|
|
 |
|
|
Posted on 05/16/2007 10:54:56 AM PDT by Stoat
Equity and Race Relations
Presenter: Robin DiAngelo, Ph.D.
Dr. DiAngelo is a Professor of Multicultural & Diversity Studies at the University of Washington’s Colleges of Education and Social Work. Her research is in White racial identity development.
Workshops take place in the form of colorful power-point presentations and include many interactive activities, such as discussions, group projects, cultural plunges, and story-telling. An open exchange of perspectives, feelings and life experiences is strongly encouraged. Each workshop is approximately 2 hours. The cost is approximately 300 per workshop.
Whiteness
Racism is among the most charged issues facing us today and all members of society are affected by it. Yet most forums that address race focus on the racially "different”, leaving White perspectives, experiences and identity normalized and unexplored. In this section of the workshop we will shift the focus and provide an opportunity for White participants to reflect on what it means to be White within a society that is racially stratified. We will then discuss common ways that Whiteness manifests in the workplace.
Through lecture, discussion and experiential exercises, we will explore: 1) How White racial identity is socially constructed; 2) The dynamics of racism; 3) What makes racism often difficult for Whites to see; and 4) Being effective allies.
Introduction to Social Stratification: Power and Privilege in Everyday Life
This workshop provides a shared definition of concepts such as: systematic oppression; target and agent groups; social identity and; social power and privilege. We will discuss each of our roles within systems of stratification and the impact of these roles, regardless of intentions. We will end with an exploration of strategies for change at the personal level."
Classism
We live in a society that is deeply stratified along class (and race) lines, and this inequality is increasing. Class is more than how much money one makes, it is also a cultural orientation that shapes how we think, speak, and set our life goals. Most people remain in the social class group they were born into. Yet many believe that the U.S. is an open society that has achieved equality, and that upward-mobility is possible for anyone who tries hard enough. This presentation will define classism and through lecture, discussion, film, and exercise provide an opportunity to explore one key aspect: the role that schools play in reproducing class inequality.
Heterosexism
What is heterosexism? How is it different from homophobia? How are gender roles important to maintaining heterosexism? What is the difference between gender, gender identity, sexual identity, and the meaning of the acronym GLBTQI? Through lecture, discussion, film, and exercise this workshop will provide a basic overview of heterosexism and the role that schools might play in addressing it.
Contact: rjd@u.washington.edu or 206-517-5848
Presenter: Hate Free Zone
Mission and Goals: Hate Free Zone Washington is a nonprofit organization whose mission is to uphold the fundamental principles of democracy and justice. Our goals are to:
• Empower immigrant communities to advocate for equality, dignity and respect.
• Build a collective voice for immigrants and refugee communities in the political system.
• Restore and protect civil liberties and human rights, regardless of citizenship status
• Undo stereotypes and free society from discrimination and hate.
Our Programs: Our work integrates three critical areas that act as the catalyst for systemic change: Political advocacy and mobilization, community support and education.
Post 9.11 Backlash
This training covers the specific impact of the backlash against immigrant and religious minority communities in the U.S. after September 11th, 2001. Real stories will be shared including those of people targeted with hate crimes, bullying/harassment, employment and housing discrimination, and detentions and deportations.
Bias-based Bullying (Religion, Race and Culture)
How can we recognize and prevent bullying, harassment, and violence based in bias regarding a student’s religion, race, or culture? This training will explore this topic and show a short video of students speaking from their own experience.
Islam and Muslim Americans
How can we better understand our Muslim students? This presentation covers many aspects of Islam including:
• Common Misconceptions and Stereotypes • Women in Islams
• Basics of Islam • Jihad
• Key Terms and Phrases • Muslims in America in the World
Muslim Prayer in Schools
Why do Muslim students need to leave my class to pray? This presentation focuses on accommodating Muslim students in school. Specifically, we cover prayer requirements for Muslim youth as well as other important information for making a school and classroom Muslim-friendly.
Somali Americans
This presentation covers basic information about Somali Americans including history of Somalia, immigration history of Somali Americans, stereotypes, Somali culture, language and religion, and information on the local Somali community.
We also have partner organizations that we call in on to present on many cultural groups including:
• South Asian Americans • Sikhism and Sikh Americans • Arab Americans
All of our presentations are interactive in nature and presented by trainers in the community we are addressing as well as from allied communities. For more information please contact us at:
Hate Free Zone Washington
1227 S Weller Street
Seattle, WA 98144
206-723-2203
Presenter: Anne Overton
For many years Ms. Overton worked as a human resource development specialist at a major international company where she helped customer service representatives and business executives to improve their intercultural communication skills. She is a graduate from Seattle University with Master's degree in Adult Education and Training; a graduate from Ural University in Russia with a degree in History and a Master’s in Philosophy from Latvian University in Latvia.
Ethnocentrism
Participants will discuss the emotional and unconscious nature of ethnocentrism, learn why it is a problem, discuss cultural values, revise ethnocentric statements, and find out why we cling to ethnocentrism and how we can overcome it. "Ethnocentrism" is a workshop that provides an opportunity to discuss these and other issues in a friendly and interactive setting and intends to help participants increase their effectiveness in intercultural communication.
