Global Issue Presentation
Kayla moralesedu 524 - culturally responsive curriculum and instruction
Guidelines
Be open to new ideas
Try not to be defensive when discussing article and questions
Please keep to positivity - No negative comments
Do not make fun of other students who share experiences
Article Link
Read the article - https://www.scientificamerican.com/article/in-schools-honest-talk-about-racism-can-reduce-discrimination/
What did you take away from the article?
Summary of Article : Racism
Racial discrimination and inequality continue plaguing educational systems worldwide, with students of color facing disparate disciplinary actions, achievement gaps, and feelings of isolation compared to their white peers. However, research demonstrates that candid classroom conversations grounded in compassion around racism can lead to measurable reductions in discriminatory attitudes and behaviors among students. An article in Scientific American spotlights this phenomenon, highlighting several studies conducted in European schools that incorporated open dialogue around race, including discussing personal prejudices and structural racism embedded in society. Despite worries that directly addressing such issues might increase tensions, the opposite effect occurred, with positive outcomes for cross-racial relationships. The evidence presented offers hope that constructive communication can overcome ingrained biases. With teachers facilitating sensitive, judgement-free mediations, students of all backgrounds may discover common humanity and take action against injustice. The promising interventions explored in this article could provide practical guidance for schools globally seeking remedies to systemic racism. Though discrimination remains deeply woven into education’s fabric, healing may begin through simply having the courage to discuss its painful legacy openly and honestly Griffiths & Sullivan, 2022).
Activity: In-Class Panel
You will participate in a moderated in-class panel conversation addressing questions around racism and discrimination prompted by key issues highlighted in the article.
In-Class Panel Instructions
- There will be a group of 4-5 students who will be chosen as the panel
- The panel will prepare an opening statement sharing their perspective/experiences reagrding racism in the classroom
- Panel will answer discussion questions
- Audience will respond to panel's responses. Please be respectful.
Assessment During Panel
Students sharing on the panel will be assessed on capabilities like speaking confidently, showing empathy for different experiences, and constructive problem solving. Audience will be graded on respectfulness, personal disclosure, and critical thinking in panel responses
Discussion Questions
How might being more willing to discuss discrimination reduce unfair treatment?
Have you witnessed prejudice or discrimination at school? How did it make you feel?
Do we currently talk enough about racism openly? Why or why not?
What role do schools have in addressing societal racism?
After the Panel:Small Groups
You will break into small groups with those of differing racial or ethnic backgrounds to identify ways you think administrators, teachers, and students could collaborate to reduce racism in their school. Be ready to share your ideas with the class to compile potential action steps.
Assessment During Small Groups
Students will be assessed through teacher check-ins based on cooperation, creativity, and critical thinking.
Digital Tools
Use these tools in your small groups
Flipgrid - A video discussion platform where students can share personal stories or responses to reflection prompts after the panel conversation and action planning.
Padlet - An online "bulletin board" for collaborative brainstorming. Use Padlet to post and organize ideas on addressing racism in schools.
Another Digital Tool
we will use this as a whole class
Kahoot - You will answer the given questions based on your knowledge, information regarding the article, and your opinions.
Final Assessment
Reflection
Please answer on a piece your responses to the following questions
- How did this activity increase your awareness and understanding of discrimination issues at our school? What insights stood out to you?
- What specific personal accountability measures will you commit to going forward regarding your words/actions that could discriminate against others?
- What advocacy goals will you set for yourself in creating a more just, equitable, and inclusive community at our school? What specific actions can you take?
