‘I don know wha they be trippin’ about” . . .

1. ‘I don know wha they be trippin’ about” . . . Building Bridges of Communication across Diverse Communities Marguerite Vanden Wyngaard, Ph.D. Assistant Superintendent Washtenaw Intermediate School District

2. Norms • Responsible for your own learning • Open to new ideas and each other; and “Ouch” • Participate fully and Pass • Explore yourself first; self reflection • Sensitivity. Be sensitive to the power of words. Think before you speak! (Anti-Defamation League)

3. Underlying Issues • I only speak English from the United States!

4. Underlying Issues • Have you ever truly tried to explain the complexity of schools?

5. Underlying Issues • My audience is changing

6. Underlying Issues • My audience does NOT speak English from the United States!

7. Underlying Issues • Do parents in my community understand academic needs?

8. Underlying Issues • Do I still have a role as an advocate or do I just deliver the information?

9. Other Issues? • Stand Up!! • Speak Up!!! • Let your Voice be HEARD!!

10. Insights and Understandings • How might my background influence my perceptions about various communities. • How might my background and perceptions of “others” support or challenge my role as leader in communication. • Perceptions vs. Reality – How can I build stronger alliances and advocate for education through stronger communication strategies.

11. Pair and Share • Count off by 2’s • Stand in two circles – one on the inside and one on the outside – face each other- WAIT FOR QUESTIONS!!

12. #1 = Strongly Agree/Often/Always#2 = Agree/Some of the time#3 = Strongly Disagree/Rarely/Never • I talk with professional colleagues about issues related to race, class, gender and ability. • I can, if I wish, arrange to be in the company of people of my race most of the time.?

13. #1 = Strongly Agree/Often/Always#2 = Agree/Some of the time#3 = Strongly Disagree/Rarely/Never • I am asked to speak for all the people of my racial, gender or sexual identity group. • I can, if I choose, remain oblivious of the language and customs of persons of color without feeling in my culture any penalty for lack of knowledge.

14. #1 = Strongly Agree/Often/Always#2 = Agree/Some of the time#3 = Strongly Disagree/Rarely/Never • I live in a neighborhood where most (50% and over) of the households reflect my racial, ethnic and/or linguistic background. • A majority of my friends (50% or higher) are from linguistic, racial, sexual identity or ability that is different than mine.

15. Debrief – Pair and Share • Were you tempted to give a “politically correct answer” and discuss the tension between “correct” with your reality? • How might that tension impact your role as a leader in communication?

16. Reflection Questions • Given the purpose of our work, what challenges do you see for you as a communication leader? • Identify what excites you about what is about to be discussed? • Identify what you think you might have to “give up” in order to meet the challenges about to be discussed?

17. Mythical Norm • “Somewhere on the edge of consciousness, there is what I call a mythical norm, which each one of us within our hearts knows “that is not me.” In america, this norm is usually defined as, white, thin, male, young, heterosexual, christian and financially secure. It is within this mystical norm that the trappings of power reside within society.

18. Mythical Norm • “Those of us who stand outside that power often identify one way in which we are different, and we assume that to be the primary cause of all oppression, forgetting other distortions around difference, some of which we ourselves may be practicing.” “Age, Race, Class and Sex: Women Redefining Difference,” Audre Lorde, 1995

19. Dominant and Subordination • “Dominant groups, by definition, set the parameters within which the subordinate groups operate. The dominant group holds the power and authority in society relative to the subordinates and determines how that power and authority may be acceptably used. “Why are all the Black Kids Sitting Together in the Cafeteria?” Beverly Daniel Tatum, 1997

20. Target Group Call Out • Repeat After Me . . . “We will not believe that what you say is what you believe . . .”

21. Target Group Call Out • Repeat After Me . . . “We will not believe that what you say is what you believe . . .”

22. Target Group Call Out • Repeat After Me . . . “We will not believe that what you say is what you believe . . .”

23. Target Group Call Out • Purpose: Demonstration of cultural messages, expectations and underlying assumptions about people based on . . . “Tell me everything you heard or know about people who are . . .”

