Making it Real: Making it Real: Developing Multicultural Developing Multicultural

Competency in Every Competency in Every ClassroomClassroom

Monday, December 14, 2009Monday, December 14, 2009Sponsor: Association of Independent Schools New England Sponsor: Association of Independent Schools New England

(AISNE)(AISNE)Host: Beaver Country Day School Host: Beaver Country Day School

Workshop OutlineWorkshop Outline

1:30 - 4:30PM1:30 - 4:30PM

1:30 - introductions1:30 - introductions

1:45 - overview of the institutional policies and infrastructure that 1:45 - overview of the institutional policies and infrastructure that drive this initiative drive this initiative             2:00 - Department Heads panel 2:00 - Department Heads panel   2:30 - Breakout sessions – Beaver faculty will share examples of 2:30 - Breakout sessions – Beaver faculty will share examples of curricular innovation incorporating multicultural curricular innovation incorporating multicultural competencies  *(two 30 minute sessions) competencies  *(two 30 minute sessions)

3:30 - participants share strategies from the day and work 3:30 - participants share strategies from the day and work collaboratively on an existing piece of their own curriculum collaboratively on an existing piece of their own curriculum

4:10 – 4:30 Closing Q & A     4:10 – 4:30 Closing Q & A    

You want change?You want change?

““In a nation of 300 million people with intricate, dizzyingIn a nation of 300 million people with intricate, dizzying

global connections and information networks, it is juvenile toglobal connections and information networks, it is juvenile to

think that 'change' that endures can come from one man, onethink that 'change' that endures can come from one man, one

administration or one coalition. It is naive — not earnest — toadministration or one coalition. It is naive — not earnest — to

think that civic improvement is primarily 'top down.'”think that civic improvement is primarily 'top down.'”

  You Wanted Change? It's Time To HelpYou Wanted Change? It's Time To Help

Dick Meyer Dick Meyer 

NPR.org, Nov. 6, 2008NPR.org, Nov. 6, 2008

How about a littleHow about a little cognitive dissonance? cognitive dissonance?

The need for change calls educators to take a hard look atThe need for change calls educators to take a hard look at

exactly what we are teaching relevant to the global needs ofexactly what we are teaching relevant to the global needs of

the 21the 21stst century. century.

We call it, “getting messy.”We call it, “getting messy.”

Go ahead – “make excellent mistakes!”Go ahead – “make excellent mistakes!”

Who we are-Who we are-Beaver Country Day SchoolBeaver Country Day School

• Independent, coeducational, progressive, college Independent, coeducational, progressive, college preparatory school preparatory school

• 421 students in grades 6-12, 119 in the middle 421 students in grades 6-12, 119 in the middle school, 302 in the upper schoolschool, 302 in the upper school

• Average of 15 students per class Average of 15 students per class

• Founded in 1920, first head of school Eugene Founded in 1920, first head of school Eugene Randolph Smith Randolph Smith

• Students come from 52 communities including the Students come from 52 communities including the city of Boston city of Boston

• 48% of students come from public and charter 48% of students come from public and charter schools, 52% from independent and parochial schools, 52% from independent and parochial schoolsschools

Who we are-Who we are-Beaver Country Day SchoolBeaver Country Day School

• 25% students of color 25% students of color

• 20% faculty of color 20% faculty of color

• 20 languages are spoken at home by our students 20 languages are spoken at home by our students

• 25% of students receive financial aid 25% of students receive financial aid

• Diversity of family structures Diversity of family structures

• Tuition for 2009-2010 is $33,450 for all grades Tuition for 2009-2010 is $33,450 for all grades

Deeply committed to individual studentDeeply committed to individual studentsuccess, teachers inspire students to: success, teachers inspire students to:

Act effectively within a genuinely diverse cultural Act effectively within a genuinely diverse cultural and social frameworkand social framework

Serve both school and society with integrity, Serve both school and society with integrity, respect, and compassionrespect, and compassion

BCDS Mission StatementBCDS Mission Statement (Excerpt) (Revised January 2006) (Excerpt) (Revised January 2006)

Hiatt Center for Social Justice EducationHiatt Center for Social Justice Education

  

Long term goal:Long term goal:

Building on Beaver’s long-standing commitment toBuilding on Beaver’s long-standing commitment to

diversity, multicultural learning, and social action,diversity, multicultural learning, and social action,

our goal is to significantly increase the integrationour goal is to significantly increase the integration

of social justice education into the learning cultureof social justice education into the learning culture

at BCDS.at BCDS.  

