0.4 Multicultural education  (Page 10/12)

• How was the process of addressing this case through a collaborative process different from your previous experiences addressingcultural conflict in schools or elsewhere?
• What was the most difficult part of participating in this process?
• Were any of your assumptions exposed as a result of the process? If so, which ones?
• How are cultural conflicts normally resolved in schools, and to whose benefit?
• What are the benefits of assembling a diverse team to address these issues?
• Were any ideas or perspectives shared that you would not have otherwise considered?

Assignment 5, part 2 of 3: ideas into practice

Steps

1. Problem Identification

Identify or name the situation and relevant related issues. What is the conflict? What is the source of the conflict?

2. Perspectives

Create a list of every person, group, and institution affected by the incident. How is each of these people and institutionsaffected by the situation? Be sure to include possible victims, victimizers, members of the community, and anyone else who is touched by theincident directly or indirectly. It may be necessary to make some assumptions for this step, intensifying the importance of incorporatingas many voices and perspectives as possible into the process of compiling the information.

3. Challenges and Opportunities

With the varied perspectives in mind, what will be the individual and institutional challenges and constraints to addressingthe situation? What will be the challenges based on the individuals directly involved, and what institutional constraints must inform anapproach for addressing the situation? What are the educational opportunities presented by the incident, both for the people directlyinvolved and everyone else?

4. Strategies

Brainstorm approaches for addressing the situation, attempting to maximize the extent to which the negative outcomes of thesituation are addressed while simultaneously maximizing the extent to which you take advantage of educational opportunities. Keep in mind thevaried perspectives and the fact that any solution will affect everyone differently. This is not the step at which to challenge and critique eachother's ideas. Record every idea, no matter how unreasonable it may sound to individuals in the group.

5. Solutions

Focus your strategies into a formal plan of action. Keep in mind the varied perspectives as well as the challenges andopportunities. Be sure to come up with at least two or three specific responses, whether they focus on the individual conflict or the underlyingissues at an institutional level.

6. Expected Outcomes

Name the outcomes you foresee as a result of the solutions you identified. Revisit the perspectives step to ensure astandard of equity and fairness.

(This model was created in 2000 and revised in 2001 by Paul Gorski)

Assignment 5, part 3 of 3: reflection

As stated above, this can also be a useful activity for easing into dialogue about specific issues such as race, gender, class, orsexual orientation. You might also consider combining it with a story-telling activity so that the stories of the people in the class becomethe cases.