Educator User Guide - University of British Columbia
Contents
1. 11e LLe cce erre eer r eere r raram an inmate nananana 26 Appendix 3 Privilege Walk Worksheet 1 11 LL re rre cerne rer rr re erne urine ui nena ann na annuas 29 Introduction The timeline Time and Place at UBC Our Histories and Relations aims 1 to develop awareness among us all Aboriginal and non Aboriginal peoples alike of the history of this place at UBC and 2 to offer a historical lens through which we reflect on our relations at UBC by allowing us to embed ourselves in the multiple historical layers of this place This user guide was created to offer educators e g teachers in different disciplines workshop facilitators a starting point to thinking about how to design facilitate and support a learning process using the timeline as a teaching and learning resource Establishing subjective value on a learning goal 1s essential to motivate learners Ambrose Bridges DiPietro Lovett amp Norman 2010 This guide therefore adopts a learner centred teaching approach Blumberg 2009 in order to allow various learners e g learners with a various sense of belonging to Canada learners in different academic disciplines to make their personal and or disciplinary connections with histories of their local context This user guide aims to help you as educators make learners see themselves and the subject matter in the context of local and historical specificity Inste2. To guide and support such a complex and often challenging learning process it 1s crucial to develop a classroom climate that attends to emotional and social as well as intellectual aspects of learning Ambrose et al 2010 Classroom climate has different dimensions such as aphysical learning environment e g room set up course format such as face to face online blended etc the process of interactions e g behaviors attitudes and tone of speech and e the content e g whose perspectives are included and not included in course materials Ambrose and colleagues 2010 discuss how these components of classroom climate intricately interact with student development including intellectual development and social identity development to impact students ability to learn To create a respectful and productive classroom climate you may explore strategies suggested by Ambrose and colleagues 2010 which include e Resisting a single right answer Embracing ambiguity e Encouraging learners to base their opinions on evidence e Examining your assumptions about learners e Not asking individuals to speak for an entire group e Modeling inclusivity e g Using inclusive language and diverse examples integrating different perspectives into course content e Establishing and reinforcing ground rules for interactions e Preparing learners for sensitive topics by explaining why it is valuable to discuss the topics despite potential d
3. Updated September 4 2014 This work is licensed under the Creative Commons Attribution NonCommercial ShareAlike 4 0 International License To view a copy of this license visit http creativecommons org licenses by nc sa 4 0 Table of Content Introd cHo Ecc X 3 Framework Time Place and Social Position cccscccsessseeeeeeeceeseeeeeeeeeeeceeeseeeueeeueeeceecueeseeceeeeeeeeueeeneeeess 3 Classroom Climate for Productive and Critical Reflections and Dialogues 4 Limitations of the User Guilde nea ue ie ue aa a td ces a ete CDS UNE 5 Adaptation and Implementation of Learning Activities eeeeeee eene eenn ener nnn nnn 5 Themel Time and Plate noinen nie sivo ieee adie inea eee 7 Activity Ax Where Are YOU Eromi aate tette enero aaaea dere bu ouo NU Aaa EVEN EIE EIE EU NEUE EE 7 loyer Et 7 Note to facilitato sonis d de one ae een thea M na voL aedis 7 Prepara O Sac tc eh ee E eect tacit neater 8 P ogni TTC P A 8 Activity B What Is My Relationship to the Histories of This Place 9 Sha E 9 Note to TacllItaboE 52 don dcn unum bU n mM M p ME cL MI EI E 9 Hotte OPI ibid ntetenten eto ttem t La UELLE Mn LA ES rS 9 Variation 1 Pair and share our family histories eese eene tnnt nnne nennt 9 Variati
4. 7 Lectures began on September 22 1925 and 15 Failure to send children to residential school often resulted in the punishment including imprisonment of parents Many children were taken from their home communities and many never got to return and died at residential school Photo Arial view of Point Grey campus UBC Libraries Dioi Aue ia Photo Boys at play at the Providence Indian Residential School F H Kitto Library and Archives Canada PA 101645 http collectionscanada gc ca pam archives index php fuseaction genitem displayltem amp lang eng amp rec_nbr 3 194074 Reflection Question How do these contrasting events change your view of UBC and or Canadian history 23 Pair II UBC 1948 Totem Pole and Right to Use 1951 Amendments to Indian Act Thunderbird Name and Crest Given to AMS Amendments to Indian Act in 1951 lifted bans for First Nations from traditional practices and Kwakwakw wakw artist Ellen Neel along with ceremonies such as potlatches and wearing her husband Ed Neel Chief William Scow and regalia his son Alfred Scow presented the Alma Mater Society AMS with the Victory Through Following the amendment the Department of Honour totem pole in front of nearly 6 000 Indian Affairs began making Joint School spectators at the annual homecoming football Agreements with provincial school boards to game held at the varsity stadium assume responsibility for educating Aboriginal chil
5. a What happened b Was there anyone in the circle in the end What does that mean c What does this exercise tell us about our relationship to this place pc gt d If you could redesign this activity what would it look like What questions should we add Activity B What Is My Relationship to the Histories of This Place Objectives To develop a personal connection with the local histories at UBC against the backdrop of broader historical contexts e To address multiple ways in which people with different backgrounds are related to histories of this place Note to facilitator e You can facilitate the activity in two ways either in Variation 1 or 2 Variation 2 requires you more preparation time than Variation 1 but it gives you more flexibility and control over the content that you would like participants to explore Homework l Participants investigate and list key events from their family history e g when their family immigrated to Canada significant events for their family members political events that impacted their family 2 Participants review the timeline and select 2 4 events that correspond to their family history or that speak to them 3 Participants reflect on the learning process Some reflection questions to consider a What surprised you e g things you didn t know or expect b How is your history related to the history of this place 1 Do you see your relationship with this place differe
