MCRC 2017 Inclusive Classroom Practices

Cheryl Irving
Cultural Competency
Institute
The Episcopal Academy
August 25, 2017
Cheryl Irving
Cultural Competency
Institute
The Episcopal Academy
August 25, 2017

Cheryl O. Irving
Cheryl O. Irving

Thank You Facilitators!
 Abington Friends School
Keisha Hirlinger, Michelle Podulka &
Toni Williamson
 Community Partnership School
Beth Vaccaro
 The Dwight-Englewood School
Mirangela Buggs
 The Episcopal Academy
Walidah Justice
 Friends Council on Education
Deborra Sines Pancoe
 Friends Select School
Naté Hall
 Germantown Friends School
Meg Goldner Rabinowitz
 Girard College
Rafhia Foster
 Green Street Friends School
Erica Snowden
 The Hill School
Brandon Jacobs
 The Miquon School
Jeri Bond Whatley, Mark Palacio &
Susannah Wolf
 Moorestown Friends School
Karen Washington & Kimberly
Clarkson
 SCH Academy
Pam Brown
 Westtown School
Celeste Payne
 William Penn Charter School
Imana Legette, Lisa Reedich
& Marcy Sosa
 Independent Consultant
Catalina Rios
Thank You Facilitators!
• Abington Friends School
Keisha Hirlinger, Michelle
Podulka & Toni Williamson
• Community Partnership
School
Beth Vaccaro
• The Dwight-Englewood
School
Mirangela Buggs
• The Episcopal Academy
Walidah Justice
• Friends Council on Education
Deborra Sines Pancoe
• Friends Select School
Naté Hall
• Germantown Friends School
Meg Goldner Rabinowitz
• Girard College
Rafhia Foster
• Green Street Friends School
Erica Snowden
• The Hill School
Brandon Jacobs
• The Miquon School
Jeri Bond Whatley, Mark
Palacio & Susannah Wolf
• Moorestown Friends School
Karen Washington & Kimberly
Clarkson
• SCH Academy
Pam Brown
• Westtown School
Celeste Payne
• William Penn Charter School
Imana Legette, Lisa Reedich
& Marcy Sosa
• Independent Consultant
Catalina Rios

Rosetta Eun Ryong
Lee
Outreach Specialist
Rosetta Eun Ryong Lee
Outreach Specialist

MCRC @ ADVIS
Seattle Girls’ School
Beyond the Why and Into the How:
Stretching the Inclusive Boundaries
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School

Agenda
 Cultural Competency
 Increasing Inclusivity
 Classroom and Beyond
 Questions and Answers

Culture [consists] primarily of the
symbolic, ideational, and intangible
aspects of human societies… It is the
values, symbols, interpretations, and
perspectives that distinguish one
people from another.
James A. Banks
What is Culture?

Dimensions of Identity and Culture
This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,
adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).

Cultural Competency
Cultural competence is a set of
congruent behaviors, attitudes and
policies that come together in a
system, institution or individual and
enable that system, institution or
individual to work effectively in cross-
cultural situations.
Terry Cross

The Jones Model of Cultural Competence
Cultural Self-
Awareness
Cultural
Intelligence
Cross-Cultural
Effectiveness
Skills
Countering
Oppression
through
Inclusion

Cultural Competency: Key Elements
Value Orientation
Diversity as Value Added
Respect
Relationships
Equity
Thought Orientation
Knowledge
Awareness
Systems Thinking
Action Orientation
Consciousness Building
Capacity Building
Assessment
Adaptation

21st Century Education
and Excellence
 Critical Thinking
 Collaboration
 Communication
 Creativity
 Cosmopolitanism

Reflection
What is new,
interesting, thought
provoking about what
you have heard so far?