  

Global RationaleGlobal Rationale

 Hiatt Focus - the needs of the global community and economy in the 21st. Century challenge our instructional outcomes to:

• produce individuals who are capable of communicating and functioning effectively within the changing demographics of today’s workforce • produce students who by the nature of their education, are equipped with the understanding and skills to be mobilized as global citizens and act as agents of social change

The data collected in the 2007-2008 academic year reveals a need for BCDS to strengthen the relationship between social justice education and instructional outcomes.

Realistic about programmingRealistic about programming

Intentional about skill development:Intentional about skill development:Multicultural Competency Multicultural Competency

http://www.bcdschool.org/ftpimages/40/misc/misc_56899.pdfhttp://www.bcdschool.org/ftpimages/40/misc/misc_56899.pdf

The multicultural competencies give us defined standards forThe multicultural competencies give us defined standards for

the work (first introduced in February, 2006).the work (first introduced in February, 2006).

The multicultural competencies are exactly the skills withThe multicultural competencies are exactly the skills with

which students need to be equipped to act as agents of socialwhich students need to be equipped to act as agents of social

change. change.

Skill Set A - affirms diversity (Skill Set A - affirms diversity (identityidentity) )

Skill Set B - encourages critical thinking (Skill Set B - encourages critical thinking (lens awarenesslens awareness) )

Skill Set C - gives students hands-on opportunities (Skill Set C - gives students hands-on opportunities (practicepractice) )

SJE Alignment – How it all fits-produce individuals who are capable of communicating and functioning effectively within the changing demographics of today’s workforce

-produce students who by the nature of their education, are equipped with the understanding and skills to be mobilized as global citizens and act as agents of social change

6-12 grade Sequence

Leadership - Department Heads; Practice - Unit Design/IPGP

Curriculum, Community Engagement, Common Experiences

Hiatt Restructuring – Integration of social justice

Inventory

Multicultural Competencies

Data Driven

In the curriculum, in every classroom?In the curriculum, in every classroom?

Working to transform the curriculum and Working to transform the curriculum and

the classroom to address the development the classroom to address the development

of these social justice related skills can haveof these social justice related skills can have

a great “ripple effect” on all sorts of a great “ripple effect” on all sorts of

important institutional issues (admissions, important institutional issues (admissions,

hiring, etc.).hiring, etc.).

Let’s give a listen…Let’s give a listen…

Moving Forward…Moving Forward…

Sharing StrategiesSharing Strategies

The Data: The Data: What we have learned What we have learned

about the nature of this work about the nature of this work programming needs to be positioned to augment what is standard programming needs to be positioned to augment what is standard

curricular content (multicultural competency development) curricular content (multicultural competency development)

more examination of issues of identity (i.e., race, gender, sexual more examination of issues of identity (i.e., race, gender, sexual orientation), some focus on developing lens awareness (deconstruct orientation), some focus on developing lens awareness (deconstruct socialization, systemic formation of inequity), less opportunities to socialization, systemic formation of inequity), less opportunities to practice the application of these skills (action) practice the application of these skills (action) 

classroom work has to be focused on deconstructing and reinventing our classroom work has to be focused on deconstructing and reinventing our relationship to sustained inequity by repositioning content (global or relationship to sustained inequity by repositioning content (global or otherwise) to intentionally:  otherwise) to intentionally:  

- develop critical social thinking skills- develop critical social thinking skills

- learn about the systemic formation of events, information, etc. - learn about the systemic formation of events, information, etc.

(asking the question, "Why?")(asking the question, "Why?")

- create "lens" awareness (Who am I when I walk in the room; - create "lens" awareness (Who am I when I walk in the room;

who am I when I walk away?)who am I when I walk away?)

