Download Issues of Racism and Sexism in Education

EDS581/0l Issues of Racism and Sexism in Education
Instructor: Nancy Schniedewind
OMB 101, 257-2827
Office Hours:
Fall 2014
Description
This course offers an examination of personal and institutional racism and sexism and their
intersections with discrimination based in class, sexual orientation, religion, ability, language,
gender identity, age and nationality. It provides strategies for creating multicultural, gender-fair
classrooms and socially-just schools and institutional settings. It offers the understandings and
skills to better enable us to be caring, critical and reflective professionals responsive to the needs
of diverse students, colleagues and parents in a multicultural society.
Rationale and Course Objectives
One crucial factor in making classrooms, schools and other educational settings ones in
which all students/people can learn is the creation of a supportive and culturally-relevant
educational environment. In multicultural and gender-fair educational settings students/people
from all social groups feel included personally and encouraged academically. They see
themselves and their culture mirrored and appreciated in the educational environment and
curriculum.
This course offers educators a deepened understanding of discrimination, explores how we
may limit the potential of some students/people because of unintentional race or gender bias, and
provides strategies to create classrooms and institutions that are socially-just. While focusing on
racism and sexism, the connections to discrimination based in class, religion, sexuality, age,
national origin, language, gender identity and physical/emotional/learning ability are also
addressed.
Through this course we will:
(l) Examine their own experiences with, and attitudes about, racism, sexism and other forms of
discrimination. (Inquiry, Diversity)
(2) Investigate the ways in which inequality based on race and gender exists in schools,
institutions and society and intersects with other forms of oppression. (Inquiry, Intellectual
growth, Diversity)
(3) Develop skills, strategies and materials for creating multicultural, gender-fair and
socially-just classrooms, schools, institutions and communities.
(Intellectual growth, Professionalism, Diversity, Advocacy, Citizenship )
This course is based on the goals, processes, and skills of a humanistic /multicultural/critical
approach to education. We will engage issues experientially through structured activities,
self-reflection and application to our own lives in order to better understand and develop steps to
change racism, sexism and other forms of social inequality in our own settings. We will focus on
both content (what we teach) and process (how we interact) as we experience and create
meaningful, effective education for social justice.
Student Learning Objectives
The course develops HME Program Competencies in Diversity, Critical Analysis and
Socially-Responsible Leadership
SUNY New Paltz
Professional Education Unit
Conceptual Framework
Preparing Caring, Critical & Reflective Professionals to Maximize Student Success
This Conceptual Framework identifies four dimensions that Unit faculty, staff and administrators strive to
model, as well as nurture and cultivate, in the candidates they serve. Guided and informed by these dimensions,
candidates are prepared to maximize their students’ success.
Through coursework, field experiences, and clinical practice, the Unit faculty, staff, and administrators aim
to prepare caring, critical and reflective professionals who are committed to:
Critical Inquiry & Intellectual Development
Professional Skills & Dispositions
Culturally Responsive Practice & Social Justice Education
Democratic Citizenship & Student Advocacy
Course Topics
Readings should be completed for the class for which they are listed.
Session One: Introductions, Central Concepts for the Course
Session Two: Race and Racism
Readings: Education of a WASP and Eres articles
Due: “Personal and Analytic Essay: Racism”, “Assessment Rubric for Papers” attached
Session Three: Gender and Sexism
Readings: Still Failing at Fairness, Rethinking Columbus and Eres article
Due: “Reflective Commentary : Sexism” - Submit in outline form
First draft of “Multicultural, Gender-Fair Project Plan”
Session Four: Institutional Discrimination
Readings: The Bluest Eye and Eres articles
Due: Project Plan, as revised, with first draft attached
Worksheet: The Bluest Eye, Contract A
“Personal and Analytic Essay : Institutional Discrimination”, with same “Assessment Rubric for
Papers” attached
(due , accepted only if Worksheet has been approved with a check and is attached)
Session Five: Creating Change - I
Readings: Open Minds to Equality and Eres articles
Due: “Reflective Practice Paper : Principles and Pedagogy of Teaching for Social Justice”
with same “Assessment Rubric for Papers” attached as above
(If contracting for an A, paper may be turned in at Session 6. A typed outline of the
paper is due on session 5.)
Session Six: Creating Change - II
Readings: Eres articles
Due: “Multicultural,Gender-fair Project Report”, with approved Project Plan attached,
Also attach “Multicultural, Gender-Fair Project Rubric,
A large, self-addressed, stamped envelope - a requirement to receive your grade.
