teaching with a stance toward diversity: nmu’s teacher education conceptual frameworks and...

Teaching with a Stance Toward Diversity:

NMU’s Teacher Education Conceptual Frameworks and Dispositions

Dr. Rodney H. ClarkenSchool of Education, Northern Michigan University

© Rodney H. Clarken 2006 2

di·ver·si·ty

1. a variety of something such as opinion, color, or style

2. ethnic variety, as well as socioeconomic and gender variety, in a group, society, or institution

3. discrepancy, or a difference from what is normal or expected (exceptionalities)


Some facts to consider

• We live the most diverse nation in history, made up of people from almost every race, religion, ethnic group, exceptionality and other human difference to be found on the planet.

• Each year our diversity increases.

• Over one-third of the students in our public schools across this nation are from minority-status groups, and by 2050, over one-half of our school’s students will be so-called minorities.


More than 85 percent of current teachers white.

Therefore, most students will have limited or no exposure to minority teachers.

Teachers have a moral and social responsibility to give every child an equal opportunity for an education to the best of their ability.


“…many educational settings

primarily support, teach, and affirm students whose culture mirrors the majority of teachers and teacher educators—who are White and middle class (Banks, 2006; Delpit & Dowdy, 2002).” Boutte in AACTE Briefs, August 22, 2005, p. 5.


We as teacher educators

bear a special responsibility to see that our teacher candidates understand, appreciate and practice tolerance, honesty, respect and unity. As much as is possible we can help eradicate the diseases of social injustice, e.g., racism, sexism and classism, from our personal lives, programs and classrooms and positively respond to diversity, and then assist our teacher candidates to be able to do the same.


“Reversing the negative

performance trends of students of color, students of poverty, and other marginalized students requires structural reframing in (a) attitudes and beliefs, (b) knowledge bases, (c) instructional practices, (d) curriculum, and (e) policies.” Boutte in AACTE Briefs, August 22, 2005, p. 5.


Attitudes and beliefs

Can be seen in what we think, how we feel and what we do. Deeds, not just words, are the best objective measure of our attitudes and beliefs.

All teachers carry many unconscious biases, prejudices and discriminatory behaviors.


Without the proper knowledge,

dispositions, resources and skills, teachers may intentionally or unintentionally harm their students, not only those who are different from themselves, but also those who share the same race, gender, religion, class, exceptionality and ethnicity.


Knowledge bases

Extensive knowledge bases exist on race, culture, exceptionalities and other diversities, yet not enough has been done to use this knowledge to help develop equity and opportunity for all. We as teacher educators play a vital role in seeing that this knowledge in given to our teacher candidates along with opportunities for them to use it.


Instructional practices

Education is a cultural activity and takes place in cultural contexts that influence learning. Some instructional practices work better than others for different groups and students. We can help our candidates know when and be able to use appropriate practices to help all students learn.


Curriculum

Changes in attitudes, beliefs, knowledge and instructional practices need to be linked to changes in the curriculum to make it more inclusive and in accord with the research. Many models and much research exists to help us accomplish the needed changes.


Policies

Reflect and institutionalize attitudes, beliefs, knowledge and practice. Policies can help bring about needed change in a systematic manner that allows for continued progress. We can reexamine our policies to see if any inadvertently thwart our stated purpose of equal opportunity for all.


Conceptual Frameworks for NMU Education Programs

“…developed to clarify and amplify key ideas, establishes the School of Education’s shared vision for preparing educators to have the requisite knowledge, skills, and dispositions to work in schools and provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation program components.”


Our definition of educationEducation is the

• formation of habits of judgment and development of character,

• elevation of standards,

• facilitation of understanding,

• development of taste and discrimination,

• stimulation of curiosity and wondering,

• fostering of style and a sense of beauty,

• growth of a thirst for new ideas and vision of the yet unknown. (I. Scheffler in NMU Conceptual Frameworks)


In addition to a definition of education, three questions shape the development of our conceptual framework: (1) What is the nature of teaching, both as we

practice it and as we wish our candidates to?

(2) What are the models of learning we wish to develop in our candidates and practice within our faculty?

(3) What is the knowledge base we wish to incorporate in our instructional program?


Derivative #4: Race, Culture, and Social Justice

Explores race, culture, and social justice, and attempts to call into question the social and political agenda in this country that has long included (and in some ways continues to be) the myth of cultural assimilation and the practice of racial hegemony. A by-product of such a view has helped to create and sustain perceptual differentiations of some U. S. citizens in ways that have led to stereotyping, prejudice, and discrimination.