Culture & Culture Shock
Participants will discuss nature of culture from an immigrant point of view, learn about mental states and behaviors of culture shock, will get acquainted with personal accounts of immigrants about being bicultural and multicultural, reply together to letters about puzzling behavior of immigrants, talk about different cultural values, find out what is the best way to acknowledge cultural differences, and even try to revive the Sapire-Whorf hypothesis.
New Immigrants: Who Are They?
Real people... Real stories... Why do we call them "new immigrants"? Why did they come to the United States? What do they say about prejudice and discrimination? Will they stay? Participants will have an opportunity to get acquainted with "new immigrants" and increase their effectiveness in intercultural communication.
Prejudice and Discrimination
Is there less discrimination today? Do we still live in a racist society?
Do we have a natural predilection to prejudice? What is the different between a generalization and a stereotype? Why are stereotypes dangerous?
How to dismantle prejudices? "Prejudice and discrimination" is a workshop that provides an opportunity to discuss these and other issues in a friendly and interactive setting and intends to help participants increase their effectiveness in intercultural communication.
Linguistic Prejudice
Have you given much thought to your accent? Did you even think you spoke with one? Did others shun you because of your accent? What is linguistic prejudice and who suffers from it? What are historical sources of linguistic prejudice? Is language ability connected to general intelligence? What is the critical age hypothesis? How to take communicative responsibility? What are world Englishes? "Linguistic Prejudice" is a workshop that provides an opportunity to discuss these and other issues in a friendly and interactive setting and intends to help participants increase their effectiveness in intercultural communication.
Workshops take place in the form of colorful power-point presentations and include many interactive activities, such as discussions, group projects, cultural plunges, story-telling, video or DVD, and ethnic music. An open exchange of perspectives, feelings and life experiences is strongly encouraged. Each workshop is approximately 2 hours. Flexibility with the cost is negotiable.
Contact: anne@anneoverton.com or 425-870-1486
Presenter: MAVIN Foundation
Multiracial & Transracial Adoption “101”
Today in King County more multiracial babies are born than any other race except Caucasian. This training is an introduction to the experience and needs of this rapidly growing multiracial and transracial adoption community. This training addresses many of the major concerns related to youth and education, including:
This workshop is an introduction and does not explore issues in depth. The training can be tailored for multiple audiences including staff, administrators, teachers, students and/or parents.
Training materials will be provided, including a training packet and presentation slides. This training includes a 30 minute phone consultations before and after the training.
How long is the training? Two hours (not including two thirty minute consultations)
What is the best way for someone to contact you to schedule a training?
Contact MAVIN Foundation education staff at 206-622-7101 or at education@mavinfoundation.org to arrange a training.
Any restrictions, e.g., # of participants, location of training, etc.? Maximum of 30 participants. A larger audience can be accommodated with revised cost, please inquire.
Multiracial and Transracial Adoption Presentation with Q&A
Today in King County more multiracial babies are born than any other race except Caucasian. This training is an introduction for large audiences to the experience and needs of this rapidly growing multiracial and transracial adoption community. There will be a multimedia presentation and lecture followed by a Q&A. Topics covered include:
The training can be tailored for multiple audiences including staff, administrators, teachers, students and/or parents.
Training materials will be provided, including a guide and presentation slides. This training includes a thirty minute phone consultations before and after the training.
How long is the training? One and a half hours (not including two 30 minute consultations)
Any restrictions, e.g., # of participants, location of training, etc.? Large audiences up to a full school assembly.
Multiracial and Transracially Adopted Workshop Series
Today in King County more multiracial babies are born than any other race except Caucasian. This is a series of workshops for schools that would like to provide in depth training about the rapidly growing multiracial and transracial adoption community to key staff. 5 workshops are offered in the series:
Training materials will be provided, including a training packet and presentation slides. This training includes a 30 minute phone consultations before and after the training.
How long is the training? Ten hours, 5x2 hour sessions (not including two thirty minute consultations)
What is the best way for someone to contact you to schedule a training?
Contact MAVIN Foundation education staff at 206-622-7101 or at education@mavinfoundation.org to arrange a training.
Any restrictions, e.g., # of participants, location of training, etc.? Maximum of 30 participants. A larger audience can be accommodated with revised cost. Please inquire.
Do you know of other people who do this sort of training?
MAVIN Foundation is the nation’s leading organization working with the multiracial and transracial adoptee communities. We are the recipients of over 30 awards for our innovative approach to race and diversity issues. No other organization brings the same breadth of experience to trainings around multiracial and transracial adoptee issues.
Notes: Additional materials, including MAVIN Magazine, the Multiracial Child Resource Book and other MAVIN materials are available at an additional cost.
Phone number(s): (206) 622-7101
Mailing Address: 600 First Avenue, Suite 600, Seattle, WA 98104
Website: www.mavinfoundation.org
Email Address: education@mavinfoundation.org
Presenter : Dr. Thelma A. Jackson with Foresight Consultants
Foresight Consultants provide training and workshops in Cultural competency/Cultural Literacy that benefit principals, teachers, curriculum directors, educational assistants and other personnel involved in the instructional process. The following outcomes can be expected:
Workshops are custom-designed to meet the needs of a particular building, district, or work group. Cost is based on hourly rate plus preparation and expenses.
Contacts: 6335 Pacific Avenue SE, Ste 100
Olympia, WA 98503
360-491-2306 (office)
360-412-1108 (fax)
thelmajackson@comcast.net
www.consultforsight.com
Presenter: Dr. Debra R. Sullivan
Culturally Relevant Practices and School Readiness
Do you want to know more about how supporting culture enhances children's learning?
