Recently in Teaching Resources Category

Black Like Me

| 0 Comments | 0 TrackBacks

Black like me is a very interesting read. You almost start the novel off on the wrong foot, questioning if he is really serious about his endeavor. The process he goes through is almost surreal, as I found myself really wondering what type of benefit he would recieve from doing all this. He dyes his skin and shaves his head in an attempt to be accepted into the black culture of the south. He seems to wobble during his balancing act of playing a black man in the beginning, but begins to achieve a sameness or feeling of comfortability with many individuals of the African American race.

You don't go into this book expecting sunshines and rainbows, and if you do you are headed for a disasterous awakening. The book was almost meant to shock you to a point of no return. This is an account of real life, and certain actions that are said an done to Griffin cannot be taken back. Yes...this is happening at a time where discrimination was more prevalent and in your face and yes this is happening in the South, but it still existed and it was Griffin's chance to tell the story. His story will be cemented in time, and will be viewable to all of those who pass it or give it a second glance.

While the visuals are there, it is sometimes hard to imagine the hate that he experiences in his travels. We can all say that we know what discrimination looks like, but to feel it is a different matter. Reading about someone getting the death glare is less painful than getting the death glare itself, but Griffin translated his feelings in the best way that he could. This makes the book hard to relate to at times, because you cannot really empathize to the extent that he may have wanted you to, but you can get the general idea.

The main point of the book was in fact to point out discrimination, but I feel like the parallel idea to the story is the idea of identity. He has an identity crisis at multiple times throughout the book, questioning who he is and where he fits into this society. He is a wolf in sheeps clothing and can't find a way to undress. Trying to be on both teams does not work to his advantage and puts him in a group all of his own. This tug-of-war between who he sees and who he is ultimately leads him to stop his experiment and change back to what he feels is who he really is.

I had always wanted to read this book, but had never gotten a chance to. In school it was offered to me, but I ended up with The Color Purple instead. Now that I have read it, I am glad that I did. This story is one that needed to be told, and it is one experiment that you don't get too see replicated often. Griffin got a chance to take on the South as its enemy, and survived. He knows what it is like to shed his skin and become a new person, and I think he was bettered for it. I could say lots more about the book, but it would take far too long. I would just recommend that people read it, so that they can have their own take on this interesting read.

About-face.org is a website dedicated to exposing media messages that are detrimental for the body image of girls and women. Their mission is "to equip women and girls with tools to understand and resist harmful media messages that affect self-esteem and body image."

They focus on analysing visual images that appear on the media, in order to foster a critical mind in the viewers, particularly female viewers who are most affected by images of the "ideal woman" presented in the media, most pervasively in advertisements selling all kinds of products.

An interesting feature of this website is their "Gallery of offenders", in which they present offensive media images, including an analysis of the negative messages that they present. For example, the following image from a magazine ad, which presents a stereotypical image of female passivity, victimization, and objectivization.

A bad Ad!

The website also includes a "Gallery of winners", in which they present images that send more positive messages. For example, the following magazine ad, which presents a woman in a position of strenght.

image nine

It is an excellent resource for teaching women to look more critically at the information they receive from the media. For more information, visit: http://www.about-face.org/ 

http://ecx.images-amazon.com/images/I/51g6dsllfGL.jpg

Author Tim Wise does an excellent job describing the state of racism in America (both before the age of Obama and during his 2008 presidential campaign). Wise's book is broken down into two main parts, or essays as he describes it. The first is an overview of racism and discrimination in America, citing both explicit and subtle forms of racism within the realms of employment and income, housing, education, criminal justice and law, health care, and even going into great detail of the inequality demonstrated during hurricane Katrina in 2006 and the 2008 presidential campaign. This portion of the book was mainly aimed at getting across the point that racism in America is still going strong, despite the fact that statistics show that most white Americans believe Obama's election as our president signals the end of racism in our country. Wise argues that although the election of a black man to our highest ranking position is a big step in the right direction, it does not mean that white people view black people on the same level they may see the president (he uses the analogy of Bill Cosby and the Cosby Show in terms of how white people view him differently because he does not fit the stereotype-consistent role of the "black man in America". Wise also spends a good portion of this part of the book criticizing Obama for his failure to address racism in a more direct fashion, stating that Obama has often side-stepped the issue of race in America and what needs to be done to promote more equality within the realms I mentioned above. My question regarding the first part of the book is: Is it really Obama's task to focus more of this effort on racism in America because he is our first black president? Because of the fact that he is our first black president, does it just come with the territory, whereas presidents before him were not "expected" to tackle this issue because they were old white men?

