What cultures are included is dependent on the participants. For example,
right now there is representation from the Euro-American (Italian),
Hawaiian, Japanese (national) and Filipino-American cultures. We use a
curriculum developed by the School of Social Work, University of
Washington, called Intergroup Dialogue, Education and Action (IDEA).
rw
Rosemarie Woodruff
Counseling and Student Development Center
University of Hawaii-Manoa
2600 Campus Road, SSC 312
Honolulu, HI 96822
808-965-6114
The world is full of obstacle illusions.
Grant Frasier
On Mon, 1 Nov 1999, Prof Lorraine Lavorata wrote:
> does the programme include cultures like France and francophone cultures which
> are traditionally marginalised from culticulturalism? France
>
> ===== Original Message From Open Forum for Learning Assistance Professionals
> <[log in to unmask]> =====
> >I am co-leading a program called Multicultural Group Dialogue. It is for
> >talking to people from other cultures in a safe environment to promote
> >understanding, respect, and empathic connections and to develop personal
> >empowerment, inter-group alliances and social justice. It occurs to me
> >that we might all spend more time to simply have a dialogue characterized
> >by understanding, respect and empathy before we attempt to teach. In
> >counseling we learn the importance of establishing the relationship. The
> >same holds true for teaching/conducting workshop/training. Students who
> >feel empowered, connected to others, and hold values related to social
> >justice are not likely to cause behavioral problems in the classroom.
> >
> >Rosie
> >
> >
> >Rosemarie Woodruff
> >Counseling and Student Development Center
> >University of Hawaii-Manoa
> >2600 Campus Road, SSC 312
> >Honolulu, HI 96822
> >808-965-6114
> >
> > The world is full of obstacle illusions.
> > Grant Frasier
> >
> >On Mon, 1 Nov 1999, Jason Sublette wrote:
> >
> >> I have been hearing the same complaints from instructors all semester. One
> >> adult student reported that in her class ten students were so angry about
> >> their test grades, that they got up together and walked out of the class
> >> (exams, which they weren't allowed to keep, in hand). I've met with many
> >> students over the last two years who get very angry at their instructors
> >> when they don't do well on exams, even when they haven't studied very hard.
> >> The tone (and the language) they use to describe instructors is troubling
> >> to me, especially when it's a dedicated, superb instructor who happens to
> >> teach a difficult class.
> >>
> >> The climate in the average classroom is often disturbing, especially in
> >> freshman-level classes. A colleague just reported that one of her students
> >> told her "to be cool," when she asked him to leave (because he was
> >> sleeping); and of course he didn't leave. In this same class, a group of
> >> five students insults and intimidates other students who try to
> >> participate. And this is an instructor who is always well-liked,
> >> well-respected, and in an administrative position. Another said that one
> >> student raises her voice and declares, "I'm doing it my way so just leave
> >> me alone," when he tries to give her advice on her writing assignments.
> >>
> >> It's a big problem all of a sudden and I suspect the new era of television
> >> (and computer)-as-parent is greatly responsible for our students' brash
> >> behavior and puzzling overconfidence & cockiness: professional athletes are
> >> supposed to be mean and tough and outspoken these days--they go after
> >> referees and coaches, they tell you how great they are; musicians make
> >> millions being as outrageous and irreverant as possible--they curse at us,
> >> they make obscene gestures, they poke fun at stereotypical parents; the
> >> culture of MTV promotes getting attention however you can--taking off your
> >> clothes, sharing intimate details of your life, acting like you're an
> >> adult. And of course now you can get attention from millions by creating
> >> your own web page. This makes your opinion automatically count, even
> >> though it may be ill-informed, skewed, or not relevant.
> >>
> >> Another factor seems to be that students today feel entitled to things
> >> (including acting however they feel, whenever they feel) because they have
> >> been living like adults for too long. They work full time, they take care
> >> of brothers and sisters, they counsel emotionally-disturbed parents, they
> >> deal with drugs and violent crime.
> >>
> >> I try to teach students that this behavior is going to be self-destructive
> >> in the end. If you get to spend a lot of time with these kids, you find
> >> that most of them are angry. Most are relatively respectful one-on-one,
> >> especially if they think you care.
> >>
> >> Solution: hard work, I think, for all of us at the university. We have to
> >> address this problem before it gets out of control. We have to, as
> >> faculty, staff, and administration, have a long discussion about why kids
> >> are angry and disrespectful. And yes, we will have to create behavior
> >> policies. Most of us aren't good at this kind of discipline, but we're
> >> going to have to be. Of course we can address the "culture of the
> >> university" we strive for in FYE classes, but I suspect we have to be ready
> >> to fight for a calm, safe class environment.
> >>
> >> Jason Sublette
> >> Aurora University
> >>
> >>
> >> At 01:41 PM 11/1/99 -0500, Daryl Stephens wrote:
> >> >Recently several of my colleagues and I had noticed that there seems to be
> a
> >> >great deal more immature behavior than usual among our students this
> semester
> >> >--mostly talking in class and coming in late or leaving early. At our
> state
> >> >developmental conference last week, I talked to instructors from several
> >> >points in the state, and they had noticed the same problems--actually
> >> having to
> >> >ask students to be quiet or leave the room if they were going to have
> >> >non-content-related conversations during class.
> >> >
> >> >Is this a problem nationwide this year? (I think this year's college
> >> freshmen
> >> >are the group that were in fourth grade the last year I taught fifth grade
> in
> >> >another state, and I remember that bunch being less well-behaved than most
> >> >groups.)
> >> >
> >> >
> >> >Daryl Stephens <[log in to unmask]>
> >> >Assistant Professor (math)
> >> >Division of Developmental Studies
> >> >East Tennessee State University
> >> >Box 70620, Johnson City, TN 37614
> >> >Office phone (423) 439-4676 Fax: (423) 439-7446
> >> >
> >> >
> >>
>
> Je pense, donc, je suis, Rene Descarte
> Chacun ont deux pays et un de ils est France, Benjamin Franklin
> vive la France
>