Join this interactive and lively session to discuss what each of us can do to help children get ready for school and help schools get ready for children by
Creating the Village: Building Relationships That Support Children
It also takes a village to educate a child – especially in our increasingly diverse communities. Every grown-up has a valued role in the educational success of the children who live there. We must all work as a team in creating that village for children – working on truly understanding and valuing each of our roles in educating America’s diverse children. We create that village by creating new relationships between children, parents, teachers, and the community.
Cultural Competency: What is that anyway?
We hear a lot about cultural competency and cultural relevancy in our increasingly diverse communities and workplaces. What does it mean for our organizations and the children and families we serve? In this interactive session, participants will have the opportunity to link their own knowledge and experiences to discussions around the nature of cultural relevancy, cultural competency, diversity, and families.
Working with Diverse Families and Children
This interactive discussion will look at the impact of cultural, racial, and linguistic diversity on our work with diverse families. In this session, participants will have the opportunity to link their own knowledge and experiences to discussions around the nature of cultural relevancy, cultural competency, diversity, and families.
Ready or Not – Here They Come!
What does it take to help our children prepare for kindergarten? To help prepare schools for our children? How can we start children on the path to school success? What can each of us do to help? This is a session for parents, teachers, child care providers and community members to come together to share and to learn about providing the best learning environments for our children – at home, in child care and in school. The Getting School Ready booklet and toolkit will be the guide for this session.
Parents as Leaders in Their Families
The concept of parent leadership assumes that all parents are first teachers and first leaders for their children, using a complex set of leadership knowledge and skills. On a daily basis, parents use a variety of teaching and leadership skills and strategies with children and other family members. Starting from the premises that all cultures have defined what is important for children to know, believe, and be able to do, this session explores the role of parents and families in the teaching, learning, and leadership process.
Assessing Leadership in a Time of Transformation and Change
What should leadership look like in a time of transformation and change? Join this interactive discussion on our unique roles in creating and sustaining a leadership environment that supports the changing social, cultural, and educational needs of children and families in a diverse society. Assess your individual and organizational vision of where you are headed and why.
Developing and Supporting Leadership in Diverse Communities
This session combines aspects of diversity and leadership. Everyone who works with children is both a teacher and a leader. There are many ways of looking at and thinking about leadership in a diverse community. The focus here will be on how we work together to develop and support leadership in a diverse community.
Contact: 5200 46th Avenue South
Seattle, WA 98118
(206) 328-5818
Presenter: National Coalition Building Institute: NCBI Seattle
Building Bridges Workshops (1 & 2)
Through participatory activities and team-based learning, participants are introduced to concepts that are the foundation of creating a more inclusive and productive workplace, such as social identities, stereotypes, and skills for inclusivity. These workshops also address the nature and harmful effects of prejudice, discrimination, and harassment. Building Bridges Part 1 is offered as a day-long training program, or it can be combined with Part 2 to delve deeper into the concepts introduced in day one.
Building Bridges Part 2 utilizes interactive exercises and small and large group discussions to guide participants to enhance their leadership skills and break down barriers to inclusive environments. Participants create action plans to integrate newly developed skills to their workplaces, homes or organizations.
Effective Communication Skills
This interactive workshop leads participants though a series of experiential activities that build effective communication skills. Participants explore the ways in which cultural perspectives influence communication, hone active listening skills, and practice communication skills that build collaborative relationships in the workplace.
Conflict Resolution Workshop
Participants learn and practice skills in resolving controversial issues and diffusing charged situations, using NCBI’s conflict mediation model called the Controversial Issues Process. This model offers straightforward steps for finding middle ground between polarized points of view, and moving forward in order to accomplish the work at hand.
Healing White Racism
This two-day workshop is designed for anyone who identifies as white or European heritage and would like to improve or develop relationships with people of color. The workshop guides participants to gain new skills in being effective allies to people of color, to begin to understand the impact racism has on white people, and to explore their own experiences and heritages as white people
Additional Areas of Work
Workshops are custom-designed to meet the needs of a particular building, district, or work group. Cost is negotiable and based on hourly rate plus preparation and expenses.
Contact:
Darlene Lee
Chapter Director, NCBI Seattle
PO Box 22609 Seattle, WA 98122
(206) 290-3773
darlene@ncbiseattle.org
www.ncbi.org
Presenter: ColorsNW, Inc.
Offers custom training programs, workshops and guest lectures on a wide array of topics including diversity, multiculturalism, cultural competencies and operating an ethnic business. Recognized for their award-winning magazine, as well as, a new online job portal (www.colorsnwcareers.com) designed to connect candidates of color with local job openings, ColorsNW strives to increase awareness and foster understanding through a dialogue-based approach.
Fees are billed hourly or by project. ColorsNW offers a reduced fee program for special school-based and community-focused organizations based on a completed needs assessment, staff availability and program fit. Pre and post-training assessments included with some services.
All workshops, training programs, lectures and keynote speeches must be pre-scheduled. Workshops and training programs usually range between 2-3 hours, guest lectures and facilitations between 1-3 hours and keynotes speeches between 15 – 45 minutes in length. To ensure availability, please call as early as possible to reserve your space.
