1. 1 The University of Kansas and Haskell Indian Nations University Present The Shifting Borders of Race and Identity of Native American and African American Experiences Lawrence, Kansas February 22-23, 2004 Keynote Address: “Methodologies for Infusing Cross-Cultural Native American and African American Themes in College Curricula” in College Curricula” Jackson State University Office of the Provost

2. 2 Table of Contents ThemePage Steps in Instructional Process 3 Steps in Instructional Process 3 Interactive Phases 4 Interactive Phases 4 Modern Curriculum 9 Modern Curriculum 9 Managing Cultural Difference 18 Managing Cultural Difference 18 The Individual 20 The Individual 20 Models for Change 22 Models for Change 22 Student Skills and Attributes 24 Student Skills and Attributes 24 Critical Thinking Patterns 25 Critical Thinking Patterns 25 Modified Excerpts from Banks 26 Modified Excerpts from Banks 26 Possible, Probable, Preferred Futures 34 Possible, Probable, Preferred Futures 34 Real Leadership 35 Real Leadership 35

3. 3 Steps in an Instructional Improvement Process Step 1 Develop Instructional Awareness Step 2 Gather Information Step 3 Change, Make Choices Step 4 Implement Alterations Step 5 Assess Effectiveness Goal: to enlarge, clarify, and correct my understanding of how I teach Goal: to compare my understanding of how I teach with the feedback of others Goal: to decide what to change and how to change it Goal: to incorporate changes in my teaching Goal: to determine the impact of the alterations Activities Use checklists to guide self- observation and personal reflection Use checklists to guide self- observation and personal reflection Review videotaped samples of my teaching Review videotaped samples of my teaching Read course materials Read course materialsActivities Use forms to gather formative feedback from students Use forms to gather formative feedback from students Visit colleagues’ classes and ask colleagues to visit mine Visit colleagues’ classes and ask colleagues to visit mine Talk with colleagues Talk with colleagues Attend workshops and seminars to learn more about teaching Attend workshops and seminars to learn more about teaching Interview past and present students about learning experiences in my course Interview past and present students about learning experiences in my courseActivities Identify what to change Identify what to change Review possible policies, practices, and behaviors to be changed in light of educational objectives and priorities Review possible policies, practices, and behaviors to be changed in light of educational objectives and priorities Consider the order in which to change the instruction Consider the order in which to change the instruction Determine how to change policies, practices, and behaviors in light of information acquired in steps 1 and 2 Determine how to change policies, practices, and behaviors in light of information acquired in steps 1 and 2Activities Incorporate changes systematically and wholeheartedly Incorporate changes systematically and wholeheartedly Incorporate changes gradually Incorporate changes graduallyActivities Assess myself Assess myself Gather information from students and colleagues Gather information from students and colleagues If necessary, make change choices If necessary, make change choices If necessary, implement still further alterations If necessary, implement still further alterations Assess any second- generation alterations Assess any second- generation alterations From Improving College Teaching

4. 4 Interactive Phases of Multicultural Curricular Reform From Peggy McIntosh’s “Interactive Phases of Curricular Re-Vision” and “Interactive Phases of Curricular and Personal Re-Vision with Regard to Race” I.THE EXCLUSIVE CURRICULUM St. John’s “Great Books” Curriculum, 1970: entire 4-year curriculum devoted to studying the ideas and accomplishments of white males of European descent.

5. 5 II.TOKENISM A “famous few” women and people of color added to a largely mono-cultural curriculum that is perceived to be basically sound by those controlling it.

6. 6 III. VICTIMIZATION STUDIES Issues of race, class, gender, ethnicity, explored with an eye to revealing relations of domination and subordination. Assumptions underlying the mono-cultural curriculum questioned. Social justice issues raised.

7. 7 IV. PLURALISM Diversity of perspectives explored and valued. Assumptions underlying mono-cultural domination of curriculum dismantled on epistemological, as well as social justice grounds. Theory reconstructed. Difficulties of multicultural communication and understanding explored.