Experiences Across Difference
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Break

What Can We Do
to Increase Inclusion and Safety?
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)
- Increasing Trust
- Distinguishing
Behaviors
- Overcoming History
and Impact

Do You See Me?
- Representation on the
Walls
- Representation in the
Curriculum
- Interest in Personal
Story (Sharing of
Personal Story)
- Interactions In and Out
of the Classroom
- Demonstration of Care

Do You Hear Me?
- - Incorporation of Prior
Knowledge and Experience
- - Seeking and Responding
to Student Feedback
- - Student Choice in the
Curriculum
- - Empathy Reflex
- - Authoritative Discipline

Will You Treat Me Fairly?
- Clear and High
Expectations
- Equal Discipline and
Rewards
- Support in Struggle and
Push in Success
- Consistent and
Predictable Assessment
- Different Kinds of
Success

- Understanding of
Identity and Experience
- Interruption of Exclusive
or Oppressive Behavior
- Teaching and
Discussing Cultural and
Power Difference
- Encouragement of and
Practice with
Collaboration
Will You Protect Me?

You Win Some, You Lose Some

Developmentally Appropriate
Diversity Work

Timeline for Early Awareness of
Difference and Oppression
Age Signs
6 months Can discern racial feature differences
3 years Awareness of own and others’ gender.
Beginning awareness of gender roles
5 years Desire to categorize – self, others
Curiosity about meaning of differences
Aware of biases
7 years Can regulate biases versus behaviors
Starting to parrot adult messages
3rd grade Are aware of societal stereotypes
5th grade Have internalized stereotypical messages

When They’re Little
Theme: Trying to Understand the World
 Curiosity based questions about difference
 Find out what they’re actually asking
 Find out why they’re asking
 Answer their questions straightforwardly
 Model and coach humility, delight, and
curiosity about difference
 Be mindful of children’s media – it’s not
always good for kids

Curricular Approaches
 Exposure Base
 Allowing Questions
 Gentle Guidance
 Modeling Comfort With Discussions
 Expanding Definition of What’s Possible
 Fairness, Kindness, and Rightness

Examples
 The Black Santa Story
 The Jackie Robinson Story
 What Makes a Family?
 Alternate Fairy Tales
 Dress-Up Corner
 Guest Speakers That Defy Stereotypes

The Middle Years
Theme: Who Am I? How Do I Have Power?
 “Friendship Extinction Event”
 Identity search through grouping
 Good and bad cliques
 Open their horizons about identity
 Be steady through their rollercoaster
 Coach more, teach less

In the Later Years
Theme: My Future Place in the World
 Gender and sexuality stereotypes
 Power play through social status
 The role of inclusivity in their college,
professional, and personal lives
 Charging them to “practice for the real thing”
 Define values and boundaries, then accept
that they will push
 Be their consultant

Curricular Approaches
 Experiential And Discovery Base
 Facilitating Questions and Discussions
 Media Literacy
 Patterns and Systems
 Values and Actions
 Autonomy and Choice
 Justice and Activism

Examples
 Products of Puberty
 Barbie Math
 Nacirema
 What’s So Funny?
 Video Documentary Project
 Pay It Forward
 Data Manipulations
 Problem-Solving Through Coding
 The Scholar’s Club
 Teaching Younger Youth
 Correlation versus Causation

Parents: Partners or Foes?

What Parents Fear and
What We Can Do About It
 “I don’t have any language around this…”
 “I want to protect their innocence…”
 “Are you teaching my kids values?”
 “I don’t want my kid to feel spotlighted…”
 “How will this get my kid into college?”
 Heads Up Communication
 Resources and Language
 Clear Reiteration of Mission and Values
 Research and Your Expertise
 Explicit Communication of Parents’ Roles

Stretching the Inclusive Boundaries

Presenter Information
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee

MCRC 2017 Inclusive Classroom Practices

More Related Content

What's hot (20)

Similar to MCRC 2017 Inclusive Classroom Practices (20)

More from Rosetta Eun Ryong Lee (20)

Recently uploaded (20)

MCRC 2017 Inclusive Classroom Practices