Welcome! Teaching From A Social Justice Framework: Why and How? Octavian Robinson, College of the Holy Cross Hilary Mayhew, Gallaudet University

Establishing a Community of Practice

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Introductions Please write & share: Your name Institution Teaching Field A skill you ve worked hard to develop How you re feeling today: one word

Creating a Safe Space for Discussion Be Curious Be Open Be Honest e ic t o n I : t n e m Suspend Judge Vegas Rule I-Statements e Challenge by Choic ing n r a e L r u o Y & u o Take Care of Y! r e v o c is D u o Y r e v Practice Whate ch a o r p p A h t o B / d n A

Crucial Conversations: Tools for talking when stakes are high)

How I became an interpreter or educator? How I learned my skill (from my intro)?

Parking Lot Chart your questions, comments, concerns, etc.

Who are we here for? Who comes with you? Outcomes for recipients Intercultural competence Who changed/ benefitted? = You do & can make an impact! ±Power

Who are we here for? National Higher Education data shows graduation rates are higher for students with high engagement opportunities: close relationship with a faculty member, or interaction with faculty outside of class ±Power

Goals & Objectives GOALS A. Develop greater confidence in ethical and empowering decision-making as interpreters and educators B. Develop greater sensitivity to Power, Privilege, and Positionality C. Identify effective practices, and resources for ongoing training and learning OBJECTIVES Explore one s own identity and positionality in a safe space Understand the vocabulary of social justice Identify impacts and outcomes in our classrooms/field Connect with a network of support

What do we hope for? Why will this matter? Outcomes you want from this training: Best case longer-term outcomes from teaching social justice in your classes Think of measurable benefits and results for: You, as an educator? your students? Deaf* communities your graduates work with?

BREAK!!!! Please come back in 8 minutes

Evidence-based Practice

Our Paths

We each start from our own beginning

The Literature Says... Most people report positive experiences with SJ But experiences & outcomes vary widely

Promising Practices Teachers approach and training makes a difference Skills with scary conversations Scaffolding and differentiated instruction Difference-seeking mindset On-going training/explicit instruction; and Authentic encounters

Dignity, Empathy, Growth, Accountability

Crucial Conversations: Tools for talking when stakes are high)

Promising Practices Teachers approach and training makes a difference Skills with scary conversations Intercultural competence Scaffolding and differentiated instruction Difference-seeking mindset Intercultural competence On-going training/explicit instruction; and Authentic encounters

How interculturally competent are most people? 1 2 3 4 5 Limited experience & ability to shift perspective & behavior Extensive experience & ability to shift perspectiv & behavior Difference-averse Difference-seeking 15% of people assessed have extensive ability to shift Most people over-estimate their intercultural capability Are interpreters different? Not so far, no. Don t guess; Assess! 2015 IDI, LLC

Intercultural Development Continuum Overview Pla n e ld Go Differenceseeking le u r Transition Differenceaverse Start PPO conversations here, or... Monocultural Mindset PPO conversations not productive/ Counterproductive tinu rule m Intercultural Mindset...here. PPO/Ally actions most effective

Resources: Don t Guess; Assess! Intercultural Dev. Inventory (IDI) & Intercultural Conflict Styles Inventory Assessment Training Coaching Individualized Development Plan Idiinventory.com Icsinventory.com Sign up for more info! Cultural Intelligence (CQ) Assessment Training culturalq.com Implicit Attitudes Test implicit.harvard.edu

Resources for Further Reading Additional Identity Development models: Racial Identity Development Majority/non-majority Deaf Identity Development LGBTQ Identity Development Ally Development

Teachers approach and training makes a difference Skills with scary conversations Intercultural competence Scaffolding and differentiated instruction Difference-seeking mindset On-going training/explicit instruction; and Authentic encounters

Can people really change? On-Going Training Can I really learn? Formal, training, & But how could I learn everything coaching about IC works! about everybody!? Keep it up: Goal-oriented, effective effort works! 30-50 hours of effective effort, over 6-9 months Culture-general concepts & adaptive mindsets take you far

Our Paths are our own

Beginning at the beginning: Self-Awareness

I Am Pick your top 5 identity cards, in terms of importance to your life today

I Am... Find 2 people, share identity lists, and why they are important to you today

2. Take a look at the cards again Which identities do you feel comfortable talking about and are knowledgeable about? Which are you willing to talk about and may not be as knowledgeable? Which are difficult to talk about? Which do you NOT want to talk about?

Discussion MIxed Emotions. Michael Lang. 2013.