8. 8 V. INCLUSIVE CURRICULA Knowledge and history reconceived to include the multiple perspectives of all human voices wishing to participate in the dialogue.

9. 9 Modern Curriculum: Imperatives For Future Academic Leadership I. The Inclusive Curriculum and the Glass Half-Full a.G.R.A.C.E. Gender-Race-Age-Class- Ethnicity=Culture b.The Magnet of the Enrollment Driven Enterprise c.Primary Population Constituencies: Students and Faculty d.The Classroom As the Microcosm of the Workplace e.Genuine Critical Thinking Skills f.Getting to the Heart, Soul, Spirit, Mind, Hand

10. 10 II. Institutional Commitment, Planning, Accountability and Governance a.Macro – Institution Wide: Parallel and Horizontal b.Micro – Division/Department Centered c.Interdependent Accountability: Organized Anarchy d.Planning: Operational, Tactical, Strategic e.Mission Statement and Objectives f.Accountability and Monitoring Evaluation

11. 11 III. Curriculum Planning and Development a.Educational Reform and Paradigms b.Academic Program Development c.General Education as Pivotal Foundation d.Cross-Culture-Across-the Curriculum e.Innovation, “Intrapreneurship” and Implementation f.Outcomes Assessment and Learning

12. 12 IV. Teaching and Learning Variables a.Learning Styles and Differences b.Group Process, Conflict, and Consensus c.Lecture and Case Study: Effectiveness Over Efficiency d.Creativity and Discovery e.Course Innovation, Design and Delivery f.Classroom Environment Undergoing Change

13. 13 V. Instructional Improvement Sequence a.Initiate and Develop Cultural Awareness b.Formulate Infusion Data and Information c.Modify, Make Changes and Choices d.Innovate Changes; Use Asynchronous Networks e.Evaluate Alterations and Effectiveness f.Develop, Measures, Metrics and Deliverables

14. 14 VI. Faculty Variables a.Performance Evaluation b.Academic Freedom and Expression c.Professional Development and Growth d.Unionization, Collective Bargaining, Governance e.The New Professoriate f.Trinity of Service, Research and Teaching g.Junior and Senior Faculty Collaboration h.The Classroom as a Laboratory for Multicultural Pedagogy and Learning

15. 15 VII. Students Variables a.Self-Development and “Optimal Learning” b.Mentoring and Guidance c.Academic Achievement and Accomplishment d.“Diversity” Transfer to the Workplace, Family, Home and Community e.Managing Differences, Disadvantages, Difficulties and Disabilities

16. 16 VIII. Interaction with External Publics: Alumni, Parents, Trustees, and Legislators a.Promoting Diversity and Difference b.Forging Alliances: All One System (National Agenda) c.Enhancing Community and Family d.Building Partnerships with Technology, Business, and Government

17. 17 IX. Budget a.Distribution of Fiscal Resources b.Designation of Human Resources c.Locus of Control d.Planning: Operational, Tactical, Strategic

18. 18 Managing Cultural Difference The capacity to communicate respect–to transmit, verbally and non-verbally, positive regard, encouragement and sincere interest. The capacity to communicate respect–to transmit, verbally and non-verbally, positive regard, encouragement and sincere interest. The capacity to be non-judgmental–to avoid moralistic, value-laden, evaluative statements, and to listen in such a way that the other can fully share and explain self. The capacity to be non-judgmental–to avoid moralistic, value-laden, evaluative statements, and to listen in such a way that the other can fully share and explain self. The capacity to personalize knowledge and perceptions– to recognize the influence of one’s own values, perceptions, opinions, and knowledges on human interaction, and to regard such as relative, rather than absolute, for more tentative communications. The capacity to personalize knowledge and perceptions– to recognize the influence of one’s own values, perceptions, opinions, and knowledges on human interaction, and to regard such as relative, rather than absolute, for more tentative communications.

