Chapter Six. Creating Classrooms that Address Race and Ethnicity. Roots of Racial and Ethnic Conflict in American Society. Causes may be political, economic, religious, linguistic, cultural, or racial.
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Hate groups: any organized body that denigrates select groups of people based on their ethnicity, race, religion, or sexual orientation and/or advocates the use of violence against such groups
Objectivity; reliance on evidence
Flexibility in thinking
Ability to be systematic
Ability to be decisive
Attentiveness to other points of viewTen Criteria in the Development of Critical Thought
Students feel respected and safe.
The classroom is a “community of inquiry.”
There is a balance between teacher-talk and student-talk.
Students are taught to think about their own thinking.
A sense of self-worth and self-confidence supports the reduction of prejudice.
Students feel secure and accepted.
Student participation is valued.
Students know the boundaries and limits of behavior.
Long-term gains in prejudice reduction require educational activity that actively engages the emotions.
Writing stories or acting out dramatizations of cross-cultural situations
Any activity that enables students to “step into the shoes” of another
Classroom simulations that generate “culture shock”
…let’s think about the consequences of silence. I think about Hitler. He got into power by people around him being silent and not challenging him. When you are silent, you are giving tacit approval of the messages you hear around you…your simple comments can go quite far in making change.