Workshops are custom-designed to meet the needs of a particular building, district, or work group. Cost is negotiable and based on hourly rate plus preparation and expenses.
Contact: Minty Jeffrey, Consultant (206)444-9251, mintyj@colorsnw.com
Presenter: Islamic Center Washington
The Mosque offers presentations, tours, and educational information regarding Muslims (i.e. religion, culture, holidays, laws, history, women, children, education, foods, etc.) for individuals, school groups, staffs.
We request three weeks or minimum two weeks advance notice for tours or presentations as times are limited due to Mosque activities and our scheduling calendar for tours and presentations that fills up quickly. Email request should be made for tours or presentations.
Normally presentations and tours are approximately one hour inclusive of a question and answer session. However, dependent on the topic, style of presentation; i.e., individual presenter, panel or group, and age group of participants, presentations may be shorter or last longer.
As previously stated Idris Mosque does not charge a fee for services. Continuous services are also available outside the mosque upon request (i.e. classroom presentations, staff trainings, etc. and these may have a fee).
Contact: Idris Masjid, Educational Officer cabilal@msn.com or ask@idrismosque.com
Presenter: Seattle Debate Institute: Seattle Urban Debate
Seattle Debate Foundation (SDF) exists to directly provide debate training and opportunities to public school students and teachers. SDF sponsors weekend citywide debate tournaments, public debates, teacher support programs, direct coaching, judging and mentoring programs, and summer workshops, that create informal learning communities throughout the Seattle area’s schools. The SDF is one of 17 programs around the country that support Urban Debate Leagues (UDL) to teach key academic and life skills to underserved youth in order to reduce drop out rates, reduce the achievement gap and accelerate academic achievement.
For more information go to: www.seattledebate.org
Contact: Jen Johnson, Executive Director of Seattle Debate Foundation
2442 NW Market Street #472
Seattle, WA 98107
Phone: (206)910-7920
Fax: (206)770-6366
E-mail: jen.johnson@seattledebate.org
Presenter: Power of Hope
"Power of Hope unleashes the positive potential of youth through arts-centered, intergenerational, and multicultural learning programs that value self-awareness, community, leadership, and social change."
The Power of Hope is a non-profit, non-religious organization serving youth throughout the year in Washington State and British Columbia. Our mission is to unleash the positive potential of youth through arts-centered, multicultural, and intergenerational programs that value self-awareness, community, leadership, and social change. Participants come from a wide range of cultures, backgrounds, and life situations. We believe that young people – regardless of their life circumstances – have incredible potential to express themselves creatively and inspire community renewal. Power of Hope programs encourage youth to become active participants in their schools, neighborhoods, and communities, while having a great time in the process!
To receive more information go to: www.powerofhope.org
Contact: Alan Wong, Seattle Programs Manager
Power of Hope
(206) 324-6342
Youngstown Cultural Arts Center
4408 Delridge Way SW #103
Seattle, WA 98106
Presenter: Daisy T. Lu, Ph.D.
Teaching Asia in the K-12 Curriculum
Draws on literature, history, anthropology, sociology, philosophy, psychology, film, and cultural studies. Surveys civilizations of “monsoon Asia” ranging from the Indian subcontinent, through Indochina and Indonesia, to China and Japan. Focuses on key political, social, and cultural developments of these people, how they were colonized and de-colonized, how they were influenced by western ideologies yet developed a strong spirit of nationalism, and how they interact with Western Civilization in modern times.
Note: Can be taken for Variable 1-3 credits through Seattle Pacific University
Contact: Daisy T. Lu at dtlu@mindspring.com
Presenter: Non-Profit Staff Development Coalition (NPSDC)
Established in March 2003, the Non-Profit Staff Development Coalition (NPSDC) Project is a collaborative community project serving non-profit human services organizations in the Seattle-King County area.
The mission of NPSDC is to help staff in its member organizations, as well as other non-member organizations, reach professional and personal excellence by protecting, nurturing, strengthening and enhancing the staff development function in their organizations. This is being achieved by collaboratively working on three Collation Initiatives: Initiative #1 (Staff Training); Initiative #2 (Transfer and Application of Learning for Effective Job Performance); Initiative #3 (Strengthening the “learning culture” within organizations).
For more information about NPSDC, please visit: www.learning.org/coalition
For information about upcoming NPSDC workshops, please visit:
http://www.learningconnections.org/coalition/workshops.htm
If you have any questions or are interested in NPSDC membership, please contact:
Anna McCain, Project Manager – 206-870 5908
Presenter: The People’s Institute for Survival and Beyond
History, Vision and Major Accomplishments of The People’s Institute
The People’s Institute was founded in 1980 by long-time community organizers Ron Chisom of New Orleans and Jim Dunn of Yellow Springs, Ohio. The People’s Institute was created to develop more analytical, culturally-rooted and effective community organizers. Over the past 24 years, The People’s Institute Undoing Racism™/ Community Organizing process has impacted the lives of nearly 100,000 people both nationally and internationally. Through this process, it has built a national collective of anti-racist, multicultural community organizers who do their work with an understanding of history, culture, and the impact of racism on communities. These anti-racist organizers build leadership in and account to the constituencies where they are organizing.
