Using instructional dilemmas to explore issues of culture and social justice* Susan P. Maude and Mary Jane Brotherson Iowa State University 2013 Early On Faculty Colloquium Michigan State University June 3, 2013 *Built upon 2009 presentation to the ECE-Unified Faculty Work Group, Iowa State University Miller Fellowship by Eva K. Thorp, George Mason University

Session Overview As preservice students prepare to work with children and families from diverse cultural communities, they often encounter dilemmas that create feelings of confusion and discontinuity. This session shares a tested approach for using students’ own real life dilemmas to explore the cultural lenses and assumptions they bring to the dilemmas and to develop a repertoire of culturally responsive practices.

Objective To describe how real life dilemmas can be used to address issues in early intervention. To explore and practice a variety of strategies for addressing student-generated dilemmas.

Agenda Introductions and Session Overview Defining Dilemmas and their Power Desired Outcomes for Students Choreographing Dilemma Discussions Selected Dilemma Strategies for Practice Questions and Applications to Your Contexts

Introductions: Dilemmas stay with us Think back to your internship, “student teaching’, or early “interventionist” experience. Recall a dilemma that has “haunted” you. How has that influenced you?

Defining dilemmas Student generated narratives Experiences from work with children, peers, families, and colleagues which students find disorienting, perplexing, challenging, or frustrating.

Defining Cultural Dilemmas Cultural dilemmas come from cultural discontinuity. Cultural dilemmas involve interactions with those whose culture or language is other than one’s own. Cultural dilemmas occur when this interaction challenges one’s beliefs or assumptions.

Dimensions of Culture: Common Sources of Dilemmas Proximity Time Language and Communication Style Childrearing Practices View of Family and Roles Independence vs. Interdependence

The power of dilemmas Deeply felt personal experience – there is ownership Pulls at the heart Taps into shared experience – others can identify with it Contains obvious conflicts and cultural dimensions that promote dialogue and problem solving Opportunity for transformation

Desired student outcomes Increase exploration of cultural lens Increase ability to take perspective of others Increase repertoire of problem solving strategies Increase repertoire of teaching strategies Increase repertoire of collaboration strategies Increase capacity to become advocate and ally for children and families Increase cultural understanding

Capturing a dilemma The setting and people involved The situation, described in narrative form Statement of the challenge, what was perplexing

Choreographing dilemma discussions Establish transparent philosophy base, assumptions, and “guidelines”. Identify objectives for cultural dilemmas. Select one or more student dilemmas. Set the stage – introduce problem solving or solution focused approach. Develop questions and instructions. Apply problem/solution focused.

Selected dilemma strategies “Her space isn’t my space” – dimensions of culture “How can I” – reframing “That reminds me of” – early memories “Just the facts ma’am” – events vs. assumptions “What was he thinking” – Tchart “We all have strengths” – Tchart “Ghosts in the dilemma” – role play

Selected dilemma strategies “What would my elders say?” – finding resources “What would my readings say?” – finding resources “If I believed that, what would I do?” – mining the philosophy “Failure is not an option” – Apollo 13 “What would you do?” – piggybacking “Metaphorically speaking..” – finding and working with a metaphor What I wish I’d said – what I can say – role playing

Practice Choose one of the sample dilemmas OR recall a dilemma that has been presented by a student (staff): 1. What are the developmental issues for the student? 2. What appear to be the cultural dimensions of the dilemma? 3. What are the course themes this dilemma could enrich? 4. What problem solving strategy might best support your desired outcome?

Taking it Home In which courses you teach might the dilemma strategy be implemented? How and when? What program goals would be supported?

Some Closing Tips for Faculty and Community Partners Be mindful of your own judgments. Keep students focused on single event; monitor for generalizations. Monitor for blaming, judgment, and quick movement to a solution. Remind students that there may be many paths of action.

Useful References Brookfield, S. (1995). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. Newark, NJ: John Wiley. Florio-Ruane, S. (2001). Teacher education and the cultural imagination: Autobiography, conversations, and narrative. Mahwah, NJ: Erlbaum. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College. Sánchez, S.Y. & Thorp, E.K. (2007) Teaching to transform: Infusing cultural and linguistic diversity into preservice and inservice preparation. In P. Winton, J. McCollum, and C. Catlett (Eds), Preparing and supporting effective professionals: Evidence and applications in early childhood and early intervention. Washington, DC: Zero to Three Press.