Rethinking our Classrooms: Teaching and equity and justice, v.2. (Bigelow, ed., 2001)
You will have the opportunity to demonstrate your understanding of our course text content with a presentation for your peers. In your presentation, please use a presentation format of your choice: ppt, imovie, emaze, prezi.
Below is the rubric for preparing presentations and for presenter feedback.
Be prepared before each presentation by reading or perusing the article, out of respect for the presenter. Articles may appear to be deceivingly short but hold significant meaning to unpack and process. Your presentation should include your own extensions and resources in clarifying and elaborating your understanding and delivery of your understanding to your peers. Presentations 15-30 minutes.
I will model presentations of one of three text articles below:
"We don't see things as they are; we see them as we are." Anais Nin
Anticipatory Set-up (Visual & Auditory)
Specifics Bob (Phenomenon movie excerpt)
Implicit Bias & Microaggressions (Edutopia)
CLOSURE: How to help diverse students find common ground (Murphy-Shigematsu, 2016)
Vocabulary handouts & exercise
Newspaper article vocabulary identification
Jeopardy
1. (p. 84) There's more to heroes than He-man by Marcie Osinksy. Also, Family Oral History Project) & Teaching with Stories (Vitali)
2. (p. 175) See website Thoughts in teaching Native American literature by Joseph Bruchac (Developing an Appropriate Children's Literature Collection)
Because a book is a Caldecott or Newberry Award Winning book, does not make it a culturally accurate or authentic content.
For example:
Knots on a Counting Rope by Martin & Archambault is considered by Mendoza & Reese (2001) to be culturally inaccurate, misrepresented and misleading. In their words:
"In Knots on a Counting Rope, Ted Rand's illustrations suggest primarily that the story is set in the Navajo Nation, but his work shows a mix of material culture from several different nations. For example, traditional Navajo men in the story are shown with hairstyles typical of the Atsina, Blackfeet, Mandan, and Piegan nations. Also, Pueblo people are shown at a horse race wearing traditional ceremonial clothing that would be inappropriate for such an occasion (Reese & Caldwell-Wood, 1997, p. 177). Many readers have no way of knowing how to identify such problems and are left with misinformation about several Native cultures, while Native readers from those cultures are confronted with the discomfort of being misrepresented."
The responses of Native critics to this book suggests "that neither critical acclaim nor representations of cultures other than European American can guarantee that a book is good multicultural literature. Regardless of how engaging the stories are, or how important their themes, even their subtle inaccuracies may contribute to cultural misunderstanding and to potential discomfort for children whose cultures are inaccurately portrayed." (para 30-31)
Other Books
Indian in my Cupboard (Lynne Reid Banks)
Ten Little Rabbits (Virginia Grossman)
Education of Little Tree (Forrest Carter)
References
Mendoza, J. & Reese, D. (2001). Examining Multicultural Picture Books for the Early Childhood Classroom: Possibilities and Pitfalls. Early Childhood Research & Practice (ECRP),
Volume 3 Number 2. Retrieved from http://ecrp.uiuc.edu/v3n2/mendoza.html
RESOURCES
Debbie Reese's American Indian Children's Literature Blog
Developing a Culturally Relevant Children's Literature Collection
Who's Telling your Story: Authenticity in American Indian Children's Literature
3. (p. 130) Role plays show, don't tell by Bill Bigelow
Chautauqua
Polhemus, D. (2016). Home visits: A powerful family engagement tool. Edutopia [online]. Retrieved from https://www.edutopia.org/article/home-visits-powerful-family-engagement-tool-debbie-polhemusFrances presents her Text Reading Presentations
TEXT READING PRESENTATION RUBRIC CHECKLIST (completed by peers & instructor)