The People’s Institute believes that effective community and institutional changehappens when those who would make change understand how race and racism function as a barrier to community self determination and self sufficiency. As stated in Undoing Racism: A Philosophy of International Social Change, Second Edition (Chisom & Washington, 1997), “…[W]hen a society is structured on the basis of race, conformity to the norms of racial roles maintains both inequitable treatment and pathological relations. Undoing Racism,™ with an understanding of the construct of race in America and the role that it plays in community enables the organizer to be transformed and begin the process of community empowerment.”
Today, The People’s Institute is recognized as one of the foremost anti-racism training and organizing institutions in the nation. In a 2002 Aspen Institute survey of eleven top racial justice organizations, five credited The People’s Institute with having the most effective anti-racist analysis.
In the last three years, The People’s Institute has:
The People’s Institute Current Programs and Activities
Undoing Racism™/Community Organizing
An average of 10-15 groups per month participate in The People’s Institute Undoing Racism™/Community Organizing process. Through dialogue, reflection, role-playing, strategic planning and presentations, this intensive process challenges participants to analyze the structures of power and privilege that hinder social equity and prepares them to be effective organizers for justice. The multiracial team of organizer/trainers includes more than 30 men and women whose experience in anti-racist organizing includes years with civil, labor and welfare rights struggles, educational and health reform movements, and grassroots community organizing. All organizer/trainers remain active in their local communities where they are respected anti-racist leaders. The Undoing Racism™/Community Organizing process is utilized by staff, volunteers and constituents of a wide variety of organizations. Additionally, The People’s Institute regularly gives introductory workshops on Undoing Racism™ to the community at large.
Community Organizing Strategy Team (C.O.S.T)
Participants in the Undoing Racism™/Community Organizing process often seek long-term assistance from The People’s Institute as they develop anti-racist community organizing strategies. C.O.S.T. works with community activists to analyze their organizations, their roles, their relationships with one another across racial and cultural lines. The team assists community groups to establish goals, identify and develop indigenous leadership and account to organized constituents. The People’s Institute C.O.S.T. works with the Mid-South Delta Initiative, the National Network of Anti-Racist Training Institutes, and many regional groups.
Reflection, Assessment, Evaluation Team (R.A.E.)
The People’s Institute is committed to an assessment process, guided by community leaders, that is based on a community’s values and self-determined goals. R.A.E. helps an organization or group state, observe and measure its vision and values with as much energy and commitment as it measures its “objective” goals and outcomes. This assessment process is based on The People’s Institute nine core organizing principles:
1. Undoing racism
2. Learning from history
3. Sharing culture
4. Maintaining accountability to constituents
5. Developing leadership
6. Networking – building a “net” that works
7. Undoing Internalized Racial Oppression (internalized racial inferiority and internalized racial superiority)
8. Anti-racist gatekeeping
9. Undoing manifestations of institutional racism, including militarism as applied racism
European Dissent
Fifteen years ago, a group of white anti-racist organizers (persons of European Descent who “dissent” from the racist institutions and values designed to benefit them) initiated European Dissent, a collective that explore ways to practice The People’s Institute principles in their personal, social, family and work lives. Since 1989, white anti-racist groups have developed across the country, with The People’s Institute’s assistance. In 2002, European Dissent/New Orleans provided major leadership for a gathering of 65 white anti-racist activists who seek to strengthen the white anti-racist voice in discussions and actions to undo racism.
The People’s Institute Youth Agenda (P.I.Y.A.)
PIYA identifies and mentors young anti-racist organizers in colleges and in the neighborhoods where The People’s Institute does its work. Since 1996, youth have modified the Undoing Racism™/Community Organizing process so it is credible for youth. In 1997, they adapted The People’s Institute principles and analysis for a summer Freedom School, modeled on the citizenship schools of the Civil Rights era. Since then, Freedom Schools have reached over 400 children and youth in New Orleans and Oakland. In 2003, Freedom Schools are planned in Seattle, Duluth and Minneapolis, MN, and Atlanta. GA.
For more information about PISAB please visit: www.pisab.org.
Presenter: Coalition of Anti-Racist Whites (CARW)
CARW is a group of white people in the Seattle area working to undo institutional racism and white privilege through education and organizing in white communities and active support of people of color-led organizations. We support the self-determination of people of color, honor their leadership and are held accountable to people of color-led organizations.
For more information: www.carw.org
Presenter: Center for Multicultural Education: University of Washington
The Center for Multicultural Education at the University of Washington, Seattle WA, focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the achievement of students of color. The Center also engages in services and teaching related to its research mission.
For more information: http://depts.washington.edu/centerme/home.htm
Presenter: The Work of European-Americans as Cultural Teachers (WE-ACT)
Mission: To become culturally relevant and effective cross-cultural teachers for all students.
WEACT guiding principles:
“Too many students of color have not been achieving in school as well as they should (can) for too long. The consequences of these disproportionally high levels of low achievement are long-term and wide-reaching, personal and civic, individual and collective. They are too devastating to be tolerable. We must insist that this disempowerment stop now and set into motion change strategies to ensure that it does."
--Geneva Gay (From Culturally Responsive Teaching)
General Meetings
2nd Tuesday of each month
6:15 to 8:30
4/10, 5/8, 6/12, 7/10
At Seattle Central Community College, Room BE 1124
1701 Broadway on Capitol Hill
Contact: Ilsa Govan at sendmegoodies@yahoo.com or 206.568.8556.
Presenter: Seattle Youth People’s Project
The Yo Institute is a for-youth, by-youth social justice organizing curriculum. They are looking to train the next generation of organizers in the movement.