The second essay of the book focuses on what needs to be done to help alleviate modern racism (or racism 2.0, as Wise refers to it). In particular, Wise focuses on what white America needs to do in order to help promote equality in our country. He mentions five main goals for white America: 1) Take personal responsibility addressing racism and white privilege. 2) Listen to black people regarding racism. 3) Stop the denial of our disturbing history dealing with race. 4) Connect with anti-racist white culture to help promote understanding. 5) Speak up! - When you see racism, no matter how subtle, take action and make a difference.

Overall, I thought this book was a well organized argument for how racism is still a very big issue in our country and it can be seen where ever we go. Wise definitely did an excellent job getting the point across about how Obama's election to president does not mean racism is ending, it is simply not what it used to be....racism has evolved. Wise point out several instances of racism and discrimination in the book that relate to many concepts we have discussed in class, including stereotype threat, ingroup/outgroup biases, situational factors that bring out hidden prejudices, and institutional and modern racism. I would recommend this book to anyone who is looking for a good overview of where America stands in our battle against racism and discrimination.


Paul Mooney is one of the Kings of comedy. He has written stand up comedy for Richard Pryor, Redd Foxx, Saturday night live and many other venues. He is mainly known for his active stance in confronting racism in America through Stand up Comedy and going on different talk shows to address these issues faced by society today. Paul has a strait forward or blunt approach he takes which makes most White people uncomfortable and upset. There are a lot of good youtube videos that go into greater detail with his views. Do you think by him being direct about these issues help or harm the message he is trying to portray?

Portfolios

| 0 Comments | 0 TrackBacks

Given the variety and amount of work you are doing for this class, I'm thinking the easiest way to evaluate you (at the end of it all), is to have you pull together a portfolio of your work for the class.

A portfolio documents work products and the effort engaged in doing that work.

You should include in your portfolio the required elements: 9 blog comments, 9 blog posts, a couple of other special assignment posts, 8 article analyses, 3 movie analyses, your book report, and your project.  You may also want to include a section that has other blog posts and comments that you did (beyond the required). You may include *anything* that you believe displays your effort, skills, and knowledge in the course.

I don't want the portfolio itself to be a lot of extra work..just a place to document the work you have done.

You can show it to me anytime along the way, with the final portfolio due at the final.

 

Q&A

| 0 Comments | 0 TrackBacks

Have a question about the class? About the technology? About an article, concept, theory, or methodology? Post it here and your fellow students (and I) will monitor this and answer questions.

EDUCATORS AND LESBIAN AND GAY HIGH SCHOOL STUDENTS:
Nick Pace, associate professor of educational leadership,will share what educators and administrators need to know about gay and lesbian students from 10:30 to 11 a.m., Saturday, Feb. 6, at University Book and Supply. Pace is author of "The Principal's Challenge: Learning from Gay & Lesbian Students."
PANEL DISCUSSION:
A panel discussion, "Is There Really Anything Wrong with Offensive Humor?," will take place at noon, Wednesday, Feb. 10, in Baker 161. Panelists include: Harry Brod, philosophy and world religions; Melissa Heston, teacher education program; and Doug Shaw, mathematics. This is a follow-up to the Matt Sienkiewicz South Park lecture and protests of anti-bias incidents on campus. For more information e-mail martha.reineke@uni.edu.

South Park and Anti Semitism

| 1 Comment | 0 TrackBacks
LECTURE ON SOUTH PARK:
Matt Sienkiewicz, Emmy-nominated screenwriter and documentarian will lecture on South Park: "What'Äôs Under Kyle's Hat?: South Park, Anti-Semitism and the Jew Joke in Multicultural America," at 7 and 9 p.m., Tuesday, Feb. 9, Maucker Union Ballroom. Underwritten by CME. For more information e-mail martha.reineke@uni.edu.

