1. EUB102 Teaching in New & Emerging Educational Contexts
Engage
Week 5:
Race, indigeneity & ethnicity

2. Activity 1 What's happening here?
Here's one example:
What's happening here?
Would this have happened to you? Why or Why Not? 
What message should I take from this to my teaching?

3. Activity 2: Explain why these are myths
Activity 2: Explain why these are myths. Use examples from the textbook and from your own experience.
Myth #1: Humanity is naturally divided into races Myth #2: We no longer discriminate on the basis of race or ethnicity Myth #3: Educational outcomes are unaffected by race or ethnicity Myth #4: There is an ‘Indigenous problem’ in education

4. Activity 3: Moving beyond "a single story":
Go to the danger of a single story Read the transcript up to minutes Discuss….
What are the dangers of having "a single story"?
What are the single stories you might bring to the table.
How might you find out different stories to promote a richer picture of the students and families who may be in your classroom?

5. Othering Ethnocentrism Scapegoating Prejudice Discrimination
Activity 4: Explain these key terms from the textbook with examples from your own experience
Othering
Ethnocentrism
Prejudice
Stereotyping
Scapegoating
Scapegoating
Discrimination
Race
Ethnicity

6. Activity 5: Casual racism
Have a quick look at this site on ‘casual racism’ What are the problems with the following statements? See also this site
You start a sentence with “I’m not racist but…”
“You speak really well for an Asian.”
“Yes, but where are you really from?”
When someone’s offended, you say they “can’t take a joke.”
You say you don’t see colour, just the human race.

7. Activity 6: Explain the different types of discrimination with examples
Overt Individual discrimination
Covert individual discrimination
Institutional discrimination
Cultural discrimination

8. Activity 7: Australian Professional Standards for Teachers
Discuss the advantages of having such standards for defining professional knowledge.
Do you see any problems with the standards as they are presently written (e.g. ought they to encourage advocacy, activism)?
Explain how you might you go about addressing these in your curriculum & teaching

9. Activity 8: Whiteness
Define what is meant by whiteness. See this site for a quick reminder
What does ‘whiteness’ mean in Australia? Come up with examples

10. Assessment Activity 1 A critical mindset…
A useful site on what ‘critique’ and critical means in academic writing
Work in your assessment groups and answer the following:
What do you think it means to take a “critical approach”?
What is a “good teacher”?
•What are the assumptions behind your thinking?
•What are some “normalised practices” in teaching?
•What is taken-for-granted in our thinking about  what makes a “good teacher”?

11. Assessment Activity 2: Annotations
Read the example annotation (Additional materials Assessment task). 
Note that a key has been provided to the right of the example annotation. This key lists the eight (8) components of an annotated bibliography.
Now look at the full Lilliard (2013) article. Access the Lilliard (2013) article Working together, find where in the article the information used for each of the eight (8) components may have come from. For example, where might I find the information I need to summarise the scope or focus (component 4) of the article? As you do this, you may find it helpful to answer the following questions.
Do headings offer any clues?
Does the information needed come from one or more sections of the article?
Is this information available in the article?

12. Activity 3: Who's doing what and when?
What tasks need to be completed?  Tasks may include finding appropriate articles, reading and making notes on the articles, writing bibliographies, and editing and proofreading.
Will we all play a role in completing each task, or will tasks be allocated to individuals? For example, will each team member find one article, read it and produce an annotation for it, or something else?
How will we make sure that the content we produce fits together? Establishing checkpoints may help here. For instance, should you meet to share the articles you have found before you start writing the annotations?
Will each team member edit and proofread their own work, or will we proofread each other's work?
When will each task need to be completed? Will this give you sufficient time to work on other aspects of the assignment?

13. Post class activity Building cultural capital
Post class activity Building cultural capital... An Australian story inspiration
Watch this episode: Australian Story "Good Morning Mr Sarra"  (view from start and stop at 17.40mins) 
URL: sarra
What values did Chris Sarra install into the school community? 
How does his approach differ from more other models?
How did this help to increase outcomes for the children? 
What are the key learnings for practice?
How can you build on these concepts to ensure your classroom is inclusive?