6. discomfort and unsettled feelings that may arise from this activity regardless of one s relationship to this place If applicable speak about your own discomfort when you told your story Speaking about the affect connected to this activity openly is one way for participants to see it as OK to bring it up and models a way to do this c Explain the rationale of this activity despite its risks This activity is intended to provide participants with an entry point to articulate their relationship to the local geographical spaces that we occupy today The more we think and reflect on this the more we become aware of our identities and are able to represent and articulate this to others Put all the participants in the current location e g If you are in Vancouver put everyone in the South West area of the circle and tell where they are now e g We are now in Vancouver Ask them to move to the place according to your direction one by one a Move to where you were born If they were born outside Canada they need to move to a direction of their place of birth outside the circle This applies to the following statements Move to where one of your parents was born Move to where one of your grand parents was born Move to where one of your great grand parents was born e Move to where one of your great great grand parents was born Have everyone look around the room Discussion Some of the debriefing questions could be
7. heterosexual bisexual Religion Socio economic class e g owning middle working class Dis ability e g able bodied disabled pma o o do doo Note This identity mapping table was adopted from A Map of Myself by Harlap 2008 Race is a socially constructed system of classifying humans based on phenotypical characteristics skin color hair texture and bone structure Sensoy amp DiAngelo 2012 pp 22 23 gt Ethnicity refers to people bound by a common language culture spiritual tradition and or ancestry Ethnic groups can bridge national borders and still be one group At the same time ethnic groups can live within the same national borders and not share the same ethnic identity Sensoy amp DiAngelo 2012 p 23 Gender expression is the gender that a person presents to the world Gender identity 1s the gender that a person feels inside Gender expression and gender identity often correspond with biological sex but this 1s not the case for all people 28 Reflection Questions 1 Considering all your social identities listed in the table above on a daily basis which ones are you most aware or conscious of You can pick more than one domain if you want a Most aware conscious of b What do you appreciate about or gain from that identity c What is the most negative or difficult thing about that identity 2 Considering all your social identities listed in the table above
8. in depth If they and you are not ready to take the risks you may choose the Variation 2 of this exercise and make adjustment to it as you see fit This activity was adapted from Privilege Walk www ipas org Publications asset upload file357 3785 pdf and www uncp edu cae seminar privilegewalk doc Homework Social Identity Worksheet Appendix 2 Optional If participants are unfamiliar with the concepts of privilege and marginalization or have limited or no experience with exploring their social identities 14 Activity 1 Introduction Explain to the participants O O O What to expect from this exercise In this exercise you are asked to respond to questions based on your life experiences In the end of the exercise we will see people with different levels of privilege in this room Regardless of how privileged or underprivileged you are you may find the experience very uncomfortable and it may trigger challenging feelings such as shame guilt fear and anger Limitations of the exercise All aspects of your identity and their intricate intersectionality may not be fully addressed in this exercise Therefore it is important to keep in mind that what we see as a result of this exercise is not complete and absolute There is likely to be a lot more complexity to what we see in the room in the end of the exercise The purpose of the exercise The reason why we do this exercise as a group instead
9. on a daily basis which ones are you least aware or conscious of You can pick more than one domain if you want a Least aware conscious of b What do you appreciate about or gain from that identity c What is the most negative or difficult thing about that identity 3 What stood out most to you in this exercise Why 4 What would you like to know more about or explore further Note These reflection questions were adopted from Diane J Goodman dianejgood aol com and UBC Peer Program Training Modules Diversity amp Intercultural Communication 2008 09 29 Appendix 3 Privilege Walk Worksheet Before you begin please note that the goal of this exercise 1s not to assess how privileged or marginalized you are in society Every piece of your experience may not be fully identified with either privilege or marginalization as described in this worksheet but this exercise intends to serve you an opportunity to explore how different domains of your social identity shape your everyday experience This exercise 1s not complete in itself This 1s to prepare you for a group activity in an upcoming session Instructions e To interpret each statement think about your background or a group of people you identify with such as race class ethnicity ancestry nationality gender sexual orientation religion and dis ability e You may have lived in different places Unless the statement is about your circumstances while you were growin
10. they are positioned in the spectrum of privilege and lack thereof in comparison to other participants Especially if this is the first time for them to think about their privilege or lack thereof in society the realization of their social position in relation to others may trigger strong emotional reactions such as shame guilt anger and denial It is important to allow enough time for them to process their feelings so that they can reflect on their social position and their relationship with others in a critical and productive way To do so you may assign some of the discussion questions provided below See 2 in Discussion to participants as part of homework Homework e Social Identity Worksheet Appendix 2 Optional If participants are unfamiliar with the concepts of privilege and marginalization or have limited or no experience with exploring their social identities Privilege Walk Worksheet Appendix 3 Preparation e Ask participants to write anonymously on a small sticky note their score from the privilege walk worksheet and turn it in to you e Put participants scores on a continuum to show the distribution of the scores Note The highest possible score is 6 and the lowest possible score is 11 Example Distribution of participants 17 Discussion 1 Before sharing participants scores explain a What to expect from this exercise I will share the distribution of your scores from the privile
11. 04 827 4838 Appendices Appendix 1 Our Time and Place at UBC Appendix 2 Social Identity Worksheet Appendix 3 Privilege Walk Worksheet 21 22 Appendix 1 Our Time and Place at UBC This resource juxtaposes four sets of key historical moments at UBC and Canada with particular attention to their respective relationships with Aboriginal peoples to allow us to see our presence at UBC today against the backdrop of the contrasting and overlapping national and institutional historical contexts The four sets of historical moments and reflection questions in this resource invite you to reflect on how your relationship with multi layered histories here at UBC has overlapped and shifted This resource was originally developed by the Centre for Teaching Learning and Technology and the Xwi7xwa Library for the Aboriginal Un history Month exhibit in June 2014 Pair I 1925 UBC Point Grey Campus Opens 1920 Residential School Attendance Becomes Compulsory Outbreak of First World War halted the construction of first permanent buildings on Through an amendment to the ndian Act in 1920 the Point Grey campus A province wide Deputy Superintendant of Indian Affairs Duncan student campaign to complete the campus in Campbell Scott made residential schools 1922 led the government to authorize a 1 5 attendance compulsory for First Nations and later million loan to resume construction Inuit and M tis children between the ages of