References
Gonser, S. (2021, March 19). Addressing race and racism head-on in the classroom. Edutopia. https://www.edutopia.org/article/addressing-race-and-racism-head-classroom/
Griffiths, C. M., & Sullivan, N. (2022). In schools, honest talk about racism can reduce discrimination. Scientific American. https://www.scientificamerican.com/article/in-schools-honest-talk-about-racism-can-reduce-discrimination/
Justice, N. C. F. S. (n.d.). 10 Principles for talking about race in school | NEA. https://www.nea.org/professional-excellence/student-engagement/tools-tips/10-principles-talking-about-race-school
Myers, V. (n.d.). How to overcome our biases? Walk boldly toward them [Video]. TED Talks. https://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them?language=en
Topic 6 - Global Issue Presentation
Kayla Morales
Created on November 29, 2023
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Transcript
Global Issue Presentation
Kayla moralesedu 524 - culturally responsive curriculum and instruction
Guidelines
Be open to new ideas
Try not to be defensive when discussing article and questions
Please keep to positivity - No negative comments
Do not make fun of other students who share experiences
Article Link
Read the article - https://www.scientificamerican.com/article/in-schools-honest-talk-about-racism-can-reduce-discrimination/
What did you take away from the article?
Summary of Article : Racism
Racial discrimination and inequality continue plaguing educational systems worldwide, with students of color facing disparate disciplinary actions, achievement gaps, and feelings of isolation compared to their white peers. However, research demonstrates that candid classroom conversations grounded in compassion around racism can lead to measurable reductions in discriminatory attitudes and behaviors among students. An article in Scientific American spotlights this phenomenon, highlighting several studies conducted in European schools that incorporated open dialogue around race, including discussing personal prejudices and structural racism embedded in society. Despite worries that directly addressing such issues might increase tensions, the opposite effect occurred, with positive outcomes for cross-racial relationships. The evidence presented offers hope that constructive communication can overcome ingrained biases. With teachers facilitating sensitive, judgement-free mediations, students of all backgrounds may discover common humanity and take action against injustice. The promising interventions explored in this article could provide practical guidance for schools globally seeking remedies to systemic racism. Though discrimination remains deeply woven into education’s fabric, healing may begin through simply having the courage to discuss its painful legacy openly and honestly Griffiths & Sullivan, 2022).
Activity: In-Class Panel
You will participate in a moderated in-class panel conversation addressing questions around racism and discrimination prompted by key issues highlighted in the article.
In-Class Panel Instructions
Assessment During Panel
Students sharing on the panel will be assessed on capabilities like speaking confidently, showing empathy for different experiences, and constructive problem solving. Audience will be graded on respectfulness, personal disclosure, and critical thinking in panel responses
Discussion Questions
How might being more willing to discuss discrimination reduce unfair treatment?
Have you witnessed prejudice or discrimination at school? How did it make you feel?
Do we currently talk enough about racism openly? Why or why not?
What role do schools have in addressing societal racism?
After the Panel:Small Groups
You will break into small groups with those of differing racial or ethnic backgrounds to identify ways you think administrators, teachers, and students could collaborate to reduce racism in their school. Be ready to share your ideas with the class to compile potential action steps.
Assessment During Small Groups
Students will be assessed through teacher check-ins based on cooperation, creativity, and critical thinking.
Digital Tools
Use these tools in your small groups
Flipgrid - A video discussion platform where students can share personal stories or responses to reflection prompts after the panel conversation and action planning.
Padlet - An online "bulletin board" for collaborative brainstorming. Use Padlet to post and organize ideas on addressing racism in schools.
Another Digital Tool
we will use this as a whole class
Kahoot - You will answer the given questions based on your knowledge, information regarding the article, and your opinions.
Final Assessment
Reflection
Please answer on a piece your responses to the following questions
References
Gonser, S. (2021, March 19). Addressing race and racism head-on in the classroom. Edutopia. https://www.edutopia.org/article/addressing-race-and-racism-head-classroom/ Griffiths, C. M., & Sullivan, N. (2022). In schools, honest talk about racism can reduce discrimination. Scientific American. https://www.scientificamerican.com/article/in-schools-honest-talk-about-racism-can-reduce-discrimination/ Justice, N. C. F. S. (n.d.). 10 Principles for talking about race in school | NEA. https://www.nea.org/professional-excellence/student-engagement/tools-tips/10-principles-talking-about-race-school Myers, V. (n.d.). How to overcome our biases? Walk boldly toward them [Video]. TED Talks. https://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_them?language=en