Making the Invisible Visible Oregon GEAR UP 2016 John Lenssen language thoughts communication actions customs beliefs values and norms of racial ethnic religious or social groups ID: 526644
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Slide1
AssimilationMaking the Invisible Visible
Oregon GEAR UP 2016
John
LenssenSlide2
language, thoughts, communication, actions, customs, beliefs, values, and norms of racial, ethnic, religious, or social groups.
Culture refers to integrated patterns of human behavior that include the:Slide3
Often used interchangeably with race and ethnicity
Way of perceiving, believing, evaluating, and behaving. It is the blueprint that determines the way we think, feel, and behave.
Groupings of people based on shared values beliefs and behavioral norms
Includes both subjective (e.g., values, norms, etc.) and physical aspects (e.g., buildings, dress, foods, etc.; Triandis)
Defining CultureSlide4
What does a good student look like?
What does a student leader look like?
Who receives positive feedback and acknowledgements from teachers?
Who might feel invisible?
School Culture Questions?Slide5
The Components of Culture
Artifacts
: Social events, jargon
Explicit Beliefs and Values:
Social roles and duties
Deeply Held Implicit Beliefs:
What is success? Is change good or bad? Are men and women equal?
Concrete Expressions
: Dress code; architecture; food;
“
Culture with a big C
”
: art, music, dance
Invisible
Visible
Recognized behaviors:
Rituals and taboos
Cultural Forms:
Nature of time and space
Reactions to common human problems and questionsSlide6
Perception of time (Hall)
Perception of space (Hall)
Individualism-collectivism
High context-low context (Hall)
Importance of hierarchy
Modes of self-expression
Modes of thinking
Importance and rigidity of gender roles
Nature of change
Humans’ relationship to the natural worldDeeply Held, Harder-to Recognize Components of CultureSlide7
Describe the culture of your school. Consider:TimeValues
Language
Relationships
Hierarchy
School CultureSlide8
Students of color, students from generational poverty, LGBTQ students and others from non-dominant cultures are expected to fit in, be responsive to, and to assimilate into the dominant cultures of schools, districts and communities.
Students often
must assimilate into the dominant culture in order to
survive and succeed
in Oregon schools. Expectation of AssimilationSlide9
from Latin:
“
to render similar
”
The process whereby a minority group gradually adapts to the customs and attitudes of the prevailing culture and customs.
The process by which a person or persons acquire the social and psychological characteristics of a group.
to bring or come into harmony; adjust or become adjusted
AssimilationSlide10
ASSIMILATION
NATIVE CULTURESlide11
Slide12
What are the unwritten rules of “success” in your schools?Which students receive feedback that they are valued in your schools?
Which student do not receive feedback that they are valued?
DiscussionSlide13
Work vs. Extracurricular activities
Vocational skills vs.
Academic
skills
Family/Community vs. IndividualismWorking Class Values
vs.
Middle Class ValuesSlide14
LanguageCustoms
Family
Individualism
Hierarchies
CommunicationAssimilation: ImmigrantsSlide15
A viewpoint that expresses heterosexuality as a given instead of being one of many possibilities.Often expressed subtly, heterosexuality is widely "accepted" as the default sexuality by both print and electronic media, education, law makers, and a range of attitudes expressed by society in general.
The subtle assumption of heterosexuality can be very harmful to those who do not entirely fit within its bounds.
HeteronormativitySlide16
In addition to students of color, immigrant students, LGBTQ students, low income students – who are some other groups of students that experience pressure to “fit in” with the dominant culture of schools?
Who Else?Slide17
Explains discrepancies in achievement by pointing to “deficient
”
cultures and behaviors in a group of people
Draws on stereotypes—
usually those already socially establishedSo, we address poverty by “fixing” poor people instead of fixing the conditions that maintain povertyJustifies continued oppression
Deficit PerspectiveSlide18
https://www.youtube.com/watch?v=D9Ihs241zeg
“The Danger of A Single Story”
Chimamanda
Ngozi Adichie TED TalkSlide19
PluralismMulticulturalism
Code Switching
Making the Invisible Visible
Moving Beyond
AssimilaitonSlide20
John Lenssen
lenssenj@mindspring.com
541 905 3292
Thank You