- What are some ways in which teachers might continue to educate themselves about new methods related to prejudice reduction while simultaneously keeping up with student needs and school requirements, especially when time is such a problem?
- What experiences have you had in educational institutions that were effective at developing positive intergroup relations? What aspects of the contact hypothesis were evident?
- If a close friend or family member were to make a prejudiced comment or tell an ethnic joke, would you protest? Why or why not? What about if it was a stranger who said the same thing? What if it was about a group of which you were a member?
Chapter 7
The Classroom a Global Community: Nationality and Region – submit responses to questions 1, 2, and 3
The Case Study teacher, Nate Kozlowski, developed a number of activities and curricular redesigns that infused global awareness into his sixth-grade curriculum. Still, he is bothered by several aspects of his work.
Reflective Questions
- How can he continue to educate himself about new methods of global education while simultaneously keeping up with student needs and school requirements? Time is definitely a problem.
Full Answer Section
- oin a professional organization that focuses on prejudice reduction. This is a great way to stay up-to-date on the latest research and best practices.
Strategies for keeping up with student needs and school requirements while educating oneself about new methods related to prejudice reduction:
- Set aside some time each week to read or learn about prejudice reduction. Even 30 minutes a week can make a difference.
- Make use of technology. There are many online resources and courses that can help you learn about prejudice reduction at your own pace.
- Connect with other teachers who are interested in prejudice reduction. You can support each other and share ideas.
- Don't be afraid to experiment. Try new things in your classroom and see what works for you and your students.
Experiences in educational institutions that were effective at developing positive intergroup relations:
- One experience I had was in a middle school where the students were from a variety of different backgrounds. The teachers made a conscious effort to create a welcoming and inclusive environment for all students. They did this by teaching lessons about different cultures and religions, and by organizing activities that brought students from different backgrounds together.
- Another experience I had was in a high school where the students were divided into different cliques. The school implemented a program called "Peer Buddies" where students from different cliques were paired together for a year. The Peer Buddies met regularly to talk about their lives and to get to know each other better. The program was very successful in helping students to develop positive intergroup relations.
Aspects of the contact hypothesis that were evident:
- The contact hypothesis is a theory that states that prejudice can be reduced through increased contact between members of different groups. The contact must be equal-status, cooperative, and ongoing. Both of the experiences I described above involved equal-status contact between members of different groups.
- In the middle school, the students were from a variety of different backgrounds, but they were all treated with equal respect. In the high school, the Peer Buddies were paired together regardless of their social status.
- In the middle school, the students learned about different cultures and religions. This helped them to understand and appreciate each other's differences.
- In the high school, the Peer Buddies met regularly to talk about their lives and to get to know each other better. This helped them to develop empathy and understanding for each other.
Whether or not to protest a prejudiced comment or ethnic joke from a close friend or family member, a stranger, or about a group of which you are a member:
- Whether or not to protest a prejudiced comment or ethnic joke depends on a number of factors, including the context of the situation, the relationship you have with the person who made the comment, and your own personal comfort level.
- If a close friend or family member made a prejudiced comment or ethnic joke, I would probably talk to them about it privately. I would explain to them how their comment made me feel, and I would try to educate them about the harmful effects of prejudice.
- If a stranger made a prejudiced comment or ethnic joke, I might choose to ignore them or to challenge them directly. Again, the best course of action would depend on the specific situation.
- If someone made a prejudiced comment or ethnic joke about a group of which I am a member, I would definitely protest. I would explain to them why their comment is harmful and offensive.
Conclusion:
It is important for teachers to educate themselves about new methods related to prejudice reduction. There are a number of ways to do this, even when time is a problem. Teachers can also use the contact hypothesis to develop positive intergroup relations in their classrooms.
It is also important to address prejudice when you see it, even if it is from a close friend or family member. By speaking out against prejudice, we can help to create a more inclusive and equitable society.