burton jr 2004 ppt
TRANSCRIPT
Burden Jr., J.W.; Hodge, S.R.; O'Bryant, C.P.; Harrison, Jr., L.. (2004). From
colorblindness to intercultural sensitivity: infusing diversity
training in PETE programs. Quest, 52, 173-189
Kathleen Wack and David Robertson
Type of, purpose of study/paper, theoretical framework/background
• View-Point or Advocate Paper
• Critical Theory and Culturally Relevant Theory
• A call for PETE programs to infuse diversity training for novice teachers throughout their programs as well as recruitment of persons of color for PETE faculty positions and novice teachers of color for PETE programs
Background: opening quote
• “When I first entered the multicultural, multi-ethnic classroom setting I was unprepared. I did not know how to cope effectively with such ‘difference.’ Despite progressive politics, and my deep engagement with the feminist movement, I had never been compelled to work within a truly diverse setting and I lacked the necessary skills. This is the case with most educators.’’ (Hooks, 1994, p. 41)
Background of authors
• Burden Jr.: Diversity in PETE• Hodge: ethnocentrism & ethnorelativism of
intercultural sensitivity• O’Bryant: occupational socialization• Harrison: Race in physical education, specializing
in African-American experiences
Background: Definitions
• Diversity: • Evolving and expansive meaning of differences
associated with diversities of: • gender, • ethnicity, • national origin, • social status, • religion,
• age, • ability/disability
status, • personality, • sexual orientation• Etc.
Background: Definitions
Ethnocentricism: • Cultural diversity is excluded, minimized, and/or
ignored
• “Individuals may be color-blind or unaware of their fears, sterotypical beliefs, or ignorance in accepting others with cultural differences”
Background: Definitions
Ethnorelativism: • Acceptance of, adaptation to, and integration of
difference
Background : Status of Schools relative to intercultural sensitivity in 2004
• The ever increasing cultural and ethnic diversity of the United States
• Widening gap between cultural/ethnic diversity of students and their teachers, especially in physical education
• Educational system fails to provide sufficient resources for urban schools
• Decline of African-American teachers and new teachers wanting to teach in an urban environment
• African-American Physical Education teachers are an “Endangered Species”
Methods/Analysis-States and supports that “ethnocentric teacher education does not prepare physical educators for culturally diverse schools”
-Makes a case for diversity training in PETE Programs
-Critical of accountability for NCATE Initiatives
Findings/Main arguments• Novice teachers are unaware of their fears,
stereotypical beliefs, or ignorance of accepting others with cultural differences
• Novice teachers learn how to best work with diverse learners from multiple opportunities to teach in diverse settings
• There is a decline of teachers of color in the profession
Implications for practice and/or future research
• How are the disproportionate levels of poor health status and physical inactivity levels among students of color and low socio-economic status affected by culturally relevant pedagogy?
• Culturally relevant pedagogy includes sport and physical activity preferences and instruction
• Analyze organizational socialization into physical education with regard to intercultural sensitivity (Stroot and Whipple, 2003).
Implications for practice and/or future research
• NCATE provisions to be addressed concerning multicultural education, diverse student body for licensure and diverse make-up of faculty
• Ratio of diverse teachers as well as coaches is a huge disparity
• Why are fewer numbers of students of color applying to be admitted to PETE programs?
• Why is there a limited pool of persons of color applying for PETE faculty positions?
What did we learn?
• Being aware of and implementing multicultural and diversified experiences is not as easy as it would appear
• Sometimes the novice teacher has to create their own experiences understanding multicultural issues and get over reality shock; embrace reality shock
What did we learn?
• Ethnocentricim and enthnorelativism defined and that being color-blind is not necessarily a good thing
• That occupational socialization plays into intercultural sensitivity
• Related to my training in Ruby Payne (Teaching Students of Poverty) and Peggy McIntosh (The Invisible Knapsack of White Privilege)
