I arrived at the conference on time and well dressed. Checking in was easy and I quickly found a table and some familiar faces. I was disappointed by the "breakfast" we were offered which consisted of one kind of chewy granola bar and mini bottled waters. Tea and coffee were also available. Jackie and I ended up buying breakfast in the cafeteria. My classmates and I gave out subdued cheers as Dr. Bogad gave a welcome speech. Then we were sent off to our first seminars.
My first seminar was A.L.L.I.E.D. which was slow to start but ultimately picked up. The panel was concerned with making classrooms safe for students in underrepresented groups such as blacks, Latinos, Asians, and LGBTQ. Everyone was at one point asked to stand in a circle around the room, and given an index card to read aloud. Written on them were true, anonymous stories of classroom experiences individuals had had which showcased the difficulties of being excluded, singled out, and misunderstood. After this activity, we were broken up into groups of four. As we discussed the stories that stood out to us and our emotional reactions, we also brainstormed some prevention strategies. The seminar was concluded by sharing these suggestions together as a whole, and they were made into a comprehensive list:
~ Don't single anyone out to represent an entire group
~ Don't assume a student is an expert on their culture
~ Don't assume a student needs "fixing"
~ If you're unsure about how to address a student in class, ask them directly in a private setting
~ Use media to expose the entire class to related issues and encourage them to question media messages
~ Challenge your fear . . . say something
~ Include content of underrepresented groups in the curriculum
~ Have class discussions about related issues; break the silence
~ Let students be the experts on their own lives
~ Students need to see themselves in the classroom (figuratively and literally i.e. pictures and posters)
I felt this was a great way to wrap up; it provides clear, explicit solutions in a simple format as a take-away for educators. Implementation is ultimately what matters as a take-away, and I know I can easily implement these tips in a classroom.
During this session I thought of Delpit because of the obvious examples of the culture of power in the individuals' stories, and the explicitness of our take-away list. I'm thinking now, also, of Oakes because of the success of our cooperative group tasks. I decided to find some posters that would satisfy the last tip on the list:
Next was lunch: an improvement compared to breakfast, and some time to view the vendors' wares. I was disappointed at the huge lack of material and information relevant to secondary education. Still I left with a fair stack of free goods.
The second seminar I attended was titled Caring In School: Problem-Solving Issues of Equity. I was expecting to get a clear set of suggestions for creating an equitable class community but was sorely disappointed in that respect. The speaker rambled about her research, and gave us the simple task of answering the question: "What does 'care' in education mean to you?" She briefly mentioned the different approaches that women and men have to teaching but never followed up on it or gave it any kind of conclusion. Finally, the only tips she provided were on how to analyze student narratives by asking the following questions:
~ What was the conflict about?
~ How was the conflict resolved?
~ What does this story reveal about what was important to the student?
After that, she didn't provide any clue of what to do with that information, or how to resolve any kind of issue for an individual student, or class. The What? and So What? were confused, and the Now What? was non-existant.
I enjoyed the President's speech. I thought her stories were entertaining and I liked her message: to ignore formalities and be inquisitive of people who are different. I thought it related well to the Johnson article we read at the start of the semester.
In spite of a few shortcomings in, the keynote speaker, Dennis Shirley's speech, I got quite a few valuable take-aways. For example, the 5 Dimensions of Multicultural Education are:
1. content integration
2. knowledge construction process
3. prejudice reduction
4. an equity pedagogy
5. an empowering school culture
I appreciated his warnings of the common struggles teachers face, relating to what he calls "The Unholy Trinity," which consists of Presentism - trying to survive the present and losing sight of a vision for the future, Privatism - feeling isolated with no support system, and Conservatism - accepting administrative designs and neglecting to develop a unique curriculum designed around the students' needs.
The ending of his speech was rushed, but he said to at least take away the following two things:
1. you need to know what your vision is
2. you need a supportive network
He also said, "rally for the kids!" Again, although there were a few shortcomings, I consider these tidbits valuable.