- provide students opportunities to act  - provide students opportunities to act 

More Data: More Data:

there is no question - change what you do in your classrooms and there is no question - change what you do in your classrooms and you will address issues of the "inclusive school community" like you will address issues of the "inclusive school community" like never before never before

students’ developmental needs will be revealed as you do the students’ developmental needs will be revealed as you do the work, but beware - their empowered humanity will surprise you, work, but beware - their empowered humanity will surprise you, sometimes blow you away!sometimes blow you away!

the personal to the social... and back again; The personal to the the personal to the social... and back again; The personal to the social... and back againsocial... and back again

yes, we must intentionally raise the "complexities" (multiple yes, we must intentionally raise the "complexities" (multiple perspectives) of social issues - but the realities of injustice and perspectives) of social issues - but the realities of injustice and inequity must be questionedinequity must be questioned

truth, humanity, and transparency are powerful pedagogy truth, humanity, and transparency are powerful pedagogy strengthening our efforts to continually deconstruct the broad and strengthening our efforts to continually deconstruct the broad and equally powerful socialization that students bring to our equally powerful socialization that students bring to our classroomsclassrooms

And finally…And finally…

just as with any other learning we must assess (find just as with any other learning we must assess (find evidence) that these skills have been applied to personal, evidence) that these skills have been applied to personal, school, community, global changeschool, community, global change

this transformation takes time, and faculty need ongoing this transformation takes time, and faculty need ongoing opportunities to explore, discover, share, and apply opportunities to explore, discover, share, and apply curricular innovationscurricular innovations

The Future of This Work: Community EngagementThe Future of This Work: Community Engagement

The Future of this work: The Future of this work: Moving beyond the management of issues of diversityMoving beyond the management of issues of diversity

““The management of race, gender, sexual and class conflict The management of race, gender, sexual and class conflict

stands in for an active commitment to struggle against these stands in for an active commitment to struggle against these

inherited and disabling structures …The practice and pedagogy inherited and disabling structures …The practice and pedagogy

of accommodation is profoundly different if not of accommodation is profoundly different if not

incommensurate with the practice and pedagogy of dissentincommensurate with the practice and pedagogy of dissent

and transformation." and transformation."

Feminism without Borders: Decolonizing Theory, Practicing SolidarityFeminism without Borders: Decolonizing Theory, Practicing Solidarity

Chandra Talpade Mohanty, 2003Chandra Talpade Mohanty, 2003

Movement towards grounding social justice education across Movement towards grounding social justice education across

the curriculum is a work in progress. the curriculum is a work in progress.

But there is no substitute.But there is no substitute.

The future of this work: The future of this work: Recognizing the impact of first-world socializationRecognizing the impact of first-world socialization

presenting content to students without it being examinedpresenting content to students without it being examined

within the context of our relationship to sustained inequity within the context of our relationship to sustained inequity

runs the danger of reinforcing the already existing distance runs the danger of reinforcing the already existing distance

that is the reality of being socialized as a member of first-that is the reality of being socialized as a member of first-

world privilege and entitlementworld privilege and entitlement

this danger is equally as true for many faculty who have this danger is equally as true for many faculty who have also been socialized as a member of the first-world culture, also been socialized as a member of the first-world culture, and who have been socialized in the traditional framing of and who have been socialized in the traditional framing of teaching and learning as a cognitive, academic exerciseteaching and learning as a cognitive, academic exercise

The future of this work: The future of this work: Finding the “urgency” to reinvent ourselves as social beingsFinding the “urgency” to reinvent ourselves as social beings

the future of this work will see it's greatest potential in the future of this work will see it's greatest potential in educators admitting, “We can't teach what we don't know” educators admitting, “We can't teach what we don't know” (the actual functioning of our global economic system) (the actual functioning of our global economic system)

at the center of reinventing ourselves as social beings is the at the center of reinventing ourselves as social beings is the work to deconstruct our relationship to systemically work to deconstruct our relationship to systemically sustained inequitysustained inequity

build the “urgency” – where “does it get ya?” build the “urgency” – where “does it get ya?”