19. 19 Managing Cultural Difference The capacity to display empathy–to try and understand others from “their” point of view, to attempt to put oneself into the other’s life space, and to feel as they do about the matter under consideration. The capacity to display empathy–to try and understand others from “their” point of view, to attempt to put oneself into the other’s life space, and to feel as they do about the matter under consideration. The capacity for role flexibility–to be able to get a task accomplished in a manner and time frame appropriate to the learner, particularly with reference to participate and group maintenance or morale. The capacity for role flexibility–to be able to get a task accomplished in a manner and time frame appropriate to the learner, particularly with reference to participate and group maintenance or morale. The capacity to demonstrate reciprocal concern–to truly dialogue, take turns talking, share the interaction responsibility, and in groups, promote circular communication. The capacity to demonstrate reciprocal concern–to truly dialogue, take turns talking, share the interaction responsibility, and in groups, promote circular communication. The capacity to tolerate ambiguity–to be able to cope with cultural differences, to accept a degree of frustration, and to deal with changed circumstances and people. The capacity to tolerate ambiguity–to be able to cope with cultural differences, to accept a degree of frustration, and to deal with changed circumstances and people. From: Managing Cultural Differences by Philip R. Harris and Robert Moran

20. 20 The Individual The final dimension that must be addressed for successful change to occur is individual and personal work. Roberts identifies seven aspects or boundaries that form the gestalt of the individual: The personal boundary: our attitudes, behaviors, and perceptions of our core. The personal boundary: our attitudes, behaviors, and perceptions of our core. The sexual/gender boundary: our sense of our femininity or masculinity, our sexuality and sex roles. The sexual/gender boundary: our sense of our femininity or masculinity, our sexuality and sex roles. The family boundary: our conceptions, first received as messages from significant family members, of right and wrong, our notions of loving, and of responding to strangers. The family boundary: our conceptions, first received as messages from significant family members, of right and wrong, our notions of loving, and of responding to strangers.

21. 21 The Individual The racial and ethnic boundary: our racial identity (e.g., White, Black, Hispanic) and our ethnic identity (e.g., German, Haitian, Puerto Rican). The racial and ethnic boundary: our racial identity (e.g., White, Black, Hispanic) and our ethnic identity (e.g., German, Haitian, Puerto Rican). The provincial boundary: our regional differences, which stem from living in a rural or urban environment in the East, Midwest, or West. The provincial boundary: our regional differences, which stem from living in a rural or urban environment in the East, Midwest, or West. The socioeconomic boundary: our experiences of being poor, low income, middle class, or upper class. The socioeconomic boundary: our experiences of being poor, low income, middle class, or upper class. The cultural boundary: our national view, which is based on the country where we grow up. The cultural boundary: our national view, which is based on the country where we grow up. From: “The Challenge of Diversity” by Judith Katz in Valuing Diversity on Campus: A Multicultural Approach

22. 22 Models For Change The foundation for developing multicultural organization rests on certain core beliefs: Racism and other forms of oppression affect all people and systems. Racism and other forms of oppression affect all people and systems. Racism has effects that hurt all individuals: White, Blacks, Asians, Hispanics and Native American Indians. Racism has effects that hurt all individuals: White, Blacks, Asians, Hispanics and Native American Indians. Racism decreases productivity. Racism decreases productivity. It is possible to develop diversity and thus change our current cultural norms. It is possible to develop diversity and thus change our current cultural norms. Identifying the steps involved in developing diverse systems gives people a map to follow. Identifying the steps involved in developing diverse systems gives people a map to follow.

23. 23 Models For Change Organizations move through cycles, not linear processes. Organizations move through cycles, not linear processes. Developing diversity entails an organizational and cultural effort to change. Developing diversity entails an organizational and cultural effort to change. Developing diversity causes people and systems to be upset. Developing diversity causes people and systems to be upset. When organizations reach a point of change, its members may get stuck, feel frightened, or feel they have completed necessary changes. These reactions limit their ability to move forward. When organizations reach a point of change, its members may get stuck, feel frightened, or feel they have completed necessary changes. These reactions limit their ability to move forward. To achieve the maximum benefits of change, the process must be managed and designed strategically. To achieve the maximum benefits of change, the process must be managed and designed strategically. From: “The Challenge of Diversity” by Judith Katz in Valuing Diversity on Campus: A Multicultural Approach