Helping students understand the issues, the history of youth organizing, and how unified youth can undo the interlocking oppressions and struggles, especially faced by people of color.
Doors are open to all students in the Seattle area. No prior experience is necessary
Seattle Youth People’s Project
2820 E. Cherry Street, 98122
206.860.9606
YOInstitute@riseup.net
www.sypp.org
Presenter: Jonathan Warren, Ph.D.
Associate Professor of Latin America & International Studies
The Henry M. Jackson School of International Studies
University of Washington
redstick@u.washington.edu
206-931-6138
The Burden of Not Being Black
This uses my research in Brazil to critique this theory first touted by Fordham and Ogbu about how one of the primary reasons black kids don't do well in school is because they are saddled with the burden of acting white.
Race and Ethnic Studies in Latin America: Lessons for the US
This draws on the research in Latin America to empirically question a number of antiracist strategies often promoted in the US such as race mixing, color evasion, and undercutting nonwhite racial identities; I can also use it as a way to discuss one of the reasons for the conflict between Blacks and Latinos - namely a lot of Latino immigrants come to the US with deeply anti-black and anti-Indian sentiments/attitudes. I know this latter topic is sensitive but I think it needs to be addressed.
Presenter: Dr. Joseph W. Scott
Professor Emeritus
University of Washington
jwscott@u.washington.edu
206-722-2376
A Contrasting Model of Conflict Resolution: The Benevolence Model
Conflict resolution becomes necessary because of impasses in behavior, values, and attitudes. Conflict resolution usually occurs through negotiation and bargaining. There is another conflict resolution model that is more effective and more healing—the Benevolence Approach. Come and learn how teachers and managers use this approach with new results and better after effects.
Cultural Traits that Inform Teaching Strategies
All of us are products of our cultural learning histories. Our cultural histories shape how we process information. Some of our cultures stress kinesthetic learning; others stress visual learning; and still others stress auditory and verbal learning. Each of these culture-directed learning styles tells teachers how we learn and how to teach us. Come and learn what cultural traits correspond to what teaching strategies.
Personal Prejudices and the Political Class Structures that Promote Them
Sexism, heterosexism, racism, ableism, foreignism and classism persist for reasons not well understood. To be sure, these “isms” are prejudices—that is negative beliefs and feelings. But, much more than that, they are politically structured hierarchies. Come and learn about these political hierarchies and how they perpetuate prejudice feelings and discrimination in everyday life. And, come and learn how the victims most affected overcome these politically structured prejudices and discriminations.
Dr. Nina L. Valerio, Ph.D.
Seattle University Associate Professor at the College of Education:
Masters in Teaching Program and Curriculum and Instruction Program
206-723-8312 or 296-5756
nvalerio@seattleu.edu
Inclusive Classrooms and Culturally-Responsive Pedagogy: What, Why and How?
Using media presentations and varied interactive scenarios, we cover the nature of school/classroom culture, and how it intersects with marginalization, safety, teaching and learning. Participants examine reality-based cases and apply their learning in their action plans for immediate classroom application.
Target audience: teachers of any grade level; other school personnel
Educating for Equity and Diversity: Starting Small
Using media presentations and varied activities, we cover the natures of equity [versus equality], justice and diversity, and why it is never too early to teach young children about these concepts. Practical strategies used by model teachers in their own classrooms are examined. Effective strategies tried by participants themselves are shared and they create action plans for immediate classroom application.
Target audience: teachers [other school personnel] and parents of young children
Curricular and Instructional Transformation: Practices for Culturally-Responsive Pedagogy
Using a brief pre-assigned reading, a media presentation and varied activities, we examine the four levels of multicultural content integration and selected elements of equity pedagogy. While working in cooperative groups, participants learn [a] how to transform conventional lessons into lessons that integrate multicultural perspectives and social action, and [b] how to teach to diverse learning preferences. Finally, participant groups present their transformed lessons to their peers and consultant for feedback.
Target audience: teachers of any grade level; other school personnel
Pre-requisite: basic knowledge of designing lesson plans
Book Analysis Against Bias
Using selected instruments, participants gain hands-on experience in analyzing and assessing classroom textbooks, tradebooks [e.g., novels, children’s books], or instructional materials [e.g., manuals, workbooks] for presence and perpetuation of stereotyping, prejudice and discrimination. In the process, participants gain knowledge and skills in [a] selecting culturally-responsive books and other printed instructional materials for classroom use, and [b] teaching their students about the process as well, depending on students’ developmental readiness for the activity. Participants also present the results of their analysis to their peers and consultant for feedback.
Each participant is required to bring to the workshop a book or instructional material that she/he is currently using or planning to use in the classroom.
Target audience: teachers of any grade level; other school personnel; parents
Teaching our Youth about Cultural Identities
Participants gain hands-on experience in helping their students learn about their cultural identities using three interdependent activities:
Creativity through the arts and poetry are integrated into all activities. Participants are required to bring a list of materials to the workshop [e.g., a basket, cultural artifacts, art materials]. This list will be sent to participants at least two weeks prior to the workshop.
Target audience: teachers of any grade level
ADDENDUM
Ideal length per presentation for maximal learning experience: all-day [7 to 8 hours which include a 1-hour lunch break]. "Curricular and Instructional Transformation: Practices for Culturally-Responsive Pedagogy" is best covered in 1-1/2 to 2 days.