Racial and cultural differences

Drawing on our view of education, as embodied in Scheffler’s definition and the three fundamental questions (see above slides), we must include a commitment to providing experiences that foster a critical understanding of the central role of racial and cultural differences (both historically and contemporarily) in this country.


This derivative focuses

on an explicit paradigm of teaching that reflects an inclusive view of diversity and of social justice. Given the social and political implications related to this part of the conceptual framework, the following perspectives constitute basic pursuits in teaching with a stance toward diversity:


A teaching perspective that embraces diversity must

• demonstrate a willingness to acknowledge the credibility of cultural differences, particularly those that challenge comfortable, long-held assumptions about teaching and learning.

• assist students in fostering a socially and politically reconstructed view of how knowledge is constructed around issues such as: race, gender, sexual orientation, socioeconomic status, and language.


A teaching perspective that embraces an inclusive and respectful view of racial and cultural pluralism must explore and integrate the following:1. Cross-cultural similarities/connections (e.g.,

intercultural connections);

2. Dispositions that support social justice and oppose inequity;

3. Situated pedagogies (e.g., culturally responsive/relevant teaching);

4. Social action in teaching and learning; and

5. Critical analysis of issues such as democracy and democratic ideas.


NMU Education dispositions on diversity

The School of Education has agreed on ten dispositions that we feel all our teacher candidates should develop some proficiency an on which we have agreed to evaluate our students. Most of them deal with diversity.


1. Is committed to helping all students learn.

PROFICIENT: Makes knowledge and learning opportunities available to all students. Creates responsive and supportive learning environments that nourish and promote each student’s learning and development. Uses a variety of teaching styles that are consistent with the wide range of learning styles within various cultural and ethnic groups. Persists in seeking and using effective strategies for students who have difficulty learning. Advocates for all students.


2. Is responsive to issues related to differing worldviews (e.g., religion and culture) and various forms of oppression (e.g., racism, sexism, homophobia, disability, and other kinds of discrimination), and their implications for practice.


PROFICIENT: Uses information about cultural beliefs, values, and traditions of families, communities, and cultural contexts as a foundation for teaching, e.g., teaching with and about American Indian worldviews. Participates in examining curricula for cultural sensitivity and modifies curricula as needed.


3. Has awareness of and shows respect for diverse and individual needs.

PROFICIENT: Incorporates knowledge of individual students, families, and communities, and cultural context in daily life in the learning environments. Demonstrates equity in daily interactions. Actively seeks information about beliefs, values, traditions, and social and academic abilities of individuals. Uses multiple forms of instruction and assessment. Participates in examining curricula for equity and respect for individual differences, and modifies curricula as needed.


4. Is willing to engage in communication clearly, accurately, and appropriately (e.g., in dialogue, writing, and discussion). PROFICIENT: Promotes cooperation and respect

in and out of the classroom. Makes continued attempts to understand situations from others’ points of view. Resolves conflict and confrontation by identifying and planning to avoid sources of classroom conflict. Demonstrates and encourages democratic interaction in the learning environments. Encourages open dialogue in the classroom. Responds non-judgmentally.


5. Deals respectfully with peers, faculty, and content, responds appropriately to feedback, takes responsibility for actions, and is flexible. PROFICIENT: Models openness, active

listening, and reflection in professional conversations. Establishes and fosters respectful, productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality. Promotes others to cooperate.


7. Exhibits a realistic appraisal of self and the profession in reflections.

PROFICIENT: Teaches from an evolving personal understanding of self, philosophy, and practice. Incorporates knowledge of self in planning, creating, and expanding the learning environments. Teaches about the implications of cultural beliefs, values, and traditions of self on families, communities, and cultural contexts.


9. Has high expectations, takes risks, and contributes to a climate of mutual respect.

PROFICIENT: Actively seeks to promote high expectations for each student’s maximum potential learning and development. Uses a variety of teaching strategies that contribute and promote the respect for all learners.


10. Supports social justice and opposes inequity.

PROFICIENT: Takes individual initiative to promote ethical and responsible professional practice. Examines interaction of staff and students across class, religious, gender, ethnic, and racial lines.


Contact information

Dr. Rodney H. Clarken

Director of Field Experiences and Professor, School of Education, Northern Michigan University, 1401 Presque Isle Avenue, Marquette, MI 49855-5348

Tel: 906-227-1881 (o), 226-2079 (h), Fax: 227-2764 Email: [email protected]

Website with info on courses, papers, Bahá'í, China, this and other presentations:

http://www-instruct.nmu.edu/education/rclarken

teaching with a stance toward diversity: nmu’s teacher education conceptual frameworks and...

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