24. 24 Key Skills and Attributes for Today’s Students: Leadership Leadership Teamwork Teamwork Problem-Solving Problem-Solving Time Management Time Management Self Management Self Management Adaptability Adaptability Analytical Thinking Analytical Thinking Global Consciousness Global Consciousness Basic Communications Basic Communications-listening-speaking-reading-writing

25. 25 Critical Thinking Patterns Examine the Cause and Effect Examine the Cause and Effect Differentiate Between Facts and Opinion Differentiate Between Facts and Opinion Determine Information Bias Determine Information Bias Contrast Divergent Points Contrast Divergent Points Recognize Logical Fallacies Recognize Logical Fallacies Practice Diagnostic and Data-Driven Decision-Making Practice Diagnostic and Data-Driven Decision-Making Be Proactive and Responsive with Problem-Solving and Conflict Resolution Be Proactive and Responsive with Problem-Solving and Conflict Resolution Apply “Action Results” When Necessary; Think about How You will “Measure” What you Do Apply “Action Results” When Necessary; Think about How You will “Measure” What you Do See “Modern Provost” by Stevenson

26. 26 Modified Excerpts from Banks Related to Higher Education “Dimensions” Content Integration Content integration deals with the extent to which teachers use examples and content from a variety of cultures and groups to illustrate key concepts. The Knowledge Construction Process The knowledge construction process relates to the extent to which teachers help students to understand, investigate, and determine how the implicit cultural assumptions, frames of references, perspectives, and biases within a discipline influence the ways in which knowledge is constructed within it. Multicultural Education An Equity Pedagogy An equity pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, and social-class groups. Prejudice Reduction This dimension focuses on the characteristics of students’ racial attitudes and how they can be modified by teaching methods and materials.

27. 27 Programs and Practices Related to Pluralism Program and Practice FocusObjectivesStrategies Multicultural Education Cultural groups in a society To help reduce discrimination against diverse cultural groups and provide them with equal educational opportunities. Creating an atmosphere that has positive institutional norms toward diverse cultural groups within a nation-state. Multiethnic Education Ethnic groups within a society To help reduce discrimination against victimized ethnic groups and to provide all students equal educational opportunities. Modifying the total environment to make it more reflective of the ethnic diversity within a society. Ethnic Studies Ethnic groups within a society To help students develop valid concepts, generalizations, and to learn how to take action to eliminate racial and ethnic problems within a society. Modifying course objectives and teaching strategies, materials, and evaluation strategies.

28. 28 Decision-Making Process Decision – Problem What action should we take regarding racial, cultural, and ethnic diversity in our curriculum? Social Inquiry Key Concepts: Discrimination Assimilation Ethnic group Culture Powerlessness Separatism Family Economics Value Inquiry 1.Recognizing value problems 2.Describing value-relevant behavior 3.Naming values 4.Determining value conflicts 5.Hypothesizing about value sources 6.Naming value alternatives 7.Hypothesizing about consequences 8.Choosing 9.Stating reasons, sources, and consequences of choice Knowledge Necessary for Naming Alternatives and Making Predictions Value Clarification Making a Decision 1.Identifying alternatives 2.Predicting consequences of each alternative 3.Ordering alternatives

29. 29 Unfinished Sentences If I were African American (or Native American Indian, etc.) I would… If I were African American (or Native American Indian, etc.) I would… Most African or Indian Americans are… Most African or Indian Americans are… If an African or Indian American family moved into my neighborhood, I would… If an African or Indian American family moved into my neighborhood, I would… If I were forced to ride a bus to a desegregated school each day, I would… If I were forced to ride a bus to a desegregated school each day, I would… If my sister married an African or Native American Indian, I would… If my sister married an African or Native American Indian, I would… People of other races make me feel… People of other races make me feel… A racist is a person who… A racist is a person who… If I were called a racist, I would… If I were called a racist, I would… Most Whites are… Most Whites are… Special programs created for people of color are… Special programs created for people of color are… Persons of color who participate in special programs are… Persons of color who participate in special programs are… People who are opposed to interracial marriage are… People who are opposed to interracial marriage are… People of color who score poorly on IQ tests are… People of color who score poorly on IQ tests are…