Minimum suggested length for other items: 4 hours
Equipment needed: Power Point connection, overhead projector, VCR equipment, easel and chart paper, colored markers, wall tape [to post chart papers].
Seating arrangement: If possible, movable tables and chairs in semi-circle or U-shaped arrangement.
Co-Presenters: Dr. Nina L. Valerio, Ph.D. and Dr. Joseph W. Scott
Seattle University Associate Professor Professor Emeritus
Masters in Teaching Program and University of Washington
Curriculum and Instruction Program jwscott@u.washington.edu or nvalerio@seattleu.edu
206-723-8312 or 296-5756 206-722-2376
Cross-Cultural Communication, Conflict and Prejudice Reduction: What’s the Connection?
Using media presentations and varied interactive scenarios, we cover the nature of culture and how it intersects with communication, conflict, and prejudice. Concepts such as Dialogue versus Debate, Intent versus Impact, Sociocultural Distance and Cultural Immersions are addressed. Participants learn practical strategies to strengthen their skills in cross-cultural communication, conflict resolution and prejudice reduction. They also create action plans for immediate application.
Target audience: general audience; teachers and other school personnel
Advocating for Children/Youth Against Prejudice and Discrimination
Using reality-based case scenarios and cooperative learning strategy, participants learn about ethical problem-solving and student advocacy. They gain hands-on experience in dealing with school-related conflicts associated with stereotyping, prejudice and discrimination. Examples include name-calling, bullying, ethnic jokes. Participants create action plans consisting of guidelines for their future use.
Target audience: teachers of any grade level; other school personnel
Working with Diverse Families and Parent Involvement
Using reality-based case scenarios [parents’ letters to teachers], media presentations and cooperative learning strategy, participants gain hands-on experience in developing partnerships with today’s diverse families. Participants create action plans consisting of guidelines for their future use.
Target audience: teachers of any grade level; other school personnel
ADDENDUM
Ideal length per presentation for maximal learning experience: all-day [7 to 8 hours which include a 1-hour lunch break].
Minimum suggested length: 4 hours
Equipment needed: Power Point connection, overhead projector, VCR equipment, easel and chart paper, colored markers, wall tape [to post chart papers].
Seating arrangement: If possible, movable tables and chairs in semi-circle or U-shaped arrangement.
Presenter: Raven E. Heavy Runner, MSW
Northwest Two-Spirit Society
Seattle, WA
206-851-7132
Raven_hr@hotmail.com
First Nation People and the Decolonization Process
Colonization has had a devastating effect on Indigenous People. By examining how colonization has affected Indigenous People, we can learn to decolonize ourselves, our families and our communities for the betterment of All Our Relations. This presentation will help us analyze history, our communities and ourselves to see how we can play an instrumental part in being change agents. This will be done by informing ourselves, dialoguing, and creating personal and community plans towards the process of decolonization. This, as we are, is a work in process. Let us move together towards that sacred mending.
Presenter: Lee S. Mozena
Education Consultant
Mozena13@hotmail.com
206-368-9608
Raise Your I.Q. (Islamic Questions): Working Respectfully with Muslim Families*
For teachers/staff working directly with Muslim students.
Are you prepared to work with this fast-growing population? Do you understand how religious or cultural commitments may impact Muslim students? Do you help these families feel welcome and important?
Whether newly immigrated or highly assimilated, building relationships with Muslim families takes time, knowledge, and an intentional lack of prejudice. From handshakes and eye contact to standards around modesty and gender separation, looking beyond the “veil” and successfully negotiating differences often requires non-Muslims to think outside their cultural box.
Knowledge increases cultural sensitivity. Taught by a Muslim woman who “covers” and a formerly bigoted non-Muslim, this workshop looks at American Islam and the complex mix of politics, religion and culture that comes with it. It begins with an overview and history of Islam worldwide, the U.S., and how it changes here. Most branches of Islam advocate a religious-based democracy. The 70,000 Muslims around the Puget Sound represent a wide range of nations, levels of observance and degrees of assimilation. Together, they have created a dynamic community of mosques and resources that sustain, connect and educate local followers.
To many Westerners, one of the most objectionable aspects of Islam is the practice of (women) covering or wearing “hijab”. Understanding this rich symbol and the historical, spiritual, personal and political issues it represents invites a paradigm shift around cultural supremacy.
We explore the positive aspects of Islam’s ‘family centeredness’, holidays and customs, with an emphasis on strengths rather than negative stereotypes. We finish with a list of “do” and “don’ts”, questions that are helpful in working with Muslim families and lots of resources. Throughout the workshop participants are encouraged to ask questions that might seem unprofessional in another setting.
*Copyright 2007 by Lee S. Mozena. All rights reserved.
Part 1: 2 Hours
Raise Your I.Q. (Islamic Questions): *Working Respectfully with Muslim Families*
If you know nothing about Islam start here! If you don’t understand why some women cover their heads- talk to us! This workshop is designed to challenge simplistic and negative stereotyping of Muslims since 911. You will leave with a better understanding of just how diverse and complex the world’s fastest growing religion is.
This workshop is presented by a Muslim woman who wears a head scarf and a non-Muslim educator. Together they create a safe environment to increase your knowledge and explore prejudices that prevent successful cross-cultural work relationships.