Course Assignments/Requirements
A. Readings
1.The Education of a WASP - Lois Stalvey, University of Wisconsin, Madison, l988
2.Still Failing at Fairness, Myra and David Sadker, Karen Zittleman, Scribner, NY, 2009.
3.Rethinking Columbus, Bill Bigelow & Bob Peterson, Rethinking Schools, Milwaukee, 2003
3.The Bluest Eye- Toni Morrison, Penguin Books, NY, l994
4.Open Minds to Equality 3rd ed., Nancy Schniedewind and Ellen Davidson, Rethinking Schools,
2006.
5. Additional required articles and book chapters are available on electronic reserve.
Articles related to current events will be passed out in class.
B. Assessment
For a grade of C:
1. Attend class regularly and participate in all classes. Since this course meets intensively in all
day Saturday sessions, its important that you be here for every session. If you cannot attend all
class sessions, you should not take the course now.
2. Keep a notebook (for personal use only)for recording reactions, feelings and personal learnings
from readings and class activities. This will help in writing papers and completing assignments.
3. Read Education of a WASP and submit a Personal and Analytical Essay on Racism (Inquiry,
Intellectual growth), rubric attached
4. Read Still Failing at Fairness and submit a Reflective Commentary on Sexism (Inquiry,
Intellectual growth)
5. Read a series of articles (about 8 per class), and respond to focus questions on them
For a B
1. Complete the requirements for a C
2. Read Open Minds to Equality and write a Reflective Practice Paper on the Principles and
Sequence of Teaching for Social Justice (Intellectual growth, professionalism, diversity,
advocacy, citizenship), rubric attached
3. Present the “Multicultural, Gender-Fair Project Report” on the development, implementation
and assessment of your project to address racism/sexism in your educational setting
(professionalism, diversity, advocacy, citizenship) Attach the approved “Multicultural,
Gender-fair Project Plan” to it.
For an A
1. Complete requirements for a B and C
2. Read The Bluest Eye , submit Worksheet: The Bluest Eye . If approved, submit a Personal and
Analytic Essay on Institutional Discrimination, as assigned with approved Worksheet and rubric
attached (inquiry, intellectual growth)
3. Read articles with an * and be ready to report on them to the class
Further descriptions of specific assignments will be handed out in class.
C. Criteria for written work
Written work must clearly fulfill the assignment, be of graduate quality and meet criteria on
the assignment rubric. Papers will be graded with a “check” if the paper meets the criteria for
proficiency on assignment rubrics; a “check minus” if it is acceptable but needs work in some
areas; or a “check plus” if the paper is outstanding. A check with a - in parentheses indicates
there are problems that must be addressed in the next paper. After feedback on the first paper, no
paper can be given credit that has more than a few spelling or grammatical errors. Inadequate
work (more than one check minus, a series of check-minus-parentheses, or unacceptable work)
will result in lowered contract grades.
Please use the “Assessment Rubric for Writing” to plan and edit your writing and
“Assessment Rubric Content” to review the substance of your paper. Attach the returned rubric
with the instructor’s comments to your subsequent papers when you turn them in.
After completing your paper add this Self-Assessment.
-A strength of this paper is.................
-An area for improvement is..............
-The amount of time I spend organizing, outlining, writing , proofing and rewriting this paper
was..................
D. Expectations and Additional Information
1.To receive assignments on due dates listed. Late papers will be accepted only if previous
arrangements are made. A rewrite of one paper may be possible with permission of the instructor.
2 To have people take advantage of my office hours if you need help with the material or want to
talk. Please feel free to be in contact with me in person or by phone during office hours.
3. Students will maintain the highest standards of honesty in their college work. Cheating,
forgery and plagiarism (intentional or unintentional) are serious offenses. If you are unsure of
what constitutes plagiarism, please see me.
4. Students who may need special considerations due to a disability should make an appointment
to see me.
5. All rough drafts, worksheets, plans, rewrites with my comments must be attached to all final
work in order to receive credit.
6. Please leave a stamped, self-addressed envelop with me at the last class for me to return any
work handed in at that class unless you make another arrangement with me to get your work.
