multiculturalism and diversity in higher education seminar 1
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Multiculturalism and Diversity in Higher Education: Seminar 1. Instructor: Ray 6/24/2010. Seminar Overview. Introduction to Seminar Theorizing Race, Theorizing Difference Perspectives on Students with Disabilities Course Project Information Questions & Answers.

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seminar overview
Seminar Overview
  • Introduction to Seminar
  • Theorizing Race, Theorizing Difference
  • Perspectives on Students with Disabilities
  • Course Project Information
  • Questions & Answers
erasing race why does it matter
Erasing Race?: Why does it matter?
  • http://www.youtube.com/watch?v=DYCz1ppTjiM
  • Structure society in ways that value some over others
  • Forms foundation of power and inequity that advantages some, disadvantages others
  • Although formal barriers are removed (i.e. Equal Opportunity Act, Civil Rights Act, etc), U.S. society is still stratified along lines of race (as well as class, gender, orientation, ability, etc.)
beyond diversity days
Beyond “Diversity Days”
  • Studying race is more than just a “celebration of diversity”, but it is a means through which we recognize and analyze the hierarchies and systems of domination that permeate society and limit our ability to achieve true democracy and social justice.
  • Intersectional Approach (Andersen & Collins, 2010)
    • Focus on the structural patterns that join race, class, gender, ability, orientation and the like
doing our best work serving students with disabilities
Doing Our Best Work: Serving Students with Disabilities
  • Creating inclusive environments: “The person may have the disability, but the environment produces the handicap” (2)
  • Role of admissions in recruiting students with disabilities
  • Importance of accessible extra-curricular activities
  • Legal issues an disability in higher education
  • Supporting disability services on campuses
course project information
Course Project Information
  • Goal: An assessment of the institutional response — or lack thereof — to multicultural competence
  • Find out what the school is doing to fit into each of these categories and offer suggestions for what they might do that they aren’t already doing.
  • You will be interviewing and looking for artifacts: documents, Web links and other sources of information to gather a picture about the state of multicultural competence of the institution you select.
  • You will turn in the MCOD in chart form by either completing the chart provided or creating your own. Along with the MCOD chart you will write and submit a 1-2 page summary of your findings..
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