- - - -

- -

- -

The future of this work: The future of this work: Teaching “thinking in systems”Teaching “thinking in systems”

refocusing teaching and learning on social justice requires refocusing teaching and learning on social justice requires that we shine the light of “thinking in systems" on issues of that we shine the light of “thinking in systems" on issues of diversitydiversity

teachers “thinking in systems” will look to find and use teachers “thinking in systems” will look to find and use examples of systems (within their disciplines, examples of systems (within their disciplines, interdisciplinary), and with their students define the interdisciplinary), and with their students define the elements, interconnections, and function/purpose of those elements, interconnections, and function/purpose of those systemssystems

Thinking in systemsThinking in systems

““Instead of seeing only how A causes B, you’ll begin to wonder how BInstead of seeing only how A causes B, you’ll begin to wonder how B

may also influence A – and how A might reinforce or reverse itself. may also influence A – and how A might reinforce or reverse itself.

When you hear in the nightly news that the Federal Reserve BankWhen you hear in the nightly news that the Federal Reserve Bank

has done something to control the economy, you’ll also see that the has done something to control the economy, you’ll also see that the

economy must have done something to effect the Federal Reserve economy must have done something to effect the Federal Reserve

Bank. When someone tells you that population growth causesBank. When someone tells you that population growth causes

poverty, you’ll ask yourself how poverty may cause populationpoverty, you’ll ask yourself how poverty may cause population

growth …You’ll be thinking not in terms of a static world, but a growth …You’ll be thinking not in terms of a static world, but a

dynamic one. You’ll stop looking for who’s to blame; instead you’lldynamic one. You’ll stop looking for who’s to blame; instead you’ll

start asking, “What’s the system?” (This) opens up the idea that a start asking, “What’s the system?” (This) opens up the idea that a

system can cause its own behavior.” system can cause its own behavior.”

Thinking in SystemsThinking in Systems, Donella H. Meadows, edited by Diana Wright, 2008, Donella H. Meadows, edited by Diana Wright, 2008

  

Thinking in systems… Thinking in systems… Can we teach this to address issues of social justice?Can we teach this to address issues of social justice?

““The trick, as with all the behavioral possibilities of The trick, as with all the behavioral possibilities of

complex systems, is to recognize what structures complex systems, is to recognize what structures

contain which latent behaviors, and what conditions contain which latent behaviors, and what conditions

release those behaviors – and, where possible, to release those behaviors – and, where possible, to

arrange the structures and conditions to reduce the arrange the structures and conditions to reduce the

probability of destructive behaviors and toprobability of destructive behaviors and to

encourage the possibility of beneficial ones.”  encourage the possibility of beneficial ones.” 

Thinking in SystemsThinking in Systems, Donella H. Meadows, edited by Diana Wright, 2008 , Donella H. Meadows, edited by Diana Wright, 2008

ResourcesResources*Most importantly, the people in this room* *Most importantly, the people in this room*

The Hiatt Center for Social Justice EducationThe Hiatt Center for Social Justice Education

(http://www.bcdschool.org/podium/default.aspx?t=111942)(http://www.bcdschool.org/podium/default.aspx?t=111942) Iteach Iteach

http://iteach.ning.com/http://iteach.ning.com/ Read it and Weep: Ortiz trumps SotomayorRead it and Weep: Ortiz trumps Sotomayor

http://iteach.ning.com/profiles/blogs/read-it-and-weep-ortiz-trumpshttp://iteach.ning.com/profiles/blogs/read-it-and-weep-ortiz-trumps Boston Center for Community and Justice (BCCJ) Boston Center for Community and Justice (BCCJ)

http://www.bostonccj.org/http://www.bostonccj.org/ United for a Fair Economy (UFE)United for a Fair Economy (UFE)

http://www.faireconomy.org/ http://www.faireconomy.org/ Media MattersMedia Matters

http://mediamatters.org/http://mediamatters.org/ Institute for Policy Studies (IPS)Institute for Policy Studies (IPS)

http://www.ips-dc.org/http://www.ips-dc.org/ Conscious Capitalism Institute Conscious Capitalism Institute

http://www.cc-institute.com/cci/http://www.cc-institute.com/cci/ Democracy Now Democracy Now

http://www.democracynow.org/http://www.democracynow.org/

Hiatt Center for Hiatt Center for Social Justice Education Social Justice Education

www.bcdschool.org/hiattcenterwww.bcdschool.org/hiattcenter

Thank you!Thank you!