12. Reconciliation Commission TRC In 2013 UBC suspended most classes on September 18th to allow students faculty and staff to participate in the West Coast National Event of the TRC and the other events around the city supporting it This 1s the first suspension of classes since World War II This UBC s engagement marks a new chapter in our institutional history and an opportunity to create a more informed understanding of our shared past UBC is working towards the development of a centre in the heart of the Vancouver campus that will address the history and legacy of the Indian Residential School system The Centre will be affiliated with the National Research Centre established by the TRC of Canada in Winnipeg and it will provide a place for former students their families and communities researchers and others to access the records gathered by the TRC for public information and the development of curricula It will also become a place for everyone to come and learn about the schools and their significance in Canadian history and to think about how we all can contribute to better discussions and a better future 25 2013 The West Coast National Event of the Truth and Reconciliation Commission TRC in Vancouver Following Prime Minister Stephen Harper s apology for the government s role in the Indian residential school system in 2008 residential school survivors with the support of the Assembly of First Nations and In
13. ad of seeing history as the distant past or discussing time place and social position as abstract concepts the guide suggests ways to engage learners in deep and critical reflection of their identities and lived experiences and to make them see themselves as active participants in the history Framework Time Place and Social Position To allow learners to explore different domains of their relationship to history this guide presents the framework of time place and social position As illustrated in Figure 1 our experience and sense of identity are in essence products of the social space that we occupy in a particular time and place These three domains time place and social position are not independent but rather interconnected with one another to shape our experiences and identities in a unique way For instance the extent to and ways in which a woman experiences gender inequalities are specific to time and place In Canada many Aboriginal women are placed in an under privileged social position compared to non Aboriginal women as seen in the ongoing outcry for equal rights and support for the investigation of murdered and missing Aboriginal women in Vancouver This 1s deeply embedded in social structure and culture developed through the history of this place including government legislations such as the Indian Act Bill C 31 And yet it is also important to remember that one s social position in one place at one time in his
14. ator This activity does not require the timeline You can facilitate this activity after reviewing the timeline as a way to explore the social space that we occupy today and how it 1s related to history If participants are unfamiliar with the concepts of privilege and marginalization or have limited or no experience with exploring their social identities we recommend you assign them to work on the Social Identity Worksheet Appendix 2 individually prior to facilitating this activity You need to carefully assess how comfortable or uncomfortable participants may feel about disclosing different aspects of their social identities to other participants If they have a good rapport with one another and are ready to take some risks to explore their identities in depth you may choose to facilitate the Variation 1 of this activity Otherwise you may choose the Variation 2 to lower if not to completely eliminate the risk Privilege Walk Variation 1 Note to facilitator The benefit of this variation is that it allows participants to embody their privilege and marginalization and to see inequality of our social system and their varying positions in it in a concrete way However this takes the risk of making participants disclose their identities to others which may make them feel insecure or uncomfortable This variation is appropriate 1f participants have a good rapport with one another and are ready to take some risks to explore their identities
15. cipants write their response to the reflection questions on sticky notes Participants put their reflection comments around the corresponding flipchart sheet on the wall Participants walk around the room to review posted comments Some large group discussion reflection questions to consider a What were some of the common and diverging themes among the reflection comments What do these themes tell us about our social positions and relationships with one another at UBC 12 b How might the relationship between UBC and Indigenous peoples affect your experiences at UBC today How is this relationship represented within your specific discipline c How might UBC s history in relation to Indigenous peoples overlap with or diverge from your discipline s historical relationship with Indigenous peoples and knowledges e g how Indigenous peoples are represented how Indigenous knowledges are valued or marginalized d What are the areas in the discipline that you are interested 1n engaging with e g learn more about X critically analyze Y participate in or launch an initiative concerning Z 13 Theme II Social Position To explore the social space that we occupy today this section presents an activity Privilege Walk in two variations Objective To analyze the complexity of our identities consisting of varying forms and levels of privilege and the implications of historical processes for our identities Note to facilit
16. comments on the wall Participants stand in front of the year event and tell a story This year event 1s significant to me because Participants discuss in a large group and or reflect individually what they have learned from the exercise Some discussion reflection questions to consider a What stood out to you in this exercise b What do the differences and similarities between people s histories tell us about our social relations in this current time and place c What would you like to learn more about 11 Image 1 Historical events on the wall after participants posted their comments See Activity 3 above Activity C Our Time and Place at UBC NO Objective To locate our presence at UBC today against the backdrop of contrasting and overlapping national and institutional historical contexts Homework Participants review Our Time and Place at UBC Appendix 1 and write down their response to the four reflection questions provided in the material Preparation Prepare four flipchart sheets On each sheet write down a pair of event headings and the corresponding reflection question from the Appendix 1 For example on a flipchart for Pair I write o 1925 UBC Point Grey Campus Opens o 1920 Residential School Attendance becomes Compulsory o Reflection question How do these contrasting events change your view of UBC and or Canadian history Put up the flipchart sheets on the wall Activity Parti