Intersectionality

Power & Privilege

Promising Practice Recognize my own and others multiple identities, knowledge bases, dis/em/powering contexts

The Individual & The System(s)

If we want better outcomes, we must change something in the system Systems are made of and shaped by individuals, but also shape the individuals over time To create change, we must understand/change ourselves and the structures of our systems

Developing a Common Language

BIAS/PREJUDICE (FEELING) STEREOTYPE (THOUGHT) DISCRIMINATION (ACTION)

Implicit Bias: The Challenge When a word appears, state the color of the text. Blue Red Green Black Green Red Blue Black Black Blue Green Red Green Green Black Blue

The Like-Me Bias: Students tend to like adults who like them. Adults tend to like students who are like them.

BIAS/PREJUDICE (FEELING) STEREOTYPE (THOUGHT) DISCRIMINATION (ACTION) + TIME (HISTORY) + INSTITUTIONS (ACCESS/POWER) SYSTEMIC BIAS

Definitions Bias (an attitude) A bias is a preference for, or against, an individual or group that interferes with impartial judgment. Stereotype (an idea) A generalization imposed on an entire group based on a lie, a myth, or misunderstanding of the group or culture, or based on a cultural norm/statistic that has been distorted Can be positive or negative, but still confining

Definitions Prejudice (an attitude) a pre-judgment based on myth, missing information, misinformation, (lies), or stereotypes an attitude, opinion or feeling, usually negative and usually formed without personal experience pre-judgments of racial or gender group and generally familiar to all members of society no single group has a monopoly on prejudice Discrimination (an action) a showing of prejudice in treatment; an action; specific policies or actions directed against a group or individual; inconsistencies in application of policies toward different groups

Definition Rundown AUDISM ABLEISM AGEISM ANTI-SEMITISM CLASSISM HETEROSEXISM/HOMOPHOBIA ISLAMOPHOBIA RACISM/RACIAL PREJUDICE RELIGIOUS BIGOTRY SEXISM XENOPHOBIA OPPRESSION INTERSECTIONALITY ALLYSHIP

The Individual: Microaggressions Often outside the level of conscious awareness of the person = can be unintentional These messages may be sent verbally ( you speak good English ), nonverbally (clutching one s purse more tightly) or environmentally (symbols like the confederate flag or using American Indian mascots). Can seem innocent, isolated to the commenter; demoralizing in aggregate Being in privilege mode -- Ritchie Bryant E.g. Oh! He can drive? From Derald Wing Sue, Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, 2010

Discussion

Oppression the state of being subject to unjust treatment or control. when arbitrary difference (minority, non-normative) i s perceived as deficit, and becomes justification for unjust treatment. the barriers erected by the majority over the minority

The System

Breaking Barriers A BARRIER denies a person the same respect, fairness and opportunity as other people because of an aspect of their identity, such as race, ethnicity, nationality, religion, sexual orientation, gender, gender identity, socio-economic status, intellectual ability and physical ability. Not being aware of a barrier, doesn t mean it doesn t exist. Not being affected by a barrier doesn t mean it doesn t matter.

Discussion

Community Social Time!

Community Wisdom People Training Support services Skills (self or others) Knowledge Campus/Community organizations Policies Funding sources Cultural groups Readings/Videos??

Community Wisdom

Application to Our Classrooms

Beyond flashing lights: Deaf* Community Cultural Wealth Deaf-Gain/Deafhood Deaf* communities are historically marginalized What tools does a cultural community have that help people survive and flourish? Strategies of resistance, resilience, persistence Hope and advocacy skills

Promising Practice Connect Social Justice with: hope advocacy & self-efficacy history of change agents and allies community Find an issue and its advocates

Interactions with Deaf* Communities Traditional Approaches Contact Theory Intergroup Contact = Positive Impact, if Equal status Common goals Cooperation, not competition Authority supporting the contact (Allport, 1954; Paluck & Green, 2009)

Interactions with Deaf* Communities Contact Theory & SJ Lens Pivoting to New Approaches: Community Based Learning Project Based Learning Mediated Contact High-engagement Mutual Exchange of experiences have a strong Benefits relationship with student retention and graduation rates. Ex: Internship, service-learning, research experiences

Our Syllabi s Stories: Deaf Lit Canon Who is represented? Who is missing? Who is misrepresented? Where are alternative or additional narratives we could use?

Lesson Plans in Action 1. 2. 3. 4. Groups of 3-4 Pick one sample lesson plan or syllabus Use the resource guide, your ideas, etc for inspiration Make note of 1-3 additions/deletions/changes you could use to teach this activity from a SJ lens: a. b. c. 5. Content Process Context Present your ideas to another group

Social justice for your syllabus Analyzing your assignment Who is the audience? Implicit/Assumed vs. Intended Who is missing? Who could be added? Nothing about us without us insights? What critical questions could be asked?

