Summary
Contents
Subject index
Are you seeing your students clearly?
This unique collaboration between a veteran educator and a psychotherapist shows that the educators who are most effective in teaching diverse student populations are the ones who can “see students clearly and respond to their needs without hesitation or bias.” Framed around an original, eight-stage model of diversity development, this book provides readers with essential tools for building a sturdy foundation of mutual respect upon which schools without bias can be constructed. Included are specific strategies for creating a school environment that
Gives voice and consideration to all students; Shows interest, empathy, and respect for all staff members; Advocates respect and reverence of individuality; Adapts innovative policies—despite resistance—that best serve the total school community
In addition to vignettes, anecdotes, and case examples, the authors provide worksheets for problem-solving, conflict resolution, clear communication, rules of engagement, reflection, and scenario study. This book will help educators boost student achievement by giving them how-to strategies that work across content areas to create a culturally considerate classroom and school climate that supports student success and reinforces the strength of individual teachers, administrators, and auxiliary personnel.
Reflection
Reflection
Step Three: Acceptance of Limitations
Acceptance of limitations is humbling. We are forced to admit what we don't know we don't know. Bonnie stresses the importance of this in her books and in her presentations. Bonnie urges educators to accept that this enhances their competency and clears their cultural lens (2006). Students are asked to be open to learning new ways of thinking about old habits. So too must professionals be open to recognizing limitations.
Family therapist Dee Watts-Jones (2010) cites a number of scholars who critiqued the issue of hierarchy and power differentials between clinician and clients from various points of reference such as women's studies and feminist therapy, race and culture, and sexual orientation/gender identity (Brown, 1989; Goldner, 1988; Hirschman, 2006; hooks, 2004; Pinderhughes, ...
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