24. Debrief • How did you learn this information? • How does media and schooling support those notions? • How might that impact your expectations or understanding of people in your community if they are members of the target population?

25. Definition of TermsPrejudice – preconceived judgment or opinion usually based on limited information, regardless of the evidence to the contrary. • Learned at early age • Misinformation • Cartoon images • Distortion of historical information • Omitted information • Segregated institutions including housing, churches, temples and synagogues, and schools

26. Definition ofTerms • Stereotype – An undifferentiated, simplistic attribution that involves a judgment of habits, traits, abilities or expectations assigned as a characteristic to the members of the group, regardless of individual variation.

27. Definition of TermsOppression – System of advantage based on . . . • Race • Age • Class • Size • Sexual Identity • Gender • Ability • Religion

28. “ism” system of advantage based on . . . Race Age Class Gender Sexual Identity Differently Able Religion Size Native English speaker Associated form of Oppression Racism Ageism Classism Sexism Heterosexism Ableism Anti-Semitism, Anti-Muslim, Christianism Sizeism Englishism Definition of Terms

29. Stand in Both Shoes • We stand in both the shoes of the perpetrator/supporter of “ism” as well as a target of oppression

30. Assumptions • Racism and other forms of oppression hurts everybody! • Its not our fault! However we must take responsibility for it. • It isn’t our differences which separate us, it is our attitudes about difference which keep us apart.

31. Assumptions • We stand in the shoes of both the oppressor and the oppressed. • Racism and other forms of oppression are learned. They can be UNLEARNED. • Unlearning oppression and becoming a stronger ALLY is a life-long process – it is never too late and never too early to begin.

32. Table Talk: • How has sexism hurt men? • How has racism hurt European Americans? • How has heterosexism hurt heterosexual men and women?

33. Communication • How many of you speak “IBEE-JiBEE?

34. CommunicationDirections • Phonetic Element “IBEE” is added after the first consonant or consonant cluster in each syllable of the word.

35. CommunicationDirections • “Hello, how are you?” • becomes . . . • HiBELibO, Hibow Ibar, Yiboo?

36. CommunicationDirections • Marguerite Vanden Wyngaard, becomes . . . • MibargIuerIbeet • VIbandIben WibenGibaard

37. CommunicationDirections • Introduce yourself to someone at your table that you don’t normally talk with • Explain where you work • Tell them how long it took for you to get here • Remember Phonetic Element “IBEE” is added after the first consonant or consonant cluster in each syllable of the word.

38. Debrief • How did it go? • What was the most difficult aspect of listening to your partner? • What was the most difficult aspect of speaking? • What was the purpose of this exercise?

39. Communication • It’s GREEK TO ME!!!!

40. Communication and Culture • Impact of Culture on Communication • Pre-conceived notions about “others” • Strategies

41. Values • Schools and businesses operate from middle class norms and use the hidden rules of the middle class.

42. Values • “The invisible rules become visible only when you break them.” Dispatches from the Poverty Line,(Capponi, p. 41)

45. So . . .NOW WHAT • Strategies for Communication • Brainstorm • Affinity • Best Practices

46. So What? • Let people tell their story • Talking to people on their “turf” – outside of school • Identifying what is important to them-academic or others • Delivering the message through their trusted group-graduate • Target your market with respect • Becoming better listeners than talkers • Social and school events combined • Use the kids- to help them child and they become spokesperson for parent • Being mindful, but not pandering

47. Equality of different groups- as an end result – but use multiple communication strategies that support each group • Consistency • Using existing systems-radio, paper, neighborhood groups • Do it in their language • Cultural awareness

48. Debrief • Categories • Strategies • Best Practice

49. Further Discussion? • Marguerite Vanden Wyngaard, Ph.D. • Washtenaw Intermediate School District • 734.994.8100 ext. 1255 • mvanden@wash.k12.mi.us

50. Thank you