Strategies needed to create cultural inclusive learning environments

Jean Haar and Jerry Robicheau, Mankato State University, MACTE Fall 2007 Conference

Sixteen Trends: Their Profound Impact on Our Future - Gary Marx

Leadership

Trend 2:

Objectives of the presentation

Definition of an inclusive environment

We need to have the courage to speak up and be comfortable about this. TO do this, we need to be informed.

Leadership preparation: creating an inclusive environment

Examples:

Culturally relevant leaders

Leaders hp and inclusive environments

Teacher preparation: creating an inclusive environment

Teachers' conceptions of self and others

Culturally relevant teacher Assimilationist teacher
  • see themselves as artists
  • see themselves as a part of the community and teaching as giving something back to the community, encourages students to do the same
  • help students make connections, national and global identities
  • See teachers as pulling knowledge out -- like mining
  • see themselves as technicians, teaching as a technical task
  • see themselves as individuals who may or may not be part of the community, encourage achievement as a means to escape community
  • believe failure is inevitable for some
  • See teaching as putting knowledge in -- like banking

Classrooms and inclusive environments

(se; "Can we talk about Race?" - book)

Responsibility of all

"Schools and people in them need to invite diversity, eradicate stereotypes, enhance self-esteem, encourage all members of the community to have a voice and demand educational achievement." Attinasi, p. 8

Strategies

[Courageous Conversations by Singleton and Linton]

Words from school leaders of color

School Districts "In Action"

Higher Education's Responsibility

Discussion/ Q&A

References

  1. Attinasi, J. (1994). Cultural diversity and academic achievement. Urban Monograph Series, NCREL.
  2. Bainbridge, W.L. & Lasley, T.J., II 92002). Demographics, diversity, and K-12 accountability; The challenge of closing the achievement gap. Education and Urban Society, 34(4), 422-437.
  3. Lee, C (1994). Beliefs that drive implementation of multicultural education. Urban Monograph Series, NCREL.
  4. Lindsey, R., Roberts, L., & CampbellJones, F. (2005). The culturally proficient school; An implementation guide for school leaders. Thousand Oaks, CA: Corwin Press.
  5. Marri, A. (2005). BUilding a framework for classroom-based multicultural democratic education; Learning from three skilled teachers. College Record, 107(5), 1036-1059. Retrieved from http://www.tcrecord.org.
  6. Pacific Education Group 92007). Beyond diversity: Introduction to courageous conversations and a foundation for deinstitutionalizing racism and eliminating the racial achievement gap. Presented at Eden Prairie Schools, Eden Prairie, Minnesota.
  7. Saifer, S. & Barton, R. (2007). Promoting culturally responsive standards-based teaching. Principal Leadership, 8(1), 24-28.
  8. Singleton, G.E. & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, CA: Corwin Press.
  9. Tatum, B. (2007). Can we talk about race? BOston, MA: Beacon Press Books.

 

Other resources:

Starting Small (video from Teaching Tolerance)