17. d check BENI inalization es check privilege 14 If you can show affection for your romantic partner in public without fear or ridicule or violence check privilege 15 If you were ever offended by a joke or remark about people you identify with but felt unsafe to confront the situation check marginalization 17 If you are the first person in your family to receive university education check marginalization Total Count checkmarks in each column BENI 16 If you felt or were told that you should work twice as hard as others to succeed in school or career because of your background check marginalization Below please enter the number of checkmarks and calculate your score Privilege Marginalization Score f the number of the checkmarks in marginalization is greater than in privilege your score will be negative Important note In the upcoming session we will see the distribution of our scores anonymously in order to see different levels of privilege we hold in society This is to understand how we are positioned in a social structure and to reflect on how different aspects of our social identity shape our everyday experience including our relationship with one another Regardless of how privileged or underprivileged you are compared to others you may find the experience very uncomfortable and it may trigger challenging feelings such as shame guilt anger and denial We are born and socialized
18. dren Despite the new policy of educating This event served to assert Aboriginal rights Aboriginal and non Aboriginal students and customary law at a time when many together the Department of Indian Affairs practices such as the potlatch were still currently known as Aboriginal Affairs and illegal and it gave UBC permission to use the Northern Development Canada continued to Thunderbird name and crest for its athletic pursue assimilation teams The restored version of the Victory Through Honour pole now stands in front of Brock Hall Photo Elders potlatch at Capilano College for opening of David Neel photograph exhibit 1990 UBC Historical Photograph Collection Photo Victory Through Honour Totem Pole Photo by Dennis Tsang http flic kr p 53oLJu Reflection Question The Indian Act outlawed Indigenous ceremonies such as the Potlatch until 1951 preventing Indigenous peoples from practicing their language and culture How have your family communities or institutions been affected positively or negatively by the Indian Act Pair III UBC 1993 Grand Opening of the UBC Longhouse The architecture of the Longhouse reflects a traditional Musqueam longhouse The Longhouse serves as a home away from home where Aboriginal students can study and learn in a surrounding that reflects an array of Aboriginal traditions and cultures It also welcomes UBC and broader community members from various nations t
19. eal with conflict or crisis e g Do I have colleagues to help me with the follow up process Are there accessible counseling services for participants and myself Theme I Time and Place This section offers three learning activities Activity A B and C While all of the activities are on the theme of time and place they have a slightly different learning objective and format from each other Here is a summary to help you compare the activities and select an appropriate activity for your teaching needs and context e Activity A Where Are You From This activity does not require the timeline and it is meant to serve as an entry point to learning about local histories at UBC The activity physically articulates participants ancestral and geographical trajectories to the current place and engages them in a conversation about their relationships to the local geographical space that they occupy in a broad and yet tangible way e Activity B What Is My Relationship to the Histories of This Place In this activity users 1 e facilitator participants look for historical events in the timeline that are relevant to them or their discipline The activity aims to develop a personal connection with the local histories at UBC against the backdrop of broader historical contexts It also aims to address multiple ways in which people with different backgrounds are related to histories of this place It offers two variations to facilitate the activ
20. g up think whether the statement applies to your current life situation e Ifthe statement applies to you place a checkmark V in the specified column If it does not apply to you leave it blank Inthe end count the number of checkmarks in each column and calculate 1 If you see a group of people with whom you identify widely represented 1n the media check privilege 2 If your native language is not English check BENI inalization Emme 0 background check marginalization 4 If you have ever felt as though you were a feared inferior or unwanted member of society check BENE inalization 5 Ifyou parents were professionals e g doctors lawyers BENE check privilege 6 If you ever tried to change your appearance mannerisms or behavior to avoid being judged or ridiculed or to gain more credibility check marginalization 7 Ifyou are taught the culture and history of your ancestors in school check privilege 8 If you were raised witnessing violence addiction to drugs or alcohol prostitution or crime check marginalization 9 Ifyou ever had to skip a meal or were hungry because there was not enough money to buy you food when you up check marginalization 10 If you were ever denied access to academics or jobs because of your background check marginalization 11 If you were encouraged by your parents to attend college check privilege 30 12 If you were raised in a single parent househol
21. ge walk worksheet anonymously We will see that we hold different levels of privilege Regardless of how privileged or underprivileged you are compared to others you may find the experience very uncomfortable and it may trigger challenging feelings such as shame guilt anger and denial b Limitations of the exercise As you might have noticed as working through the worksheet all aspects of your identity and their intricate intersectionality might not have been fully addressed in the worksheet Therefore it is important to keep in mind that the result of this exercise 1s not complete and absolute There 1s likely to be a lot more complexity to your score and how the score 1s positioned in relation to others Scores c The purpose of the exercise The reason why I will share our scores despite these challenges and limitations 1s for us to understand how we are positioned in a social structure and to reflect on how different aspects of our social identity shape our everyday experience including our relationship with one another We are born and socialized into the social structure and we tend to see the structure and our relationships in it as normal However uncomfortable it may be uncovering the structure and the social positions that we occupy in it in a tangible and personal way is a necessary learning process in order for us to engage with critical and productive analysis and reflection 2 Show the distribution of the partici