7. Electronic technology is both a blessing and a burden. Though cell phones now allow us
to call, text, and Twitter, and to access the Web, they can also be an intrusion into the
classroom and a serious distraction to teaching and learning. It will be important for you to be
present physically, mentally and emotionally during this course. Please do not use your cell
phone during class. Please ask me before you use it for academic purposes. If you are on call
because of your job or a home role, please alert me before class.
Bibliography
A. Contemporary References
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B. Traditional References
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Please see the Resource Section of Open Minds to Equality for a very
thorough array of resources
Curriculum Resources
The Bibliography in Open Minds to Equality has a wide array of curriculum materials. Below is a
sampling of excellent resources.
Bigelow, B., & Peterson, B. (2002). Rethinking globalization: Teaching for justice in an unjust
world. Milwaukee, WI: Rethinking Schools.
Chappelle, S. & Bigman, L. (1998). Diversity in action: Using adventure activities to explore
issues of diversity with middle and high school age youth. Project Aventure, Covington, GA:
Project Adventure.
Christensen, L. (2000). Reading, writing, and rising up: Teaching about social justice and the
power of the written word. Milwaukee, WI: Rethinking Schools.
Christensen, L. (2009). Teaching for joy and justice: Re-imagining the language arts classroom.
Milwaukee, WI: Rethinking Schools.
Creighton, A., & Kivel, P. (1992). Helping teens stop violence: A practical guide for counselors,
educators, and parents. Alameda, CA: Hunter House Publishers.
Derman-Sparks, L. & ABC Task Force (1989). Anti-bias curriculum: Tools for empowering
young children. Washington, D.C.: National Association for the Education of Young Children.
Giecek, T. (2007). Teaching economics as if people mattered. Boston: United for a Fair Economy.
GLSEN (Gay, Lesbian and Straight Education Network). (2012). Ready, set, respect: GLSEN’s
elementary tool kit. NY: GLSEN.
Chasnoff, D. (2008). It’s STILL elementary: Talking about gay issues in school. DVD/VHS &
Curriculum Guide, 47 minutes. Groundspark. Www.groundspark.org.
Chasnoff, D. (2005). Let’s get real. DVD & Curriculum Guide to address name-calling and
bullying, 35 minutes. Groundspark. Www.groundspark.org.
Chasnoff, D. (2009). Straightlaced: How gender’s got us all tied up. DVD & Curriculum Guide,
67 min. Groundspark. Www.groundspark.org.
Chasnoff, D. (2000). That’s a family. DVD/VHS & Teaching Guide, 35 minutes. Women’s
Educational Media. Www.groundspark.org.
Kivel, P. & Creighton, A. (2002). Making the peace: A 15-session violence prevention curriculum
for young people. Alameda, CA: Hunter House Publishers.
Labanowski, P. & Freeman, P. (2012). Created equal: A curriculum for high schoolers and middle
schoolers on class and classism. Jamaica Plain, MA: Class Action.
Lee, E., Menkart, D., Okazawa-Ray, M. (2007). Beyond heroes and holidays : A practical guide to
multicultural education and staff development. Washington D.C.: Network of Educators on the
Americas.
Mitchell, L. (1999). Tackling gay issues in school. New Haven: GLSEN, Ct. & Ct. Planned
Parenthood.
Rice, C. & Russell, V. (2002). Embodying equity: Body image as an equity issue. Toronto: Green
Dragon Press.
Schniedewind, N. and Davidson, E. (2014). Open minds to equality : A sourcebook of learning
activities to affirm diversity and promote equity 4th ed. Milwaukee, WI: Rethinking Schools.
Stein, N. & Cappello, D. (1999). Gender violence, gender justice. Wellesley, MA: Wellesley
College for Research on Women.
Stein, N. & Sjostrom, L. (1994). Flirting or hurting?: A teacher’s guide on student-to-student
sexual harassment in schools. Washington, D.C.: National Education Association.
Steiner-Adair, C. & Sjostrom, L. (2006). Full of ourselves: A wellness program to advance girl
power, health and leadership. NY: Teachers College Press.
Stessin-Cohn, S.(2002). Missing from history: Discovering the presence of African American
slaves in our community. NY: www.huguenotstreet.com
Stessin-Cohn, S. & Ruditski, R. (2000). Who'll weep for me?: A teacher's guide to the rise of the
poorhouse system in Ulster County. NY: Ulster County Archives.
Vasquez, H, Myhad, M.N., & Creighton, A. (2003). Making allies, making friends: A curriculum
for making the peace in the middle school. San Francisco: Hunter House Publishers.