Rwandan Holocaust

| 0 Comments | 0 TrackBacks
CEDAR VALLEY DISCOVER DIVERSITY DISCUSS:
The AAUW Cedar Valley Discover Diversity Discuss will meet from 4:30 to 5:30 p.m., Feb. 8, at the UNI Museum to discuss "Left to Tell" by Immaculee Illabigiza, who survived the Rwandan Holocaust by hiding for 91 days in a tiny bathroom with eight other women. The speaker is Jacque Ingibire, a UNI student from Rwanda. All are welcome.

Harassment Prevention Sessions

| 0 Comments | 0 TrackBacks
HARASSMENT PREVENTION SESSIONS:
Attorney Jill Jensen-Welch will present "Preventing Illegal Harassment" on Tuesday, Feb. 16. All employees are strongly encouraged to attend, especially those in supervisory roles. Iowa law and UNI policy will be reviewed. Register for one of two sessions at www.uni.edu/equity. Pre-registration is required. Sponsored by Compliance and Equity Management.

Journey to A Hate Free Millenium

| 1 Comment | 0 TrackBacks
'JOURNEY TO A HATE FREE MILLENNIUM':
Speaker Brent Scarpo will present "Journey to a Hate Free Millennium" at 9:30 p.m., Thursday, Feb. 4, in Maucker Union Ballroom. "Journey to a Hate Free Millennium" is a multiple award-winning documentary that centers around true stories taken from national headlines. The inspiring documentary addresses the subject of hate by searching out the origins of how it is "taught and learned," the scope of its danger beginning with childhood taunting to murder. Sponsored by the Campus Activities Board, UNI Greek Life and Violence Intervention Services.

Develop and implement an intervention designed to lessen stereotyping, prejudice, violence, or discrimination. Your intervention can be geared to students (k-12 or college), administrators, local government, community, or ?

http://www.solvingdisparities.org/toolsresources/sysreview

Conduct a study on a topic relevant to the course. This will require a proposal and IRB approval (if using human subjects), implementation of the project, writing up the results and presenting/using the data in a way that makes an impact!

http://www.uni.edu/osp/irb-forms

What kind of art could you make for social change? How can art prompt civil dialogue? Make some art that makes people think! Performance, photography, sculpture, painting, etc, etc.

http://www.intermediaarts.org/about/

 

Protest and civil disobedience are two wasy to highlight issues that may not be receiving attention. What type of protest or civil disobedience could you plan? What would its goals be? What positive outcomes could result from it? Negative outcomes?

http://www.ehow.com/how_2083182_protest-using-civil-disobedience.html

http://en.wikipedia.org/wiki/Civil_disobedience

http://en.wikipedia.org/wiki/Protest

We give a lot of power to words. While it's important to understand and learn about the cultural importance, the origin of the words, and the way the words we use for category membership can harm others, it can also be helpful to take a bit of that power back by discussing the words, their power, and their meanings in a safe and controlled setting. This activity strives to do that. Preface the activity (if your course so far has not prompted this discussion) that discussing the words is not the same as using them against others, and that what 'happens in class/seminar/group stays in class/seminar/group' because necessarily people will be expressing personal feelings, beliefs and experiences.

Best in a small (under 15) group.

Ask aloud to have group members generate general categories. Write these on the board/elmo/powerpoint. If they need prompting, start with "Religion." Ensure that the following categories ulitimately make it onto the board: religion, race, ethnicity, gender, class, sexual orientation, appearance, age, nationality, political orientation. This portion of the activity might generate discussion and clarification on the difference between race and ethnicity, which of these categories are protected under the law, etc.

Next, ask aloud for the subcategories relevant to each category. These may vary somewhat depending on the knowledge, life experience, and overall composition of your group. This portion of the activity might generate discussion on why certain subcategories came to mind sooner than others, which labels are in current use/politically correct (e.g., Native American Indian, vs Indian), etc. Below are some examples.