22. icule or violence take one step forward If you were ever offended by a joke or remark about people you identify with but felt unsafe to confront the situation take a step back If you felt or were told that you should work twice as hard as others to succeed in school or career because of your background take a step back If you are the first person in your family to receive university education take a step back Debriefing Some large group discussion reflection questions to consider a b c d e What happened o What do you see around the room Who do you see in front middle and back o How does this exercise inform who is in the room and who is not What were your thoughts and feelings as you did this exercise o How do you feel about where you are relative to other people in the room What went through your mind as you moved forward and backward Which of the statements did you find surprising or unexpected Why Which of the statements made you feel uncomfortable or hurt Why Which of the statements you felt unsure whether it applies to you or not Why What would you add to the list of the statements or which of the statements would you phrase differently How did this exercise inform your social position and experience o How has your social position 1 e your privileged or marginalized position in society based on your social group membership affected you your family and your communi
23. into the social structure and we tend to see the structure and our relationships in it as normal However uncomfortable it may be uncovering the structure and the social positions we occupy in it in a tangible and personal way is a necessary learning process in order for us to engage with critical and productive analysis and reflection In the session we will discuss our thoughts and feelings involved in this learning process If you have concerns about sharing the learning process with other participants and if you would like the facilitator to know about the concerns please contact the facilitator before the session Note This activity was adapted from Privilege Walk www ipas org Publications asset upload file357 3785 pdf and www uncp edu cae seminar privilegewalk doc
24. iscomfort and tension e Addressing tensions early as they emerge and turning them into learning moments e g Unpacking a learner s insensitive comment by explaining its possible impact on some others despite a lack of a malicious intent taking a time out when a heated moment arises to allow learners to write their reflections In addition to these strategies you may explore the website What I Learned in Class Today Crey amp Perreault 2007 for concrete examples and analyses of a classroom situation and possible strategies For example the video of student interviews in the website illustrates some heated moments resulting from discussing Indigenous issues and how these poorly handled classroom moments had a negative and lasting impact on Aboriginal students sense of identity and their ability to learn You can also see the Discussion Topics section for some analyses of these challenging moments and strategies for how to unpack the moments for constructive discussion and learning Limitations of the User Guide The timeline 1s not intended to be a static and exhaustive list of historical events in Canada In addition it is not intended to be a site for academic documentations and analyses of history Its primary objective is to offer a starting point for learning and discussions about multi layered histories at UBC Likewise this user guide does not offer a full set of learning activities for a complete analysis of history and our identitie
25. istory had been different What could have been different How does this exercise make you think differently about your own identities daily experience or relationships with other people Reflecting back on this activity and new perspectives you may have gained is there anything you might consider acting upon or doing differently from now on o How does this exercise make you think about your social responsibility How might you engage in the responsibility individually or collectively 19 References Ambrose S A Bridges M W DiPietro M Lovett M C amp Norman M K 2010 How learning works Seven research based principles for smart teaching San Francisco CA Jossey Bass Blumberg P 2009 Developing learner centered teaching A practical guide for faculty San Francisco Jossey Bass Crey K amp Perreault A 2007 What I learned in class today Aboriginal issues in the classroom Vancouver Canada UBC Retrieved from http www whatilearnedinclasstoday com Ewert Bauer T 201 1a January Emotion conflict and culture in the classroom Part one of two Bridges 9 2 12 14 Ewert Bauer T 201 1b April Emotion conflict and culture in the classroom Part two of two Bridges 9 3 13 15 Hardiman R Jackson B amp Griffin P 2007 Conceptual foundations for social justice education In M Adams L A Bell amp P Griffin Eds Teaching for diversity and social justice 2nd editio
26. ity 2 Walk a b c d e f If you see a group of people you identify with widely represented in the media take one step forward If your native language 1s not English please take one step back If you were ever called names because of your background take one step back If you have ever felt as though you were a feared inferior or unwanted member of society please take one step back If you parents were professionals doctors lawyers etc take one step forward If you ever tried to change your appearance mannerisms or behavior to avoid being judged or ridiculed or to gain more credibility take one step back g h i j k D 15 If you are taught the culture and history of your ancestors in school take one step forward If you were raised witnessing violence addiction to drugs or alcohol prostitution or crime take one step back If you ever had to skip a meal or were hungry because there was not enough money to buy you food when you were growing up take one step back If you were ever denied access to academics or jobs because of your background take one step back If you were encouraged by your parents to attend college take one step forward If you were raised in a single parent household take one step back m If your family owned the house where you grew up take one step forward n o p q If you can show affection for your romantic partner in public without fear or rid
27. ity and you can choose either one of them based on your teaching needs and time available for the activity e Activity C Our Time and Place at UBC This activity offers ready made four sets of historical events at UBC and Canada and reflection questions in order to locate our current presence at UBC against the backdrop of contrasting and overlapping national and institutional historical contexts If you would like more flexibility or control over content you may consider selecting Activity B Variation 2 Activity A Where Are You From Objective e To increase participants awareness of their ancestral and geographical trajectories to the current place by embodying and visualizing their histories Note to facilitator e You can facilitate this activity as an introduction to the timeline as a way to initiate a conversation about our relationships to the local geographical space that we occupy in a broad and yet tangible way Make it homework for participants prior to the activity to do research about their ancestral roots if they are not familiar with it Have them document their research process Who did they talk to What questions did they ask What information did they prioritize Was the information easily accessible Why or why not What was the research process like for them What did they find interesting or challenging e This activity may trigger various emotions among participants It may put Indigenous participants o
