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GRDG526 Language, Literacy and Diversity in American Education

GRDG526 Language, Literacy and Diversity in American Education. Week 5: Theories of Diversity Part 2 Dr. Gloria E. Jacobs. Agenda. Sharing Small Group Discussion Minilecture Break Analysis Workshop Next Week. Sharing?. Taking Risks Your experiences this week?. Review.

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GRDG526 Language, Literacy and Diversity in American Education

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  1. GRDG526 Language, Literacy and Diversity in American Education Week 5: Theories of Diversity Part 2 Dr. Gloria E. Jacobs

  2. Agenda • Sharing • Small Group Discussion • Minilecture • Break • Analysis Workshop • Next Week

  3. Sharing? • Taking Risks • Your experiences this week?

  4. Review • Questions from last week • Colorblindness? White guilt? White privilege? White allies? • Fighting the system? • Differing cultural values? • Retention as disability construction? Or support?

  5. Small Group Discussion

  6. Minilecture • Revisiting White Privilege • Review of the Theories • Culture as Disability (McDermott & Varenne) • Critical Race Theory (Parker & Willis; Yosso) • Community Cultural Capital (Yosso) • Cultural Historical Theory (Pacheco & Gutierrez)

  7. Break

  8. Community Analysis • Share what you learned about the community your researched and analyzed with someone other than the person you interviewed. • Together reanalyze each of the communities you studied using sociocultural historical theory (Gutierrez & Pacheco). • What different questions does the new theory lead you to ask that culture as disability doesn’t ask? • What new ways of understanding the community are possible?

  9. School Analysis • Questions about the school analysis due next week?

  10. Kohlberg’s Stages of Moral Development • 1. Obedience and punishment orientation (How can I avoid punishment?) • 2. Self-interest orientation (What's in it for me?) • 3. Interpersonal accord and conformity (Social norms) (The good boy/good girl attitude) • 4. Authority and social-order maintaining orientation (Law and order morality) • 5. Social contract orientation • 6. Universal ethical principles

  11. What do I say when… • How to respond to racist remarks • How can you use this advice for addressing other “isms?” • With a partner, and paying attention to Rex & Schiller’s points about power, write a script for responding to someone who says something that sounds • Sexist • Homophonic • Classist or • Ableist • How would you adjust this script for use with • A primary student • An intermediate student • A high school student

  12. Next Week • Readings about Language & Culture • Baldwin • Redd & Webb • Anzaldua • Christensen • Tateishi • Writing • School Analysis • No wiki post

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