Kathleen Porter's List: diversity education

• On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights the full text of which appears in the following pages. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and "to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories."
• Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS

  as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.
• mon standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, ke

• Article 2.

   
   
  • Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

• Article 7.

   
   
  • All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

• Article 18.

   
   
  • Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

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• Equity and Race Relations

       

  WHAT IS CULTURAL COMPETENCE?    Awareness, Knowledge, Skills, Action/Advocacy    (Adapted from Sue & Sue)    “A culturally competent professional is one who is actively in the process of becoming aware of his or her own assumptions about human behavior, values, biases, preconceived notions, personal limitations, and so forth.     Second, a culturally competent professional is one who actively attempts to understand the worldview of culturally diverse populations. In other words, what are the values, assumptions, practices, communication styles, group norms, biases and so on, of culturally diverse students, families, communities and colleagues you interact with?     Third, a culturally competent professional is one who is in the process of actively developing and practicing appropriate, relevant, and sensitive strategies and skills in working with culturally diverse students, families, communities and colleagues.     Thus, cultural competence is active, developmental, an ongoing process and is aspirational rather than achieved.”
• AWARENESS
• KNOWLEDGE
• SKILLS
• SKILLS SPECIFIC TO EDUCATORS
• 1. The culturally competent educator exercises culturally responsive instructional strategies with his/her students on a daily basis.
• 2. The culturally competent professional is skilled at differentiated instructional strategies, acknowledging the diverse learning styles of his/her students.
• 3. The culturally competent professional assesses the curriculum used in the classroom for its multicultural and anti-bias qualities.
• 4. Creates a classroom environment where students are able to think critically about issues of diversity including race and equity and discuss these issues developmentally and age appropriately.
• ADVOCACY/ACTION
• (Adapted from Judith H. Katz)
• Cultural Racism:
    “These aspects of society that overtly and covertly attribute value and normality to white people and whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible.”
   --Teaching for Diversity and Social Justice, Adams, Bell & Griffin
• Ways to combat racism:
• -Katz, J.H. (1978) White Awarness: Handbook for anti-racism training. Oklahoma Press.

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• Book by Book: An Annotated Guide to Young People’s Literature with Peacemaking and Conflict Resolution Themes is a valuable resource for librarians, teachers, guidance counselors, and parents to find books to complement the standard language arts curriculum for teaching important peacemaking and social and emotional learning concepts.  Written by a veteran peace educator, Book by Book leads adults to children’s literature that will help students explore themes related to conflict and its resolution, social justice, and appreciation for diversity.
• About the author
   Carol Spiegel
• Click here to download a supplemental index in PDF.

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• The SABES library exists in one physical location — at UMass Boston — but it will enthusiastically serve practitioners across Massachusetts! The collection contains several thousand books — both for professional development and for classroom use — plus curricula, lesson plans, videos and DVDs.