28. l Engagement events that match approximately or exactly the years that you selected from the Canada BC row Optional On large sticky notes write key events in your teaching subject that you would like to address one event per sticky a Examples The years when important policies passed key historical events in another country key historical events for a particular group of people important disciplinary figures e g writers politicians composers life events b Alternatively you can make this research selection process an assignment for participants Put up the flipchart sheets from 1 on the wall in a chronological order Place enough space between sheets Activity Facilitator walks around the room and explains the key Canada BC events that are placed on the wall one by one To demonstrate multiple layers of Canadian history as going through the Canada BC events the facilitator places the sticky notes about UBC UBC Aboriginal Engagement events from Preparation 2 above and optionally subject events from Preparation 3 above Participants jot down their thoughts on sticky notes an item per sticky note Some reflection questions to consider a What stood out to you b Whatis your relationship with the year event c Whatis missing Participants place their sticky notes only those that they are willing to share with others on the wall See Image 1 below Participants walk around the room to review the posted
29. n pp 35 66 New York NY Routledge Harlap Y 2008 Road to global citizenship An educator s toolbook Vancouver Canada Centre for Teaching and Academic Growth University of British Columbia Kumashiro K K 2002 Against repetition Addressing resistance to anti oppressive change in the practices of learning teaching supervising and researching Harvard Educational Review 72 1 67 93 McIntosh P 2003 White privilege Unpacking the invisible knapsack In S Plous Ed Understanding prejudice and discrimination pp 191 195 Boston MA McGraw Hill Pratt M L 1998 Arts of the contact zone In V Zamel amp R Spack Eds Negotiating academic literacies pp 171 185 Mahwah NJ Lawrence Erlbaum Associates sensoy O amp DiAngelo R J 2012 s everyone really equal An introduction to key concepts in social justice education New York NY Teachers College Press Tharp D S 2012 Perspectives A language for social justice Change The Magazine of Higher Learning 44 3 21 23 20 Contact us Please email us with questions or examples from your teaching practice to include in the next iteration of this user guide Hanae Tsukada Classroom Climate and Educational Resource Developer Centre for Teaching Learning and Technology University of British Columbia Irving K Barber Learning Centre 1961 East Mall Musqueam Territory Vancouver B C V6T 1Z1 hanae tsukada ubc ca 6
30. n the spot in the end by illuminating that their families have always been in Canada For some other participants it may evoke settler guilt or difficult memories of their disrupted family ties due to forced migration or dislocation Step 2 of the activity 1s intended to prepare participants for the emotional experience of the activity N m N Preparation Clear the room to make a large empty space Draw a large circle on the floor in the centre of the room Tip Masking tape or string can be useful Identify the directions North South West and East You may put signs on the wall Activity Explain that the circle represents Canada and the four directions North South West and East Tell participants that this activity will ask them to reflect on their individual ancestral roots and that it is not always an easy process for many of us regardless of where we come from You as a facilitator may a Share a story about your own identities while modeling the movements that will be part of this activity As you tell your story move throughout the space as you have directed the participants to do You may share Where your ancestors come from various factors that have shaped your identities e g government policies political events family s narratives lived experiences and how your identities have shifted over time Sharing this narrative 1s to address the multifaceted and fluid nature of our identities b Acknowledge the
31. ntly before and after going through the timeline How Why ii What did you find challenging and or interesting when you related your history to the histories presented on the timeline Why Variation 1 Pair and share our family histories 1 Participants get paired up and discuss based on the homework Note They share only what they are willing to share a The events they selected from the timeline and how the selected events are related to them b Their learning reflections c Differences and similarities between the partners family histories and reflections 2 Participants discuss in a large group and or reflect individually what they have learned from the exercise Some discussion reflection questions to consider a What did you learn from sharing your history and reflections with your partner b What do the differences and similarities between people s histories tell us about our social relations in this current time and place c How did you feel in the sharing process Why d What would you like to learn more about 10 Variation 2 Histories on the wall Preparation select 5 10 events that you would like to highlight from the Canada BC row of the timeline and write the years and events on flipchart sheets one event per sheet select 5 10 events from UBC and UBC Aboriginal Engagement rows of the timeline and write each event on a large sticky note one event per sticky note a You may select UBC and UBC Aborigina
32. o gather and learn about Aboriginal knowledge and culture The 1990s also saw the launch of several new programs at UBC including the First Nations Language Program 1997 and the First Nations Curriculum concentration in the School of Library Archival and Information Studies 1998 Photo UBC First Nations House of Learning Photo by Tlaloc Xicotencatl http flic kr p fwqZu 24 1996 Last Residential School Closes The last federally run residential school the Gordon Indian Residential School in Punnichy Saskatchewan closed 1n 1996 In the same year Report of Royal Commission on Aboriginal Peoples was issued to call for a public inquiry into the effects of residential schools upon generations of First Peoples Despite the end of the Indian Residential School system the system has created intergenerational impacts that still strongly felt ty Seas f NR S E Photo Female Students in front of Gordon Residential School Saskatchewan MRL 10 G E E Lindquist Papers 65 1801 The Burke Library Archives Columbia University Libraries at Union Theological Seminary New York http lindquist cul columbia edu catalog burke lindq 065 18 01 Reflection Question Where were you or your family when the last residential school closed What did you know if anything about Indian residential schools then Pair IV UBC 2013 UBC Suspends Classes for the West Coast National Event of the Truth and
