0.4 Multicultural education  (Page 11/12)

The processing of this activity can include an additional dimension of depth if you break participants into small groups,asking each group to go through the entire process. After doing so, each group can share their work, and a conversation about the different resultscan emerge. This can also lead to a discussion about how people participated in the small groups. Did somebody try to take the lead? Was anyone's voicesilenced? What did people in the group do to ensure that everyone's voice was heard? If working in smaller groups, you can also refer to Course 2 (Module 1)on "How it Works" to set up the structure for cooperative learning groups right from the start.

Reflection

• Write your response to this lesson - your feedback on its effectiveness, what you learned (yourself), how this lesson may havehad a positive or negative influence on your class, things you noticed. (4-5 paragraphs)

To do this assignment, click on the Word icon below. When it appears, press "Save" so that you can work on this assignment"off-line."

Assignment 5: Collaborative Approach to Addressing Conflict in Schools

Practical resources for multiculturalism

Strategies for Choosing and Using Activities and Exercises for Intergroup Learning

You're developing a diversity workshop or facilitating an intergroup dialogue and looking for ways to engage yourparticipants. This document lays out eight strategies for effectively selecting and incorporating activities and exercises into yourprogramming efforts.

A Guide to Setting Ground Rules

Ground rules or community norms can help your program or class run more smoothly. This guide describes commonly used ground rulesand strategies for naming and enforcing them.

Building Comfort

Getting Started: Respect Exercise

Introduces the first crucial step in discussing multicultural issues: building a community of respect. Participantsdiscuss how they perceive respect, building the foundation of later activities.

Knowing the Community: Ethnicity Exercise

Continues community building. Participants introduce themselves by sharing information on their ethnicity andbackground, highlighting the similarity and diversity among members of the group.

Name Stories

Works toward bringing the stories of individuals to the fore in the multicultural experience. Participants write and sharestories about their names and nicknames, what they mean, why they were given them, and how they relate to them.

Sharing Ourselves:Who I Am Poems

Begins active introspective process while continuing to provide opportunities for individuals to make connectionswith each other. Participants write short poems, starting each line with "I am...," encouraging them to describe in their own words who they are andwhat's important to their identity.

PDF files below:

Strategies for Choosing and Using Activities and Exercises for Intergroup Learning

A Guide to Setting Ground Rules

Getting Started: Respect Exercise