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Hasebroock Facilitation - Rethinking Multicultural Education Teaching For Racial and Cultural Justice
Hasebroock Facilitation - Rethinking Multicultural Education Teaching For Racial and Cultural Justice
Hasebroock Facilitation - Rethinking Multicultural Education Teaching For Racial and Cultural Justice
Education by Wayne
Au
Teaching for Racial and Cultural
Justice
Presentation by Abigail Hasebroock
CIEP 524; Loyola University of Chicago
Reflecting on In the past four months, we have read:
Culture and Power in the
Classroom by Antonia Darder
His message:
Define students by what they contrib
ute, not what they lack
.
Post-Viewing Question: If we
redefine at risk students as at
promise, how does this change our His book Punished: Policing the Lives of Black and Latino Boys
discusses how urban males of color encounter the youth control
curriculum? complex: punitive social control that has led to the school-to-
prison pipeline.
Summary of Rethinking Multicultural
Education
This anthology presents articles on race and culture in the classroom
Social studies should help In Arizona, lawmakers have The Europeans asserted
students name and explain ruled that Mesoamerican their greatness and thats
obstacles to justice, peace, knowledge is subversive what you learn about in
equality, and and not part of Western U.S. History, but all of us
sustainability not just civilization (Rodriguez, p. are U.S. History
cover material (Bigelow, p. 100). (Carberry, p. 109).
98).
Its devastating to know that This is not just a debate Schools need to expand
history has a face to it, and that about pedagogy, about students thoughts
any history that is different runs textbooks, about historical concerning major life
the risk of not being taught...We interpretation. Its a debate issues (Van Winkle, p. 126)
dont realize that our past about the kind of society but cannot because the entire
intertwines with our future we want to live in (Bigelow, effort to create fixed standards
(Ortega, p. 113). p. 119). violates the very essence of
Everything in school-- A lack of strong verbal
Those who interpret skills among Asian
from the posters on the
wall, to the music played Spanish as a threat Americans suggests that
Part III: Language, at assemblies, to the rather than a more is at stake than
Culture, and Power books in the library-- marvelous resource better learning of the
embraces students or are the poorer for it curriculum. There are
pushes them away (Gabaldon, p. 146). consequences beyond
(Christensen, p. 143). academia
(Tateishi, p. 156).
Weve got to teach that All we can do is provide Since [USEB] is not
All children need to accepted by the white
every utterance, every students with access to
learn how to mainstream, difference
story is legitimate, that additional language
communicate with became deficit all over
they exist to help you forms. Inevitably, each
people whose language speaker will make his or again, and in the process,
process your own life, to
and culture area different her own decision about Africans in America
help you move your own
from their own life forward what to say in any context suffered from further
(Dawson Salas, p. 189). (Smith, p. 181). (Delpit, p. 174). dislocation (Smitherman,
p. 165).
Continuing development Autobiographical
of the first language has a writing is key to the There was no choice left
positive influence on positive cultural identity but to compete with
cognitive development, formation of children the whiteman on his
has practical advantages, who have been terms for survival. To do
and promotes a healthy that I knew I had to give
inhibited by negative
sense of biculturalism up part of my life (Suina,
(Krashen, p. 195).
immigration
experiences or racism p. 210).
Writers and publishers tend Since teachers have
Sometimes, in order to to accommodate ELL power over students, its
students by eliminating the
surface issues of race and especially necessary to be
complexity and contradictions
class inequality, it is sensitive to issues of
in the content. But limited
necessary to move beyond English doesnt mean intimidation, the rights of
our personal boundaries limited capacity for critical dissent, personal privacy,
(Christensen, p. 219). thinking and freedom of choice
(Sokolower, p. 228). (Karp, p. 239).
Part V: Confronting
Race in the
Classroom, Progressive content is not
continued enough...if its disconnected
from students experiencing
School display cases are themselves as architects of
monuments; the their own education and
impromptu tour helped makers of history, it often
students see their campus This was exactly what reinforces their feelings of
and their school differently we wanted kids to see: cynicism and hopelessness
(Gibbs, p. 356). the past is not dead about social change
(Christensen, p. 401). (Sokolower, p. 389).
Discussion Questions
What is a teachers role in establishing a
multicultural education?
Last Week Tonight with John Oliver- How is this still a thing? Columbus Day
Oliver Stones The Untold History of the United States (documentary, Netflix)