33. of individually despite these challenges and limitations is to understand how we are positioned in a social structure and to reflect on how different aspects of our social identity shape our everyday experience including our relationship with one another We are born and socialized into the social structure and we tend to see the structure and our relationships in it as normal However uncomfortable it may be uncovering the structure and the social positions we occupy in it in a tangible and personal way is a necessary learning process in order for us to engage with critical and productive analysis and reflection Instructions o Stand shoulder to shoulder facing the same direction in a straight line without speaking o Lasten carefully to each statement and take the step required if the statement applies to you If a statement is not relevant or you you stand still o Try to be as honest as possible but 1f you do not wish to respond or feel uncomfortable you do not have to move o To interpret each statement think about your background or a group of people you identify with such as race class ethnicity ancestry nationality gender sexual orientation religion and dis ability o Some of you may have lived in different places Unless the statement is about your circumstances while you were growing up think whether the statement applies to your current life situation o You are not allowed to speak or look back during the activ
34. on Histories orn the wall iiit teuer perve eiue de E 10 Activity C Our Time and Place at UBC 2 aa enaena aaan aaa aaa aeara aa aar ecu o is Lose oe anaa 11 OS unu ue 11 2197001204000 dee M 11 Preparato dose DS a tua ons ocd a D s Mo MC EE ob La aaa RED 11 ACUTE necessi cams ase EMEN EI E UEM DIENEN EM EE T 11 Theme I Social POS OW c 13 ODICE V Ree RATER TUE NEST NND 13 N tetolacilltator cer ng nn Sn n n n S nSnSfSnnSnBnn s 13 Privilege Walk Variation Tiros nadie rts euin YE T ded ed ED VC Ce ed Vau wine a ER 13 INOLO3O Qc lI DOE s edited citt tio ehe ari DU E orden re rderpeime 13 HOMOWOT K err M 13 PCL VMN A ooa Gud nicer icc eh sedate det c e festino isst teda Lana OL 14 Privilege Walk Variation 2 woonseioxisd vidi on EQ a aaa SEVERE LRL EAE RE VYIEUER A KIC EN 16 Note to TacllitatOE 253a nb doti uae EUM MEME MEE MM LM UE 16 HO WOTR deus Lu Mu Eu Mir 16 Fe TR fA UNO D ae cakes ilvaite etc cae dian nae a i b AD dede m cedri E dudo ud 16 DQ VS CUS SO pacha aca eet cs ductam ennt ur MM ME MEM DLE IMS 17 ROPER CINCO meet 19 G0 0 eee at oisi dard Rui Cerda ona reer eer eee ee PEE RORIS CITED T EE FD PETERE 20 ApPpendiCES ccc T 21 Appendix 1 Our Time and Place at UB Cos icisisecccsicticsccsccccscsccssececscceedectedectssneccsccecdscecsewaenceelecuestasedveesee 22 Appendix 2 Social Identity Worksheet
35. out which I was meant to remain oblivious p 191 when we belong to a privileged social group it is especially difficult to recognize our own privilege Privilege 1s often unearned unasked for and invisible benefits and advantages available to members of the privileged group Hardiman Jackson amp Griffin 2007 The goal of this exercise 1s not to assess how privileged or marginalized you are The exercise does not fully capture or define who you are and doing so 1s not its goal either Almost all of us have some experiences of privilege and some of marginalization and these experiences are relative to context In addition different social identities will be perceived more or less salient to yourself and others influencing your worldviews and interpersonal interactions and what becomes more or less salient depends on the context Sensoy amp DiAngelo 2012 Tharp 2012 For example a white working class male may experience marginalization in Canadian society because of his socio economic class but his socio economic condition may be still privileged relative to another country setting In another setting his race may become a more salient aspect of his identity than class Moreover it is important to be mindful of the intersectional nature of our social identities Hardiman et al 2007 Sensoy amp DiAngelo 2012 One aspect of our identity seldom acts independent of the other aspects Rather different aspects of our identity in
36. pants scores and discuss in a group a What do you see o What does the distribution of our scores tell us about our society o How does this inform who is in the room and who is not b What are your thoughts and feelings o How did you feel responding to the statements or calculating your scores on the worksheet How do you feel about where your score is relative to other people Which of the statements did you find surprising or unexpected Why Which of the statements made you feel uncomfortable or hurt Why Which of the statements made you felt unsure whether it applies to you or not Why o What would you add to the list of the statements or which of the statements would you phrase differently c How did this exercise inform your social position and experience o How has your social position 1 e your privileged or marginalized position in society based on your social group membership affected you your family and your community in terms of opportunity and access o What does your position in the room say about societal messages about your worth and the worth of people with similar privilege levels d How have your privileges and under privileges been shaped by history o Which of the privileges did you inherit from your family For inherited privileges how far does the privilege go back in your family tree QUO OQ Q 18 o How might your privileges or under privileges today have been different if anything in the h
37. rience As you design your session with any of the learning activities the issues you need to take into account include e What is the purpose of implementing the activity e How is the activity related to the broader learning context e g learning objectives of the session course objectives the disciplinary context participants interest e How could the activity be modified to make it relevant to the learning context e Are the participants cognitively and emotionally ready for the activity If not how can I prepare them o What do they know about the topic addressed in the activity If there is a knowledge gap what is it How could it be filled o Is there a trusting relationship among participants that would allow them to take a risk to explore different aspects of their identities and to engage in difficult conversations together If not how could the learning activity be modified Or what could I do to develop a stronger relationship before facilitating the activity e Am I ready to facilitate the activity If not how will I become ready o What do I know about the topic addressed in the activity If there is a knowledge gap what 1s 1t How could it be filled o Dolhave strong rapport with the participants o Am I ready to deal with a challenging moments that may arise from the activity such as participants resistance confusion about their identities and trauma What kinds of resources and support are available for me to d
38. s Neither is it a one size fits all user manual Before implementing any of the activities introduced in this guide please provide careful considerations to how to contextualize and modify the activities according to your discipline participants course objectives and so on as suggested below Adaptation and Implementation of Learning Activities Besides establishing a supportive and respectful classroom climate it 1s essential to build the activities introduced in this guide into a continuous learning process rather than using them as stand alone activities detached from the broader context of your course or workshop In addition some adjustment may need to be made to learning activities and reflection discussion questions included in this user guide based on your teaching needs and objectives For example you may think of adding significant historical events of your discipline to the timeline discuss with learners how certain events in the timeline have impacted your discipline or how the events are described in your discipline In addition to contextualizing the learning activity in your particular teaching setting it is important to explain why you are implementing the activity in http www whatilearnedinclasstoday com terms of its educational value Without contextualization and rationale learners may feel as though they are being put through a social experiment and feel resistant or hesitant to actively engage in the learning expe
