Working with resistance to diversity issues in the classroom: Lessons from teacher training and multicultural education

Mildred, Jane; Zúñiga, Ximena

doi:10.1080/00377310409517721

Cited by 54 publications

(33 citation statements)

References 16 publications

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“…They must be well-versed in the ways that institutionalized oppression and interminority tensions operate (Blitz & PenderGreene, 2007;Miller, Hyde, & Ruth, 2004) as these issues, if not addressed can potentially affect and destroy ICC. A collective structural analysis which focuses on the inclusion of political and economic inequities and divisions in society as these affect ICC work in marginalized communities, must be created by the group (Fogel & Cook, 2006;Mildred & Zuniga, 2004). In this study, these concepts were perceived as being downplayed or omitted from many academic programs.…”

Section: Core Curriculum Themesmentioning

confidence: 98%

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners

Garcia

Mizrahi

Bayne-Smith

2010

Journal of Teaching in Social Work

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Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes 176 M. L. Garcia et al. and values necessary for training an ICC practitioner are presented.

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Section: Core Curriculum Themesmentioning

confidence: 98%

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners

Garcia

Mizrahi

Bayne-Smith

2010

Journal of Teaching in Social Work

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“…Drawing from a postmodern perspective, other educators point out that categorical or binary views of culture, race, or gender fail to account for the complexity of individual and community identities (Hall, 2005;Keddell, 2009;McPhail, 2004;Suarez, Newman, & Reed, 2008) and caution against adopting universal views of culture or "grand theories" about power and social change (Martinez-Brawley, 1999;Williams & Sewpaul, 2004). From this perspective, practice and pedagogical approaches that set aside the expert role in favor of honoring client and community experiences and contexts are favored, such as narrative approaches in practice, deconstruction, and dialogue in classrooms, and the creation of context-specific partnerships (Carter-Black, 2007;Danto, 2008;Feldman et al, 2009;Juarez et al, 2006;Keddell, 2009;Kelley, 1995;Keenan, 2004;Phan et al, 2009;Suarez et al, 2008;Schmitz et al, 2001) Although some of these approaches appear contradictory rather than complementary, a number of articles present specific strategies employed by schools of social work to bridge these different perspectives or to translate them into effective pedagogy (Abrams & Gibson, 2007;Carter-Black, 2007;Comerford, 2005;Feldman et al, 2009;Hall & Theriot, 2007;Lu et al, 2005;Martinez-Brawley, 1999;Mildred & Zúñiga, 2004;Morley, 2008;Mullaly, 2001;Phan et al, 2009;Steiner, Brzuzy, Gerdes, & Hurdle, 2003;Vodde, 2000). Williams (2006) suggests that cultural competence might be "defined by the capacity to work across multiple paradigms to find ways to engage with clients" (p. 209).…”

Section: Introductionmentioning

confidence: 97%

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

Drabble

Sen

Oppenheimer³

2012

Journal of Teaching in Social Work

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This paper describes a transcultural perspective, employed by one social work program, as an integrative framework for addressing diversity throughout the curriculum. The transcultural perspective incorporates five interrelated but distinct dimensions: (1) culture (recognizing the importance of culture at all levels of practice);(2) understanding dynamics of power, privilege, and oppression; (3) positionality and self-reflexivity; (4) respectful partnership; and (5) cultural competence (translating principles into culturally responsive practice). Also presented are findings from a study assessing student understanding after delivery of educational modules introducing the transcultural perspective.

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“…Furthermore, research suggests that an institutional focus on race and class can be met with resistance (Mildred & Zúñiga, 2004). The pushback to discuss these issues within institutions and schools may be partially explained by the fact that color-blind racial ideology (i.e., the tendency to believe that race does not and should not matter) is pervasive (Neville, Awad, Brooks, Flores, & Bluemel, 2013).…”

Section: Racial Disparities and Montessori Educationmentioning

confidence: 99%

“…The resistance of some parents may indicate opposition to SJE; previous research has documented similar opposition to explicit discussion of controversial topics. (Mildred & Zúñiga, 2004). Furthermore, given the lack of clarity regarding the intersection of SJE and Montessori education (Brown, 2015), some parents may think adopting an SJE framework goes beyond the school's role.…”

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confidence: 99%

Social Justice Education in an Urban Charter Montessori School

Banks¹,

Maixner²

2016

JoMR

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Abstract. As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE) focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents-often color-blind or minimizing of the relevance of race-consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

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Working with resistance to diversity issues in the classroom: Lessons from teacher training and multicultural education

Cited by 54 publications

References 16 publications

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners

Integrating a Transcultural Perspective into the Social Work Curriculum: A Descriptive and Exploratory Study

Social Justice Education in an Urban Charter Montessori School

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