1 / 33

Inclusive Excellence, Diversity, and Multicultural Education

Inclusive Excellence, Diversity, and Multicultural Education . By Paul C. Gorski August 2009. I. Introduction: Who We Are. Who is in the room? My background and lenses. I. Introduction: Primary Arguments.

asa
Télécharger la présentation

Inclusive Excellence, Diversity, and Multicultural Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Inclusive Excellence, Diversity, and Multicultural Education By Paul C. Gorski August 2009

  2. I. Introduction: Who We Are • Who is in the room? • My background and lenses

  3. I. Introduction: Primary Arguments • At its heart, inclusive excellence is about creating equitable and just learning and working environments for all members of a community • Much of what we do in the name of equity and justice is inequitable and unjust • Being more authentically equitable and just requires attention to several core principles

  4. I. Introduction: Agenda • Introductory Stuff • Moving Toward “Inclusive Excellence” • Key Concepts • Key Principles • What We Can Do

  5. II. Moving Toward “Inclusive Excellence”

  6. Campus Approaches to Multicultural Education • Celebrating Diversity • Cultural Competence • Human Relations • Equity and Justice

  7. 1. Celebrating Diversity Characterized by: • Surface-level cultural activities and programming (fashion shows, food fairs) • Stereotypical minimalizations of “cultures” (Taco Night) • Institutional resistance to addressing diversity concerns in ways that don’t feel good to most privileged groups

  8. 2. Cultural Competence Characterized by: • Focus on learning about cultures, often in ways that minimize or essentialize cultures (“Native American culture”; “African American culture”) • Focus exclusively on those in the “minority” while ignoring systemic power and privilege • An expectation that those in disenfranchised groups will “teach” those in privileged groups about their “culture”

  9. 3. Human Relations Characterized by: • Structured opportunities for community members to come together across differences to hear each other’s experiences (Mix It Up Lunch; intergroup dialogue) • Interpersonal focus rather than institutional focus

  10. 4. Equity and Justice Characterized by: • Institutional commitment to creating an anti-racist, anti-sexist, etc., campus through policy and practice • Continual institutional assessment of the extent to which equity and justice or present • Full cultural, social, political, and other access by all community members

  11. Part III Key Concepts

  12. Concept 1: Inclusive • Physical inclusiveness is not the same as social or cultural inclusiveness • An organization is only as inclusive as its most excluded member experiences it to be

  13. Concept 2: Equity v. Equality • The difference • Building policy for equity rather than equality

  14. Concept 3: Implicit Culture • Sometimes called “hidden curriculum” • What are the underlying values and hidden messages that form the culture of UW-Superior? Who benefits from these and who do they hurt? * * *

  15. IV. Key Principles for an Equitable and Just Campus

  16. Principles • Authentic “inclusion” and equity cannot be achieved through cultural programming • Resources committed to equity and diversity should not be used for “celebrating diversity,” but instead for eliminating inequities

  17. Principles • Inclusive excellence begins with creating an equitable and just environment for all members of a community, which means we must be against all inequity and injustice • Racism, classism, sexism, heterosexism/homphobia, and so on…

  18. Principles • Exclusion is not just an interpersonal issue. It’s a systemic issue, often buried in “tradition” or “just the way things are” • This is why it’s so important to understand the implicit culture and who it serves

  19. Principles • Acting in support of inclusive excellence requires that we spend our “institutional likeability” • Must be willing to upset people and the institution

  20. Principles • Inclusion and equity require a comprehensive assessment and approach • So we can’t simply add this or that program or class to an otherwise inequitable campus • Must think about the curriculum, co-curriculum, policies, hiring, leadership, and so on

  21. Principles • In order for a campus to move authentically toward inclusive excellence, leadership must be actively and authentically involved • It never works without a combination of shifts in (1) expectations, (2) policy, (3) accountability, all from leadership

  22. Principles • Equity advocates on campus must be empowered to fight the fight • Too often, the biggest advocates are marginalized within a university, but the real shift comes when those who support inequity are marginalized

  23. Principles • Diversity is not about validating all perspectives • Appreciating diversity doesn’t mean respecting somebody’s homophobia; it means eliminating homophobia

  24. Principles • Equity requires us to prioritize justice, not peace • Peace or conflict resolution without justice is injustice and privileges those already in power * * *

  25. V. What I Can Do

  26. What I Can Do Know and work to eliminate my own biases.

  27. What I Can Do Teach and learn about racism, poverty, homophobia, and other atrocities.

  28. What I Can Do Challenge each other. Strengthen “the choir.”

  29. What I Can Do See and work at intersections: • Racism and sexism • Sexism and heterosexism • Heterosexism and classism • Classism and environmental destruction

  30. What I Can Do Organize • Build coalitions among your colleagues or classmates when you see change that needs to happen

  31. What I Can Do Move Beyond the Dialogue • Dialogue helps us educate and organize ourselves, but dialogue, in and of itself, never creates change * * *

  32. Final Thought: The Two Corridors

  33. Thank you. Paul C. Gorski gorski@edchange.org http://www.edchange.org

More Related