Centralizing Diversity Curriculum Materials Tilford Conference 2011 ...

Disability, religion, sexual orientation, & age were areas least likely to be covered.Field trips, role play, outside speakers, & angel discussion boards were instructional strategiesleast used.Ethnicity/culture, SES, & gender were areas most often covered with a variety of instructionalmethods.Lecture, class discussion, reading materials, & ppts. were most often used in teaching diversity.Resources faculty indicated would be helpful in discussing diversity issuesKnowing who to contact for materialsLocal contactsVideosClass exercisesOutside speakersWeb sitesAreas that faculty most often indicated as needing resourcesSES Disability Sexual orientationComments on Other MethodsMy students are required to complete a field experience with a population considered diverse.I include numerous games & activities that require them to interact & deal with diversity issues…..Then there are team activities that show how we all learn, think, & work differently…I have had panel discussions with people of various diverse groups….My students are required toattend …a number of events that expose them to diversity… Students are required to get toknow a family impacted by disability to learn from them & then develop some sort of productthat the family will find helpful.We use music in class.I use genograms, critical reviews, presentation of biases & prejudicial messages receivedfrom family, friends, school about any diverse group.Where do we go from here?Future Directions?What would you do to achieve similar objectives?What did we miss?What’s InvolvedAddress issues of equity, power, privilege, oppression, & social justiceIncrease knowledge, skills, raise consciousness, & enhance critical thinking (Goodman, 2011)Faculty & students are at different levels of racial identity development.Resistance to allianceDiversity curriculum needs focus on resistance, motivating for social justice, & action (Goodman,2011).To achieve these objectives while creating an atmosphere of safety, curiosity, & challenge forstudents & faculty“If someone needs challenge & they get too much support, they don’t learn anything. If someoneneeds support & they get too much challenge, they will flee the learning situation. People in