Center for Educational Pluralism
Newsletters
Fall 1998
Voices Panel: Religion and Schools
This quarter, the topic of the Voices Panel discussion is Religion
and Schools. We will be looking at various aspects of religion in
public school classrooms. We have invited parents, students, community
members and religious leaders to come and speak about their
experiences with religion and schools.
Date: November 23, 1998
Time: 6-8 p.m.
Place: Library Presentation Room
Proposed Changes to the Multicultural Competency Requirement
By Chris Matsumoto
The Multicultural Competency Requirement (MCR)
Since the beginning of this school year, several complaints have
been made about the Multicultural Competency Requirement (MCR). Both
students and faculty have shared their opinions about the problems
with the MCR. Many of these complaints are valid. The Most Commonly
Mentioned Problems with the Multicultural Competency Requirement
1. One packet is being used to address the diverse needs and
interests of the student population.
2. There is a perception that the MCR is a "hoop." Many
students and professors see it as a hurdle to jump over before
applying to student teach.
3. The MCR Activity Packet includes one opportunity for an
activity, but the majority of the packet focuses on reading about
theory and techniques, with very little opportunity to use the
information.
4. The MCR treats diversity as a separate subject rather than
helping students explore multicultural education in every aspect of
teaching.
5. The name, Multicultural Competency Requirement, suggests to some
that after completing the MCR, students are competent in the area of
multicultural education.
6. The MCR does not encourage life-long learning about diversity.
These are serious problems that limit the effectiveness of the MCR.
The CEP staff and the Operations Committee have been working to change
this situation.
Individualized Diversity Plan (IDP)
Proposal
Under this new plan, students will have two options: (1) students
may complete the Multicultural Competency Requirement (MCR) Activity
Packet or (2) students may develop and complete an Individualized
Diversity Plan (IDP). If students choose the Individualized Diversity
Plan they will be responsible for developing a personalized plan that
will assist them in their exploration of diversity. Resources to
assist students in the development of their plan will be available in
the CEP. The Center for Educational Pluralism will:
1. Train staff members to help students develop an IDP.
2. Review the core classes from each department and create a binder
of ideas for incorporating IDP activities into courses.
3. Communicate with faculty so that suggestions made by instructors
will be included in the binder.
4. Create a database of campus and community organizations that
provide opportunities for experiences, which can be used in an
Individualized Diversity Plan.
5. Organize articles and books by grade level and diversity topic
to help students identify readings that may be included in their
plans.
6. Identify (and possibly purchase more) resources that can be used
in practicum experiences.
7. Save copies of Individualized Diversity Plans so those students
will have references to use when developing their own plans.
8. Create example IDP's for each department.
The Benefits of the Individualized Diversity Plan (IDP)
1. The Individualized Diversity Plan is based on the idea that
prior knowledge about multicultural education is diverse among the
student population. Therefore, students will be able to create plans
that better address their individual needs and interests.
2. Students will have more choices about the activities, projects
and readings they include in their study of multicultural education.
3. The activities can be incorporated into the students' course
work, practicum placements and community service opportunities.
Students will be able to use both campus and community organizations
that offer interactive learning opportunities as part of their plans.
4. The incorporation of activities allows students to use
multicultural education in practice instead of just reading theory.
5. Students will have more first hand knowledge about the types of
resources that work best in the classroom. The CEP will be able to use
this information to order materials that are practical and useful.
6. The Individualized Diversity Plan can help students see how
diversity issues relate to all aspects of education rather than seeing
diversity as a separate subject.
7. While the MCR focuses on competency, the Individualized
Diversity Plan focuses on life-long learning. The goal is to assist
students with further exploration of diversity issues in education and
to encourage an attitude of life-long learning about the way
differences and similarities among people impact teaching.
The Connection with the Diversity Task Force
Incorporation of multicultural education in the Woodring curriculum
is one of the issues that the Diversity Task Force is currently
addressing. The Individualized Diversity Plan can assist with this
goal. While the Diversity Task Force tries to assist instructors with
ways of incorporating multicultural education in courses, students
will also be able to bring diversity issues into their core classes.
In a sense, instructors and students will be addressing the issue from
two directions.
The Pilot Program
- The Individualized Diversity Plan is currently being used as an
alternative for students who feel that the Multicultural
Competency Requirement does not meet their needs.
- Students who choose to develop an Individualized Diversity Plan
review the objectives in the MCR Activity Packet and meet with a
CEP staff member to create activities following those objectives.
The plan is reviewed and approved by the CEP faculty advisor.
The Need for Student Input
We would like your feedback. Please let us know what you think of
the Individualized Diversity Plan. Come in to the CEP (MH 250) and
give us your suggestions. You can email the CEP staff (cep@wce.wwu.edu)
or leave us a message on voice mail (x3827). We need your help to make
the Individualized Diversity Plan more beneficial for you.
Fall Book Review
The Lone Ranger and Tonto Fist Fight in Heaven
By Sherman Alexie
HarperPerennial Publisher
Leave behind your preconceptions of life on an Indian reservation.
Through this book of twenty-two short stories, Sherman Alexie takes
the reader on a twisted and eye-opening voyage of the Spokane Indian
Reservation and surrounding area. These fantasies, mixed with real
life on the "Rez" are sometimes grim, sometimes humorous.
Nevertheless, they paint a picture of the many layers of reality that
exist in modern Native American life. The stories are narrated by
characters such as Victor, whose father was the only Indian to see
Jimi Hendrix play the Star Spangled Banner at Woodstock, Thomas
Builds-The-Fire, who was imprisoned for killing two men in a war that
took place before he was born, and Samuel Builds-The-Fire, who filled
the four corners of his apartment with plaster so it looked like the
inside of the tipi.
One cannot come away from reading these stories without seriously
contemplating the issues that face Native PeopleÕs in this country.
This book is highly recommended.
By Jeff Banowetz
Diversity Task Force Created
The Diversity Task Force was created after a series of discussions
involving faculty, students, and administrators. The discussion
focused around peopleÕs concern with the lack of diversity in the
Woodring community and the lack of diversity focus in the Woodring
curriculum. After these discussions, it was decided that a task force
of students, faculty and administrators should be formed to address
the issues brought up at the discussions.
The Diversity Task Force is a group of students, faculty and
administrators that is currently meeting to develop ways that the
college can address the issue of diversity. The Task Force is focusing
on five major areas of concern within the Woodring College of
Education: (1) the incorporation of diversity issues and multicultural
education in the Woodring curriculum, (2) the recruitment and support
of minority faculty, staff and students, (3) faculty training and
staff development to help implement multicultural education, (4) the
current and future role of the Center for Educational Pluralism, and
(5) accountability or how the Task Force can impact Woodring policies
and attitudes. Under the guidance of Karen Hoelscher (El. Ed.
Faculty), the Diversity Task Force has created individual action teams
to address each of these focus areas. Eventually, the Task Force will
pass on any recommendations to the administration for review.
The Woodring Administration has voiced its support for the efforts
of the Diversity Task Force and the Task Force members are working
hard to develop plans that address the issue of diversity in the
College of Education, but we need more help. If you are interested in
helping with the Diversity Task Force, there are several ways in which
you can be of assistance. For example, you could become a member of
one of the action groups or offer your experiences and insights about
the Woodring program. Suggestions about possible courses of action are
always welcome. If you feel that you have information that would be
valuable to the Diversity Task Force, please come to the CEP (MH 250)
and share that information with a staff member. You can also send the
CEP an e-mail message or leave an entry on the web page. The CEP staff
will make sure your comments and suggestions reach the Diversity Task
Force.
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