Religion: Catholic, Jewish, Muslim, Lutheran, Buddhist, etc, etc.

Race/Ethnicity: African American, Asian, Caucasian, etc, etc.

Gender: Male, Female, Trans

Appearance: Weight, attractiveness, health

Next, have group members take out a piece of paper and write all the slang words they can think of that represent the categories listed.

Collect the papers. Shuffle them up a bit if necessary to ensure some level of confidentiality. No names on papers!  Next, start writing the words under or by each of the category labels listed. Put check or hash marks for duplicates. Say them aloud as you write them. If you don't know the meaning of a word, ask "Does anybody know what this means? You don't have to answer if you don't want to"). Usually more than one person knows, and enlightens you.

Now that all the words are on the board. Have a discussion about what you see. Some questions to get things going are:

Are there any patterns you notice in the words up here?

Why do you think some categories have more slang than others?

Are all these labels derogatory?

Are some of these labels time or place sensitive?

Are any of these words particularly offensive? Why?

Are any of these words not really that offensive (to you)? Why?

What stereotypes do these words tap into?

Are there any words that are acceptable for ingroup members to use but not outgroup members? Why?

How did some of these words come about? What is their origin?

Which of these words have been reclaimed by the groups to whom they were used against? Are they more positive now? Who can use them?

and on and on....

 

 

 

 

 

Jigsaw Classroom

| 2 Comments | 0 TrackBacks

http://www.jigsaw.org/

"Welcome to the official web site of the
jigsaw classroom, a cooperative learning technique that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience. The jigsaw technique was first developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since then, hundreds of schools have used the jigsaw classroom with great success. The jigsaw approach is considered to be a particularly valuable tool in averting tragic events such as the Columbine massacre."

Teaching Tolerance

| 0 Comments | 0 TrackBacks

This site is sponsored by the Southern Poverty Law Center, an organization that monitors and legal fights hate crime.

http://www.tolerance.org/

So how should you go about finding information to post on the blog? Well first, think about where you get your information about the world, and what kind of information you typically seek out. Are you a political junky? Do you prefer entertainment news? Do you read mostly websites? Listen to talk radio? Read magazines or newspapers? Do you watch television news programs? Or do you prefer cable tv programming? Whatever the source, even if it is a hard copy newspaper or a network television show, they will almost always have an internet component to refer to. So the next time you hear, read, or see something that you think relates to the class, find that information on the internet and post it!

Now the above strategy is a great one if you already are tapped into some news sources, but you may not hear, read or see something related to the course as often as you would like or need. So then you have to seek out some information. You can seek out information in one of three ways:

1) Increase your exposure to information about the world by starting to read, listen, or watch more and different programming/sources than you currently do.

2) Google. (www.google.com)  Learn to google effectively, and using the variety of options to make your searches better (good key words, using the image, news, or google scholar tabs).

3) Stumble Upon. (www.stumbleupon.com) Stumble is a website where you designate your interests, and when you click on the stumble button, it will pull up a website related to those interests that it thinks you'll like. If you do, click thumbs up, if it's not quite right, click thumbs down. It will become better at finding sites the more you use it.

Have a favorite source of information you want to share with others? Post it here as a comment.

Happy surfing, and posting!

Laramie Project

| 1 Comment | 0 TrackBacks

Theatre Cedar Rapids is putting on a production of the Laramie Project.

Who's up for going? I might be able to get us some funding to cover tix.

http://www.theatrecr.org/season.php?show=The_Laramie_Project

UNI Diversity Town Hall Meeting

| 3 Comments | 0 TrackBacks

If you are available, you should attend all or a portion of this town hall meeting. Make sure to blog about it when you are done!

http://www.uni.edu/diversity/

UPDATE:

UPDATE ON UNIVERSITY RESPONSE TO BIAS INCIDENTS:
Several bias incidents were reported by students in November 2009 including an assault, shouting of racial slurs and two incidents of graffiti. The university has engaged in significant efforts to communicate the concerns to campus and to engage key constituencies in developing a response plan. A detailed update on the university response to-date is now available on the Dean of Students Web site at www.uni.edu/studentaffairs/deanofstudents/bias-response.