- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Mike's Thoughts
- Jeremys stuff
"Urban public schools are attended primarily by students from various racial minority groups. Statistically, teachers in these schools are often White and becoming more so annually." (Cross, 2003, page 203) My nephew actually asked me two years ago a question that was similar to this quote; he asked “tai sao truong Dougall co nhieu hoc sinh nuoc khac ma toan co giao tay?” Roughly translated to English it means “how come Dougall School has so many students from different nationality, yet there are only White teachers?” I was baffled by his question because I myself had no idea why there are only white teachers in his school. But since I have been in the Education program, I see that the majority of the students are White females, the number of other nationality students compared to the White students is significantly smaller. In the application process for applying to the Bachelor of Education at Windsor, there is an equity consideration form where it encourages students from different ethnic backgrounds to fill out. I believe the Faculty of Education at Windsor University is encouraging ethnicity/cultural and social diversity to enrich the teaching and learning community. I think this is very important because with more teachers from different ethnic backgrounds, they will be able to bring their own unique cultures to the class they are teaching. This will allow their students to appreciate the different cultures in their classroom to be open other different cultures and appreciate their own. Teachers could learn from their cultural diversity students and the students could learn from their cultural diverse teachers.
Video
http://www.youtube.com/watch?v=N9IeB4SvQIA
p.h
References:
White Teachers. (2007, January 31). 2007 White Teachers/ Diversity Classrooms Preview of DVD. Retrieved from http://www.youtube.com/watch?v=N9IeB4SvQIA
Cross, B. E. (2003). Learning or unlearning racism: Transferring teacher education curriculum to classroom practices.Theory Into Practice, 42(3), Summer, 203-209
Video
http://www.youtube.com/watch?v=N9IeB4SvQIA
p.h
References:
White Teachers. (2007, January 31). 2007 White Teachers/ Diversity Classrooms Preview of DVD. Retrieved from http://www.youtube.com/watch?v=N9IeB4SvQIA
Cross, B. E. (2003). Learning or unlearning racism: Transferring teacher education curriculum to classroom practices.Theory Into Practice, 42(3), Summer, 203-209