebra I
Source Diane N. Villwock, Ph.D.,Director of
Testing and Program Evaluation Chapel
Hill-Carrboro Schools
33
Chapel Hill-Carrboro SchoolsEnd of Course
ExaminationChemstry
Source Diane N. Villwock, Ph.D.,Director of
Testing and Program Evaluation Chapel
Hill-Carrboro Schools
34

An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
The Racial Achievement Gap An Essential Question

What fundamental changes must occur in United
States public schools (for the deaf and hard of
hearing) for site and central office
administrators and teacher leaders to effectively
facilitate Courageous Conversations About Race
that lead to quality professional learning for
teachers/staff and improved achievement for ALL
students?
15
35
An Introduction toCourageous Conversations
About Racea Strategy for Deinstitutionalizing
Racism Eliminating the Racial Achievement
GapMay 6, 2007
Let truth come out the way it wants to come out.
Let the hearers utilize a different area of
themselves to try to understand" Malidoma
Patrice Somé, Author, The Healing Wisdom of
Africa
  • For Additional Information, Please Contact
  • Pacific Educational Group, Inc.
  • 466 Geary Street, Suite 550
  • San Francisco, CA 94102
  • Phone 415.346.4575
  • Fax 415.346.4559
  • www.pacificeducationalgroup.com
  • For a Professional Development Video, Contact
  • The Video Journal of Education
  • Closing the Achievement Gap featuring Glenn
    Singleton
  • Use Order Code PRSNTR 1201
  • 801.566.6500
  • Courageous Conversations About Race A Field
    Guide for Achieving Equity in Schools
  • By Glenn E. Singleton and Curtis Linton, Corwin
    Press, Sherman Oaks,CA. 2006 ?. Now Available
  • through Pacific Educational Group, Inc.
    www.pacificeducationalgroup.com

Those who profess to favor freedom and yet
deprecate agitation,are men who want crops
without plowing up the ground. They want rain
without thunder and lightning.They want the ocean
without the awful roar of its waters. This
struggle may be a moral one or it may be a
physical oneor it may be both moral and
physical but it must be a struggle. Power
concedes nothing without demand.It never did, and
it never will.
Frederick Douglass August 4, 1857
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