Oregon Episcopal School Middle School Chapel
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30 minute keynote delivered to middle school students at Oregon Episcopal School. How is the adult world designed to keep us separate and treat certain members of the society unfairly? How do we replicate the same cycle within our schools through bullying? Find out how to transition from bystanders to allies so that we can change ourselves to change the world.
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Oregon Episcopal School Middle School Chapel
- 1. Bystander to Ally: Changing Yourself to Change the World Oregon Episcopal School Rosetta Eun Ryong Lee Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 2. About Seattle Girls’ School Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 3. Dimensions of Identity and Culture External l Internal l Positionn or Title r e Geographic Location c n Appearance e Race e Status s Class s Sexuall Gender r r Ori entation n n Ethnicity y y Age e Language e Ability Religion y n Educational l Seniority y Attainment t Relationship p To Power Players o r s Institutional l Adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003). Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 5. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 6. Becoming the Adults We Want to Be Adolescent Brain Development Peer Pressure The Pressure of Being Middle Backstage and Frontstage Spaces Path of Least Resistance Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 7. An Ally Is… “a person who is a member of the dominant or majority group who works to end oppression in his or her personal and professional life through support of, and as an advocate with and for, the oppressed population” Washington and Evans, Becoming an Ally Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 8. An Ally Is… “Someone who doesn’t have to stand up for someone else, who might even lose something if they do, but they do it anyway because they know it’s the right thing to do” Anna, 6th Grader Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 9. Bystander to Ally Agent Bystander Ally Active Passive Passive Active Karen Bradberry, PhD Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 10. Relationship Based Interruption Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 11. Allyship Lessons From the Dancing Guy: Keep on Dancing… Someone will join you… Then more… Then more… And soon, everyone will… http://www.youtube.com/watch?v=fW8amMCVAJQ Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
- 12. Presenter Information Rosetta Eun Ryong Lee 6th Faculty and Professional Outreach Seattle Girls’ School 2706 S Jackson Street Seattle WA 98144 (206) 805-6562 rlee@seattlegirlsschool.org http://tiny.cc/rosettalee Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
Editor's Notes
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee Introduction - name, school, job, why
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee Understanding Youth: - “inordinate amounts of energy cannot be invested in a few ‘tough students.’ at the cost of educational quality for the larger whole.” Slippery slope! Where do you draw the line? -Adolescence is a social construction. -testing boundaries = students implicitly asking what kind of person they should be, what friends they should have, in what or whom to place trust, what kind of world they should make -In writing the life story, no one is a solo author. We are coauthoring the student ’s stories, as they are coauthoring ours. -Should we as educators think of our work with youth in a more relational terms? With which students? All of them? Every day? Is this possible? If not, how do we choose? -Lev Vygotsky - interpsychological development - children ’s cognitive development is shaped by the access they have to the thinking of other people’s lives. Educators need to make thinking as transparent as possible so students can choose to connect with it, contest it, or reject it. Zone of Proximal Development - aim at the higher end of zone to achieve maximal learning
- Rosetta Eun Ryong Lee Bullying and Bias Workshop 1. Stereotype - A preconceived or oversimplified generalization about an entire group of people without regard for their individual differences. While often negative, stereotypes may also be complimentary. Even positive stereotypes can have a negative impact however, simply because they are broad generalizations. The stereotypes we hold form the basis of our prejudices. 2. Prejudice - A conscious or unconscious negative belief about a whole group of people and its individual members. When the person holding the prejudice also has and uses the power to deny opportunities, resources or access to a person because of their group membership, there is discrimination. 3. Discrimination - Prejudice plus the power. Discrimination can take many forms, including racism, sexism, heterosexism, ableism, ageism, etc. Many acts of discrimination build up over time, perpetuated against one relatively less powerful social group by a more powerful social group, lead to a group of people being in a state of oppression. 4. Oppression - The systematic subjugation of a group of people by another group of people with access to social power, the result of which benefits one group over the other and is maintained by social beliefs and practices. Because oppression is institutionalized in our society, target group members often believe the messages and internalize the oppression. 5. Internalized Oppression - The "buying into" the elements of oppression by the target group. When target group members believe the stereotypes they are taught about themselves, they tend to act them out and thus perpetuate the stereotypes which reinforces the prejudice and keeps the cycle going.