Sample Language This course covers issues relating to deafness[1]. In this course, we use the term Deaf* as an umbrella term to recognize the spectrum of identities and experiences that encompass various identities such as Deaf, DeafBlind, DeafDisabled, Hard of Hearing, deaf people, oral deaf, late-deafened, and so on. In the Deaf* community, it is customary to use the term DDBDDHH but this acronym refers to those who claim a cultural identity. This course encompasses both people who claim a cultural identity under the Deaf* umbrella as well as those who only claim the auditory experience but reject the cultural community. The primary focus in this course will be the cultural and linguistic aspects of deafness rather than the medical condition. The course explores such questions as whether deafness is something to be fixed or celebrated, and considers alternative ways of looking at members of society who are different in some way. The course considers policy making, and explores the way that nondeaf people influences opinions, decisions, and policies affecting deaf people. [1] The term deafness is used with extreme prejudice to be discussed at greater length as the course progresses.

More Sample Language: For Written Work CRITICAL NOTE: To recognize the spectrum of identities present in the Deaf* community as well as intersections, all of your assignments must do the following: 1. Identify the author as Deaf* or nondeaf. Use Deaf* when specifics are not offered. 2. If the author of your source self-identifies more specifically as DeafBlind, Deaf, DeafDisabled, Hard-of-Hearing, oral, late-deafened, deaf, or hard-of-hearing, identify the author as such 3. If the author self-identifies as a person with intersectional identities such as DeafBlind Queer Woman of Color (DBQWOC); Deaf Latino male; hard-of-hearing trans* Latinx woman; and so on. 4. When appropriate, identify elements of deaf culture or deaf experiences as that being of sighted deaf people as not to assume that sightedness is the norm 5. When in doubt, consult with the Professor.

Texts and Assignments Deaf centered Texts-- deaf authors Justice driven Texts-- required in all ASL classes at Holy Cross Disability Justice centered assignments e.g. media analysis of representation (reframing); disability justice research projects; accessibility research project; and integrated essay

Examples ASL 1: Required to read 10 articles on Black ASL, Audism, Intersectional Experiences, and Understand Definition of ASL as encompassing TASL, Pro-Tactile, Black ASL, LSM, HSL, Plains Sign, etc ASL 2: Required to read Unspeakable ASL 3: Required to read 10 articles that builds on themes from ASL 1 ASL 4: Required to read Made to Hear ASL 5: Required to read texts about identity, language politics, and language as a human right

Sample Themes from Introduction to Deaf Studies Framing Disability Representations of Disability Deafhood and Transnationalism Deaf Gain Audism Ableism Deaf People and the Criminal Justice System Sign and the Philosophy of Language Roots of Language Deprivation Canonical Figures Cultural Spaces Deaf People and Labor Never the Twain Shall Meet Disability Justice and Social Justice Language as a Human Right Intersections in the Deaf World Deaf Culture Deaf Art & Music Civil Rights and the Deaf President Now Movement Designing Deaf Babies and Bioethics Deaf Literature

Resources for you & your classroom What do you use? NCIEC Social Justice Module Resource Guide Community Wisdom Lists

What we ve covered! Don t Guess: Assess Recommended assessments include- Intercultural Development Inventory (with Individualized Development Plan) Intercultural Conflict Styles Inventory Cultural Intelligence Scale (CQ)

Social Justice & Intercultural Competence Skills... Will make teaching ASL fluency in 2-4 years possible and make life simpler! Make a difference for students & professionals! Students: Improved mental health, academics, confidence Patients: Better relationship with dr, better health Business: Better performance metrics (e.g. sales) in diverse teams Educators/Interpreters/Practice Professions: Lower burnout!

Embrace the Process: Continuous Reflection

Social Justice Education Common Pitfalls Recommended Practices Instructors lack experience facilitating complex dialogues about identity & oppression Educators & students study & practice dialogue skills Focus is on one type of identity or oppression Multiple identities recognized, intersectional oppression framework People overestimate their own intercultural skills Use valid assessment tools

Common Pitfalls Recommended Practices Participants who don t get it, or those who come from different ideologies, are shamed Teach dialogue, dignity, empathy, and accountability. Meet people where they are via scaffolding, Individualized Development Plans, coaching, goal-focus Instructors forget to include examples of hopeful change efforts that students can participate in Community-based learning, (Deaf*) Community Cultural Wealth, Asset approach, volunteerism

Can people learn and change? Can we? Intercultural Mindset Monocultural Mindset 30-50 hours of effective effort in 6-9 months = significant increase in ability to shift cultural perspectives