39. terrelate with one another to shape a unique experience for each of us In other words those who share one identity domain such as all those who are male do not necessarily experience male privilege in the same way or extent because of the other identity domains that they do not share Despite these complexities of our social identities we need to begin with articulating and reflecting on implicit as well as explicit domains of our identity to understand how we are positioned in society and how it shapes our life experience Instructions 1 Write your identity in Column B corresponding to each identity domain in Column A 2 In the top row on Column C write the places where you live now and lived as a child if it is different from where you live now 3 For each identity domain on Column B consider if it puts you in a position of privilege or marginalization Write P for privilege and M for marginalization on Column C 4 Proceed to Reflection Questions 27 A Map of Myself A Domains B My identity C Does this identity give me a position identities of privilege P or marginalization M relative to most people in The place I live The place I lived as a child Race e g white black biracial Ethnicity e g Chinese Welsh Cree Inuit M tis Biological sex e g male female intersex Gender identity expression e g women men transgender sexual orientation e g lesbian gay
40. the popular idea that a classroom should be a safe space A classroom is not as a contained space but rather as a microcosm of our society that holds asymmetrical relations of power resulted from historical process such as colonialism Pratt 1998 calls such a social space a contact zone That is a site of struggle where people of diverse historical cultural political social and geographical trajectories meet clash and negotiate their identities and relations with one another Activities listed in this user guide are designed to engage learners in uncovering such historical and political complexity and reflecting on their relationship to the complexity The activities could generate challenging moments to both learners and educators by revealing their various aspects of identity to others illuminating diverging levels of privilege between them and challenging their assumptions shaped by their social positions education media and so on As a result a wide range of emotional reactions may be triggered such as guilt anger shame fear defensiveness denial resistance frustration and indifference Nonetheless discomfort and conflict arising from unpacking political nature of our identities and relations in contact zones need to be acknowledged and supported rather than hidden or denied as part of a valuable and inevitable learning process for critical consciousness and transformation Ewert Bauer 201 La 2011b Kumashiro 2002
41. tory is not fixed but rather fluid multidimensional and relative For example an Aboriginal woman may feel different dimensions of her identity such as race gender physical dis ability sexual orientation becoming more salient than other dimensions depending on with whom she interacts and the context of interaction This user guide 1s designed to facilitate a learning process http timeandplace ubc ca We use the term social position to refer to the position that one occupies in the social structure recognizing its stratified nature along social group lines Some may name this idea social identity We use the term social identity in this user guide as well but we limit the usage of the term to when we refer specifically to social group membership such as male female and hetero homo sexual We intentionally use the term social position here to emphasize that how we are positioned in society 1s unequal and specific to time and place in which learners come to see the complexity and specificity of their presence and relations with others in the time and place that they occupy Social Position Your experience and identity Time Place Figure 1 Time place and social position Classroom Climate for Productive and Critical Reflections and Dialogues In order to deeply engage with historical and political complexity in a classroom this user guide encourages both educators and learners to critically reflect on
42. ty in terms of opportunity and access o What does your position in the room say about societal messages about your worth and the worth of people with similar privilege levels How have your privileges and under privileges been shaped by history o Which of the privileges did you inherit from your family For inherited privileges how far does the privilege go back in your family tree o How might your privileges or under privileges today have been different 1f anything in your family history had been different What could have been different How does this exercise make you think differently about your own identities daily experience or relationships with other people O O O O O 16 o Reflecting back on this activity and new perspectives you may have gained is there anything you might consider acting upon or doing differently from now on o How does this exercise make you think about your social responsibility How might you engage in the responsibility individually or collectively Privilege Walk Variation 2 Note to facilitator e This variation is a lower risk activity compared to Variation 1 Please see the Variation 1 to see its benefits and risks to determine which variation 1s more suitable to your participants Yet this activity 1s not a no risk activity In this variation participants cannot identify who is more privileged or marginalized than others in the room as they can in Variation 1 Nonetheless they can see where
43. uit organizations took the federal government and churches to court This agency resulted in the Indian Residential Schools Settlement Agreement the largest class action settlement in Canadian history This agreement established the TRC to gather survivor testimony and government and institutional records and to inform all Canadians about what happened in residential schools In 2010 the TRC hosted its first national event in Winnipeg Manitoba The last TRC National Event on the west coast was held in Vancouver on September 18 21 2013 at the Pacific Coliseum Photo March of support during Vancouver TRC event 2013 Photo by Sarah Ling Reflection Question How has your understanding of Indian residential schools changed since the TRC in September 2013 What is your plan to continue learning 26 Appendix 2 Social Identity Worksheet The purpose of this exercise is to map out different domains of your social identity 1 e social group membership and to reflect on how these domains intersect with one another to shape your life experiences We are socialized into seeing oppressive social relations and structures e g personal bias social prejudice institutional discrimination inequitable social structures based on social group memberships as natural and normal As McIntosh 2003 describes her white privilege as an invisible package of unearned assets which I can count on cashing in each day but ab
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