We start with the basics pillars of the faith and an overview of world, U.S. and local Islamic history. With 70,000 Muslims in the Puget Sound area you’re bound to need these skills sometime. We’ll discuss varying levels of observance and assimilation and consider the strengths of Muslim family life. This workshop includes everything from resources to information about holidays, standards of modesty and gender separation. We address specific cultural etiquette issues like eye contact and hand shaking. Finally, you’ll learn about the many meanings (political or spiritual) behind Muslim women’s practice of wearing a head scarf.
This workshop will plant seeds that grow questions and bring you to the deeper work of...
PART 2: 2 Hours
Undo Your I.P. (Islamic Prejudice) Looking “Beyond the Veil”*
Why do we marginalize the overwhelming number of moderate to progressive Muslims who live among us? America’s crusade to “liberate” one billionth of the world from “oppression” is can also be viewed as cultural imperialism (in the global sense) and institutionalized racism, (at the community level). For kids, this means our unexamined prejudices perpetuate bullying, undermine achievement, access to services and discourage parental involvement. The “problem” of dealing with Muslims isn’t going away. Do we have the all right answers or do we need to ask different questions? The framework of Part 2 is an interactive discussion about balancing democracy and religious freedom. Building on your previous knowledge from Part 1, learn the differences between Nation of Islam, Wahabist, Cham, Shi’a and Sunni, between Muslims and Arabs- and why knowing matters. What are some common prejudices within the Muslim community itself that you might need to be aware of? At a practical level you’ll learn more about how these groups may dress differently and may have widely varying customs.
Most importantly, share what you’ve learned from Part 1. What assimilation issues, tensions and strengths have you noticed? What challenges you? What works? Bring us your rough spots, AHA’s and accomplishments. We’ll connect you to each other and the thriving interfaith community in Seattle for further growth opportunities.
Orbusmax ™ Northwest News - 'Around The World In 80K'
A certain number of these courses are required for teachers in Seattle Public Schools to take, as evidenced by this item in the FAQ page:
Seattle Public Schools CRPD FAQ
Readers may also be interested in this previous FR thread which details a taxpayer-funded "white privilege" program for students:
White Privilege Conference (Seattle School District sending students from 4 high schools)
I ‘ll take “whiteness” for 300, Alex.
Presenter: Hate Free Zone?
sounds like hate only for “whitey”?
Uhh... where exactly are black kids so "burdened"? Certainly not in any school I've ever been to. The reality seems to be that far more white kids are desperately trying to act black than vice versa.
Thanks for the thread, but who has time to read all that?
My question is, why are Islamics catered to when anything Christian is prohibited?
need “long-winded, projectile vomit alert”
What does acting white mean? Not becoming a gang thug? Being responsible? Doing your homework? Working without whining? Not blaming others for the troubles you create for yourself?
Holy crap. Can you imagine paying $300 to have this crap injected into your brain? Hope they keep this on the west side.
Give me that whiteness course. I can still catch a beat every now and then.
I am wondering the same thing. Why is a government funded school promoting a religion, especialy a blood cult like Islam?
This country is in serios trouble, the globalist, human hating marxists and Christian haters have infiltrated the government,
and nobody has the balls to say anything about it.
You don't need to read it all....throw a virtual dart anywhere on the page and you will find something offensive to anyone except a Marxist "diversity" peddler.
Any effort on my part to pare it down would have cut out too many juicy bits....I felt it better to leave it up to the intelligence of FR readers to understand that it's not something that you need to read closely or like a book.
My question is, why are Islamics catered to when anything Christian is prohibited?
Christians have for a very long time been the "acceptable group to attack" by the Left, and there also are no worries about Christians blowing up the school.
In all seriouness, you are correct. That is exactly what most blacks mean when talking about “acting white”.
If by "acting white" it means focusing on education and learning, behaving with dignity and respecting others, refraining from violence and vulgarity, and maintaining good personal hygiene, then they should be expected to "act white" but it's not a "white thing" to be civil and social in a school environment... or anywhere else for that matter.
There wasn't enough room in the available title space for the thread :-)
Wow, this is a course in post modern thinking for teachers. It is nothing but a course in white guilt and and restorative justice. If I had a kid in that school system, he would be home schooled, starting tomorrow. Then I might go after the school district in court for the damage that they were doing to his psyche and self-esteem. This is truly scary stuff.
Send this to O’Reilly. He hates this type of thing.
All that, and using the English language properly.
Sounds to me like all they are trying to do is “divide and conquer”. What good do all these studys do except to divide?
Whiteness- special guest speakers Eddie Murphy and Chris Rock.Chris Rock has said things about the black subculture he uses a zottable word to describe that make Bill Cosby sound like Al Sharpton.
The whole idea of "acting white" being somehow objectionable has done much more to hold black Americans back than all the residual "racism" out there...including that which isn't really racial but cultural.
-Eric
>Christians have for a very long time been the “acceptable group to attack” by the Left, and there are also no worries about Christians blowing up the school.<
Brother!!! Maybe we’d better start. Or better yet, the kids should all stay home and let mom do the educating. That way all the right people win, and the wrong ones lose!
Disclaimer: Opinions posted on Free Republic are those of the individual posters and do not necessarily represent the opinion of Free Republic or its management. All materials posted herein are protected by copyright law and the exemption for fair use of copyrighted works.