Goals & Take-Aways

Diversity is the sometimes painful awareness that other people, other races, other voices, other habits of mind, have as much integrity of being, as much claim on the world as you do. And I urge you, amid all the differences present to the eye and mind, to reach out to create the bond that... will protect us all. We are meant to be here together. William M. Chase, 1849-1916 American Artist and Teacher Love recognizes no barriers. It jumps hurdles, leaps fences, penetrates walls to arrive at its destination full of hope. --Maya Angelou

Resource List **Living Document** We will update with your resources Please feel free to add your own and comment! http://bit.ly/2cpi2oz

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Resource Slides

Intercultural Competence is Important & Central to Performance # of Teams Monocultural Teams Multicultural teams Multicultural teams 2015 IDI, LLC used with permission Performance of homogenous and diverse teams, with differing ICs Performance Leaders ignore & suppress cultural differences Leaders acknowledge and support cultural differences Cultural differences become an obstacle to performance Cultural differences become an asset to performance Distefano, J.J., Creating Value with Diverse Teams in Global Management, Organisational Dynamics, Vol 29, No. 1, pp 45-63, 2000

Intercultural Development Continuum Overview Pla n e ld Go Differenceseeking le u r Transition Differenceaverse Monocultural Mindset PPO conversations not productive/ Counterproductive Intercultural Mindset...here. PPO/Ally actions most effective 2015 IDI, LLC used with permission. Adapted by Mayhew, 2016 Start PPO conversations here, or... tinu rule m

IDI Orientation Denial Polarization Focus On: (Developmental Goals/Needs) Non-threatening, observable differences Look for ways to balance critiques of both sides ; Find commonalities Minimization Deep cultural self-understanding Focus on understanding deep differences, PPO Acceptance Deep cultural other-understanding, making ethical judgments, adaptive behavior, PPO Adaptation 2015 IDI, LLC Deep cultural perspective & behavior shifting; acting as bridge between people from different cultures or IDI orientations, PPO

By My Bootstraps Activity 1. How does knowledge of your privilege or lack of privilege affect how you see yourself in the role of an Interpreter? 2. What, if any, specific privileges do you possess that have directly affected how your consumers relate to you? 3. How might those privileges impact your interactions with consumers as an Interpreter?

Perspectives: Deaf Community Etiquette for ASL Students

Microaggressions The everyday slights, indignities, put-downs and insults that people of color, women, people who are struggling economically, LBGT populations and other marginalized people experience in their day-to-day interactions. A micro aggression can appear to be a compliment but contain a meta-communication or hidden insult to the target group to which it is delivered. From Derald Wing Sue, Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, 2010

IMPLICIT BIAS DEFINED Implicit bias is the unconscious attitudes, stereotypes and unintentional actions (positive or negative) towards members of a group merely because of their membership in that group. These associations develop over the course of a lifetime beginning at a very early age through exposure to direct and indirect messages. When people are acting out of their implicit bias, they are not even aware that their actions are biased. In fact, those biases may be in direct conflict with a person s explicit beliefs and values. (ADL)

IMPLICIT BIAS VS. EXPLICIT BIAS IMPLICIT BIAS VS. EXPLICIT BIAS Unaware Aware Involuntary Voluntary Unintentional Intentional

IMPLICIT BIAS & OUR BRAIN The human brain can take in 11 million pieces of information at any one moment. But people are consciously aware of only about 40 pieces.

IMPLICIT BIAS & OUR BRAIN The subconscious uses 3 major processes to make sense of millions of bits of information that people perceive:

IMPLICIT BIAS & OUR BRAIN O lny srmat poelpe can raed tihs. I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. It si the phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!

IMPLICIT BIAS: THE CHALLENGE Because your subconscious expects the words to match the colors, difficulty or conflict arises when consciously trying to overcome any differences between the words and the colors. This is the same difficulty or conflict that can occur when consciously trying to overcome implicit or unconscious bias.

IMPLICIT BIAS & SCHEMAS Schemas, or mental shortcuts, allow us to categorize information and jump to conclusions at an unconscious or implicit level. The way a person categorizes people is influenced from infancy by: Parents and other family members Friends Social media and other media such as books, television, movies

IMPLICIT BIAS: IMPACT ON INTERPRETERS Perceptions of, and interactions with, colleagues and clients. Sense of safety and belonging. Interpretation of factors responsible for client performance, and nature and extent of support and other interventions.

IMPLICIT BIAS: IMPACT ON CONSUMERS Perceptions of, and interactions with, you and others. Sense of safety and belonging. Motivation to learn. grow and perform.

CULTURAL PERSPECTIVES Others Self Your Cultures Other Behaviors Cultures Expectations