30. 30 Statement Responses I am prejudiced toward some racial and ethnic groups. I am prejudiced toward some racial and ethnic groups. I would not live in a predominantly African American (or Native American Indian, etc.) neighborhood. I would not live in a predominantly African American (or Native American Indian, etc.) neighborhood. Most African Americans are poor because they are lazy. Most African Americans are poor because they are lazy. Most Whites are racists. Most Whites are racists. I would encourage my sister to marry an African American (or a Native American Indian, etc.) if she wanted to. I would encourage my sister to marry an African American (or a Native American Indian, etc.) if she wanted to. Persons of color should meet the same college admission requirements as Whites. Persons of color should meet the same college admission requirements as Whites. IQ tests are unfair to persons of color and should be abandoned. IQ tests are unfair to persons of color and should be abandoned. Students should not be required to be bused to desegregated schools. Students should not be required to be bused to desegregated schools. Only African Americans should teach Black Studies. Only African Americans should teach Black Studies. Universities and firms should establish quotas for persons of color. Universities and firms should establish quotas for persons of color. White fraternities and sororities should be required to admit African Americans, Mexican Americans, Asian Americans, and other persons of color. White fraternities and sororities should be required to admit African Americans, Mexican Americans, Asian Americans, and other persons of color.

31. 31 Levels of Integration of Ethnic Content Level 4 The Social Action Approach Students make decisions on important social issues and take actions to help solve them. Level 3 The Transformation Approach The structure of the curriculum is changed to enable students to view concepts, issues, events, and themes from the perspective of diverse ethnic and cultural groups. Level 2 The Additive Approach Content, concepts, themes, and perspectives are added to the curriculum without changing its structure. Level 1 The Contributions Approach Focuses on heroes, holidays, and discrete cultural elements

32. 32 Shared Power Model Means Recognition of ways in which group has been dehumanized by dominant groups Developing a belief in one’s own humanity Developing pride in group Learning strategies necessary for attaining power Recognition of the need for group cohesion Ends Belief in humanity of own group Group pride POWER SHARING* Ability to determine criteria for societal participation Ability to create and control social, economic, and political institutions Ability to assure survival of own group Group cohesion Willingness to undertake action to obtain power

33. 33 Enlightening Powerful Groups Model Means Recognition of the nature of oppression and its consequences Recognition of own participation in a system of institutionalized racism Recognition of the functions of cultures which differ from own Recognition of different cultures as valid and human Resolving value conflicts about racial and cultural differences Developing positive attitudes toward different racial and cultural groups Developing humanistic attitudes toward oppressed and exploited peoples Recognition of the ways in which an oppressive society is dysfunctional for both oppressed and powerful groups Ends Expanded definition of who is human WILLINGNESS TO SHARE POWER WITH GROUPS WHO DIFFER FROM THEMSELVES* Unwillingness to participate in the oppression of powerless groups Action to change the social system in ways to make it more humane Acceptance of efforts by exploited groups to attain power Unwillingness to oppress excluded groups when they make a bid for power

34. 34 Possible, Probable, Preferred Futures  What Is Possible?  What Do I Know?  What Do I Prefer?  Possible = Images  Probable = Science  Preference = Values

35. 35 Real Leadership Internal PropertiesExternal Influences (Look Inward)(Act Outward) IntellectApply Rational Decision Making HeartAdvocate Care for Humanity SoulDevelop Perseverance in Self and Others ControlPromote Equitable Resource Alignment VisionConcentrate on Future Progress CreativityExercise Innovation and Ingenuity ValuesPromote and Practice Ethical Principles CompassionEmpower Self and Others for Success SpiritMaintain Self Spiritual Solvency-Always ExperienceLearn from Mistakes and Misfortunes Stevenson, 1997