Showing papers in "Multicultural Education in 1996"

Making the Rhetoric Real

Abstract: Author(s): Oakes, Jeannie | Abstract: On April 29, 1992, the faculty of the Graduate School of Education and Information Studies at UCLA were stunned and angry as they watched their city’s tenuous social contract go up in smoke just hours after the jury delivered its not guilty verdict in the Rodney King beating trial. Their anger turned to action over the next three years to create a new center—Center X—to directly address issues of race, poverty, and inequality in schools. In this paper, Jeannie Oakes chronicles the founding of Center X and details the strategies it created to transform the fields of teacher education, induction, and professional development—a broad-based collaborative effort to make the rhetoric about social justice and multiculturalism real.

Preparing teachers to recognize multiple perspectives

Abstract: This paper describes several practices designed to challenge preservice teachers to question their assumptions regarding multiculturalism and to explore other points of view. The "Culture Walk" at Susquehanna University (Pennsylvania) increases awareness and sensitivity to interpersonal and personal identities. It involves writing and reflecting on one's own background, participating in a guided walk through an urban community, and teaching a lesson in a multicultural setting. The "Hegemonic Process" at Madonna University (Michigan) helps students to assess "normality" in today's society and the impact on students who are marginalized. Two case studies designed to help future teachers analyze their responses in relation to students who are marginalized are included. "Shadow Studies" at Willamette University (Oregon) helps preservice teachers relate more personally to how students are affected by school in order to better understand and meet the needs of their students. Teachers reflect on their own school experiences, examine school culture through the eyes of an ethnic minority student, and carry out group investigations on the needs of diverse students. These three practices encourage teachers to examine their own and others' views, the role of power and privilege attached to those views, and consequences when the assumptions of a dominant racial, social, or cultural group are imposed on others. (Contains 21 references.) (ND) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Preparing Teachers to Recognize Multiple Perspectives U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at AACTE Annual Conference February 1996 Linda Tamura, Willamette University Patricia Nelson, Susquehanna University Theron Ford-Stevenson, Madonna University PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY , t_a_4(4.41/20e TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) A favorite poster features two footprints facing three footprints. "I like you," the two footprints exclaim. "You're different." Ideally this simple tenet could be replicated regularly across America's schools. With discipline, fighting, violence and gangs still identified as some of the biggest problems facing our schools (Gallup Poll 1995), it is essential that we address issues emanating from our differences and cultivate attitudes of understanding, appreciation and respect. As teacher educators, one of our goals is to guide future teachers to understand and value perspectives of others so that they may successfully meet the needs of all students. It is essential that students--and teachersunderstand, appreciate and respect each others' differences and similarities. Tomorrow's students will be expected to meet challenges of an increasingly multicultural society. By the year 2020, forty percent of America's school population will be composed of students of color (Zeichner 1992). By the year 2080, the U.S. may well have a majority population of "minorities" (Cortes 1994). Tomorrow's teachers must thus understand needs of an increasingly diverse student population and possess attitudes and skills to guide ALL students toward success. In order to understand the perspectives they bring to the profession, teachers must first understand their own personal and cultural identities. James Banks (1991) advises, "An Anglo-American teacher, who is confused about his or her cultural identity...will have a difficult time relating positively to outside ethnic groups." While the vast majority of teachers, 87 percent, represent the majority culture (Lewis 1996), Banks' premise is just as critical for those of all ethnic and cultural