Bingo Mingle

Why am I here?

“Teaching seems to require

the sort of skills one would
need to pilot a bus full of
live chickens backwards, with
no brakes, down a rocky
road through the Andes
while providing colorful and
informative commentary on
the scenery.”
~Franklin Habit
Why are you here?
 Today’s Objectives
Immediate Objectives:
#1. Define personal culture and describe how it develops throughout the experiences
of an individual. (Comprehension Level)

#2. Compare concepts of cultural privilege and power in contrast with individual and
institutional racism; prejudice, ethnocentrism, and stereotypes and evaluate their past
and present impact on public education. (Evaluation Level)

Ongoing Objectives:
#3. Define the concept of multicultural education and describe attributes of an
inclusive classroom environment that have a positive impact on learning. (Application
Level)

#4. Develop practical strategies which will help enhance the child`s self-esteem
through an appreciation of his/her family composition, cultural, racial, and gender
identity. (Application Level)

#5. Describe how culturally responsive teaching promotes student learning and
propose characteristics and behaviors required of teachers in order to form trusting,
positive and authentic relationships with students of all races, genders, socioeconomic
status, ability levels, and cultural backgrounds. (Synthesis Level)
The Lily Pond
Group Work
 Group Work
4:55-5:05 Discussion Groups
-incorporate ideas
-write notes and examples
5:05-5:15 Poster Creation & Planning
-draw and/or label your metaphor
-include cultural dimensions from the 3 layers
-prepare a 3 minute explanation
5:15-5:25 Presentations
-share posters
Development of Intercultural Sensitivity
 Notes: Development of Intercultural Sensitivity
The original early-20th century idea of cultural relativism was that our limited worldviews were “not good or bad — just
different.” Cultures could not be evaluated according to universal standards of civilization – every cultural context was
sophisticated in its own right, and people born into one context were limited to that perspective. Since the mid-20th
century, social science (notably, intercultural communication) has mitigated this extreme form of cultural relativism
with strategies for comparing and understanding cultures without recourse to universal standards. But in many other
corners of academia the original idea of relativism has continued to flourish (or fester, as the case may be).

The main vehicle for unmitigated relativism in academia is critical theory. In both arcane and popular forms, it analyzes
relationships in terms of clashing worldviews and the dynamics of power that enable one worldview to dominate over
others. On the one hand, critical theory guards against claims of universal truth that are in fact expressions of one
cultural worldview. But in rejecting the questionable claim of objectivity, critical theory supports the idea that bias is
natural and inevitable.

The idea of political correctness is an application of critical theory. Its laudable intention is to limit intentional and
unintentional impositions of bias, particularly those made by dominant group members. However, taken to the
extreme, political correctness becomes bigoted in its own right. At what point do “liberal hypocrisy,” exactly for being
intolerant of intolerance.

A more convincing story of complicity is the failure of liberals to deal with the accusation, “You say you are inclusive, so
what about including my neo-Nazi point of view?” Or, “You say you support free speech, so why are you trying to
suppress my expression of racist opinions?” Or, “You say you support diversity of identity, so what about my identity as
an uneducated white male who hates everyone else – aren’t you a hypocrite for not supporting that as well?” Insofar as
liberals are driven by relativism, it is difficult for them to counter these demands. They may say, “Zero tolerance for
intolerance,” but that position is not really supported by the relativist assumption that every perspective is worthy of
respect.

How do we approach this problem?

5 Minute Break
 The Cultural Pizza
5:40-5:50 Cultural Identity Questionnaire
-jot notes
-do not need to answer all questions
5:55-6:05 Build Your Pizza
-use the Pizza Chart
-add your toppings
6:05- 6:15 Share Your Pizza
-break into teams of 2 and discuss
-discuss the follow up questions
 Immediate Family Family History

Time and Place Language

You
Other Influences Cultural Heritage

Religious Influences Nationalities

 Share Your Pizza
1. Share a story about a time you were especially proud to
identify yourself with one of the descriptors you used
above.
2. Share a story about a time it was especially painful to be
identified with one of your identifiers or descriptors.
3. Name a stereotype associated with one of the groups
with which you identify that is not consistent with who you
are. Fill in the following sentence:

I am (a/an) _____________________ but I am NOT

(a/an)_____________________.
 Follow Up Questions
1. How do the dimensions of your identity that you chose as important
differ from the dimensions other people use to make judgments about
you?

2. Did anybody hear somebody challenge a stereotype that you once bought
into? If so, what?

3. How did it feel to be able to stand up and challenge your stereotype?

4. Where do stereotypes come from?

5. How can we eliminate them?

 Perceptions & Estimates
The Cooperative Children’s Book Center found that 3,134 children’s
books were published in 2018. Please estimate the percentage of
books that features each of the following:

1. Animals ____%
2. Latinx Children ____%
3. African or African American Children ____%

4. American Indians or First Nations Children ____%

5. White Children ____%

6. Asian Pacific Islander or Asian Pacific American Children ____%

Read Aloud
Mixed Media Examples
Self Portrait Projects
Comment

Question
 Prior to Next Class
Module 1: Week 1

Read & Reflect:

☐Tompkins, Chapter 1: Effective Literacy Teachers (33 pages)
☐Schneider, pages 90-97: The Problems and Politics of Importance (7 pages)

Do:
☐Syllabus Quiz due Sunday 1/19
☐Student Reflection Log #1: Intro Video due Sunday 1/19
☐Multiple Intelligences Inventory and bring results to class on Wednesday 1/22
☐Art of Portraiture Self-Reflection due Wednesday 1/22
☐Shoebox Culture & Literacy Assignment due Wednesday 1/22

Watch & Relate:

☐Multiple Intelligences (5 minutes)
☐The Danger of a Single Story (18 minutes)
☐The Windows and Mirrors of Your Child’s Bookshelf (12 minutes)
☐Khan Academy: Cultural Relativism, the Jim Goes to College clip (3 minutes)

Read: (Select ONE)

☐ Multiple Intelligences Theory: Widely Used, Yet Misunderstood
☐ What is Culture?
☐ The Genes of the Soul: Amin Maalouf on Belonging, Conflict, and How We Inhabit Our Identity