EPS 201/202 Library Book Collection Project Michie will identify a school that doesn

1
EPS 201/202 Library Book Collection
ProjectMichie will identify a school that
doesnt have a library. Donated books will be
given to individual teachers at this schoolIf
you want to donate a book (new or used in good
condition) choose your favorite or a newer
childrens 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, 130-430, 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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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

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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 Poverty
• CLASS 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.

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We dont want schools to perpetuate social
inequalities. What did Jean Anyons 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

5
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.

6
Peoples perceptions of themselves and others are
influenced their group membership and views held
by the larger society about groups.

• See Andersons 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?vnGEUVM6QuMgfeature
  related

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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
  Andersons article on the historical context for
  the achievement gap.

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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.

9

• Cultural Relevant Teaching
• Not an easy prescriptive method of teaching.

10

• 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?

11
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)

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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.

13
What does Ladson-Billings mean by the CUTLURAL
REFERENCE of the teacher?
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.
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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?vccEu7r2IwM0
340

• CAUTION These look simple, but are complex
  ideas.
• Conceptions of themselves and others.
• Recognize that culture impacts everyones
  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.

15

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

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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 last Thursdays class, Read article
by Neal Lester Roots That Go Beyond Big Hair
and a Bad Hair Day Nappy Hair Pieces
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At the family picnic, EVERYONE has something to
say about Brenda Her hair and her talents are a
gift from God.
18
Ladson-Billings suggests that all of us learn and
understand through cultural filters.
RECOGNIZING CULTURE AS PART OF THE PROCESS OF
LEARNING

• 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.

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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?
SPECIAL INTEREST GROUPS
DEMOCRACY and DOMINANT CULTURAL IDEAS AND VALUES
RELIGIONS
POVERTY
OUR HISTORY
FAMILY
SCHOOLS
POLITICS
ECONOMY
FEDERAL STATE LAWS
DEMOGRAPHICS
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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 just good teaching?
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• Ladson-Billings believes that teachers should
  not.
• treat EQUALITY as SAMENESS.

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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.

23
http//www.youtube.com/watch?v4xP11RgMlMUfeature
relatedWhat is a Mexican? Seward School,
Chicago Michies Media Class 1990sYoutube see
bestofssn

• Your comments on Michie
• Imagination missing in todays 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 wasnt certified when he started.
• Spend money out of pocket for your class?

24
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.

25
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.

26
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.

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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.

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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.
  

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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.

30

• 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.
• Visiblewhen 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 invisible just hard to
see, HIDDEN CURRICULUM (so embedded) unless you
are looking, using a critical eye. Authoritarian
teaching approaches for some students, how rules
are enforced, who has the best teachers and most
motivating classes.
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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 a bridge between cultures? Can
students respect the mainstream and their
own culture?
32

• 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?

33
What does Ladson Billings mean bydysconsciousnes
s?

• 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.

34
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?

35
Enid Lee suggests how to implement a more
multicultural, anti-racist education.
Implement in stages

• Surface stagemore expressions of culture within
  the school and begin to transform the curriculum
• Transitional stagecreate units of instruction on
  that address different cultural groups
• Structural changesintegrate units on different
  cultures into the regular curriculum
• Social changecreate 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)

36
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.

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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
38
Two documentaries were made on Jane Elliots Eye
Discrimination Experiment
39
Chapter 13 Teacher Jane Elliot Tozer 414-416
What happened during the two-day experiment?
SUPERIOR INFERIOR
40
Jane Elliots Eye Discrimination DayYou can view
Eye of the Storm and A Class Divided on YouTube
http//www.youtube.com/watch?vJCjDxAwfXV0
Part 1http//www.youtube.com/watch?v43-QAvekTpU
Part 3 610
41
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 Elliots 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.

42
What assumptions operated in Jane Elliots 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?

43
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.

44
What occurred in Elliots 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?
45
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.

46
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

47

• 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
  childs 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.

48
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 Classa Lesson on The
  first people to settle Texas (arrived from New
  England and the South)
• Kohl challenged the textbooks assumptions, and
  then engaged students in conversation about
  racism within the textbooks and the school.

49
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.

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According to Kohl what is meant by

• Failing to learn?
• Tried and failed for different reasonsteaching
  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.

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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 ones
  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 thatteachers 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.

52
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?