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Creating inclusion

Creating inclusion. Welcoming all students into Clark College’s Advising and Career Services. Purpose and outcomes. Provide basic understanding of institutional oppression. Gain understanding of the roles that each of us play in creating an inclusive learning and work environment.

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Creating inclusion

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  1. Creating inclusion Welcoming all students into Clark College’s Advising and Career Services

  2. Purpose and outcomes • Provide basic understanding of institutional oppression. • Gain understanding of the roles that each of us play in creating an inclusive learning and work environment. • Develop tools to create a welcoming and inclusive environment for all. • Reflect on individual experiences relating to diversity, multiculturalism and inclusion. • Reflect on the unique experiences and diverse needs of the students, staff and community that Clark College serves.

  3. Discussion guidelines • Operate from philosophies of nonviolence and gentle personalism: • In part, nonviolence includes the non-humiliation of anyone • In part, gentle personalism is profoundly about love and standing up for one another’s rights and freedoms. • One person talks and everyone listens. Please do not interrupt the person speaking to interject comments. • Use I statements and reserve judgmental statements. • Check Assumptions and ask for clarification when needed. • Step-up—find your voice. Step-back—make room for everyone to participate. • W.A.I.T.—Why Am I Talking?

  4. Introductions: • What’s your name? • What are you Studying? • How do you define diversity?

  5. Diversity as defined by clark college Diversity at Clark College is defined as the participation of a rich variety of social groups in the college community with particular emphasis on including historically disadvantaged groups in the college. A diverse college community enhances learning through individuals working collaboratively with people from other social groups and backgrounds.

  6. Clark’s diversity vision Clark College recognizes, understands, confronts and challenges the institutional systems of privilege, power and inequality so that all members of the Clark College community can support student success.

  7. Discussion • Are the definitions provided similar to your existing understanding? • How are these terms applicable to your work at Clark? • Was this the first time you have seen the diversity definition or vision? • What words or concepts are missing?

  8. What are examples of each cycle that you have experienced?

  9. Intent vs. impact • Intention: Impact:

  10. INTENT VS.IMPACT “What we need to realize is that when it comes to people’s lives and identities, the impact of our actions can be profound and wide-reaching. And that’s far more important than the question of our intent. We need to ask ourselves what might be or might have been the impact of our actions or words. And we need to step back and listen when we are being told that the impact of our actions is out of step with our intents or our perceptions of self.” Jamie Utt, 2013

  11. InterruptionsTo hinder or stop the action or discourse of (someone) by breaking in on Tips for confronting offensive language and behavior • OUCH! That stereotype hurts • Ask a question • Interrupt and redirect • Broaden to universal behavior

  12. InterruptionsTo hinder or stop the action or discourse of (someone) by breaking in on When interrupted, respond appropriately: • Stop your behavior and/or language immediately • Let go of justifications • Listen • Behave respectfully and without revenge or retribution

  13. SCENARIOS • A co-worker shows you a video from a popular television show that you say is offensive and not appropriate. They tell you that you are too sensitive and it can’t be that bad if it’s on prime time television. How do you respond? • A co-worker sees you leaving the campus diversity center and asks why there isn’t a center for just white people. They go on to explain that race and color isn’t important and that brown folks make too big of a deal about it all. How do you respond?

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