- Rosetta Eun Ryong Lee Bullying and Bias Workshop Real or Alleged Identity or Characteristics - A preconceived or oversimplified generalization about an individual without regard for the whole and complex person. A person ’s various identities are shaved down to “jock,” “sissy,” “geek,” “goth,” “slut,” “weirdo,” etc. These generalizations may be based on real aspects of the person or wholly made up by rumors and assumptions. These generalizations, when examined to the core, are often based on the person’s race, gender, class, ethnicity, religion, sexual orientation, ability, or age. The generalizations we make form the basis of our assumptions and stereotypes (prejudice). Assumptions, Stereotypes, and Labeling (Prejudice) - A conscious or unconscious negative belief about a whole group of people and its individual members. When the person holding the prejudice also has and uses the power (physical power – stronger and bigger, social power – friends, popularity, good reputation) to deny opportunities, resources or access (to friends, social occasions, self esteem) to a person because of their real or labeled group membership, there is mistreatment, rumors, and exclusion (discrimination). Mistreatment, Rumors, and Exclusion (Discrimination) - Prejudice plus the power. Discrimination can take many forms: isolating, hitting/tripping, verbally harassing/teasing, taking/hiding things, spreading rumors, sending hurtful emails, and more. Many acts of discrimination build up over time, perpetuated against one relatively less powerful social individual by a more powerful social individual or individuals, lead to condoned and widespread bullying and harassment ( oppression). Condoned and Widespread Bullying and Harassment (Oppression) - The systematic subjugation of a group of an individual by another group of people with access to social power. The bullying is widespread, performed by people who didn ’t dislike the person in the first place. There is a silence from most everyone that seems to make this bullying okay. This condoned and widespread bullying benefits the non-bullied over the bullied and is maintained by social beliefs and practices. Because oppression is accepted by the peer community, the target individual often believes the messages and gives in to self blame and shame (internalized oppression). Self Blame and Shame ( Internalized Oppression) - The "buying into" the elements of oppression by the target individual. The bullied person starts to believe the stereotypes they are taught about him/herself, and he/she starts to accept the discrimination and oppression passively. Bullied people blame themselves for what is happening, feel ashamed of themselves, and even act out in the way their peers expect them to be and thus perpetuate the stereotypes which reinforces the prejudice and keeps the cycle going.
- Rosetta Eun Ryong Lee Bullying and Bias Workshop
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee Witness An Ally chooses to see oppressive behaviors and attitudes. The first indicator that something is wrong is almost always a feeling of discomfort – feeling sick to the stomach, increased heartbeat, etc. How to Witness: Slow things down. Breathe and assess. Commit to taking action now or later. Make mental notes about what you saw and how you felt about it. Do not ignore those gut feelings. Confirm An Ally will try to understanding if and why someone is excluding others and/or expressing oppressive attitudes. How to Confirm: Ask questions to gain understanding. What do you mean? So what you’re saying is… How do you feel about that? Contradict and Stand Firm An Ally will express belief that will contract the belief of someone is expressing oppressive attitudes. The ally maintains the position even if the person does not express agreement of change of behavior. The ally feels reassured that there is now a potential for change because of the actions taken. How to Contradict: Use simple, clear I statements that disagree with the person’s belief, not the person. I would like you to know that I have a different point of view… I see it in a different way… That has not been my experience… Stay Connected An Ally is not interested in making someone feel bad or separating them with a label of somehow being bad. An ally will work to validate that the person is OK, but that there is disagreement about the belief or action. How to Stay Connected: Find an approach that strengthens the connection with the person. It is natural to feel angry or scared when intervening as an ally, but approaching it as an act of connection raises the potential for being heard and continuing the discussion. Think of your actions being a gift to be sharing with the person. Be a Good Receiver An Ally is able to be open to approaches by other Allies. An Ally knows how hard it is to be an Ally, so he/she is willing to set aside defensiveness and try to understand the feedback. An Ally knows everyone (including him/herself) is inherently good, but society has trained us all some behaviors and beliefs that disconnect us from each other. It is a gift to be able to hear others, even when what we hear may make us feel uncomfortable. How to Be a Good Receiver: Take a deep breath, try to set aside defensiveness, and listen. Try not to react or defend, absorb and think about it. Remember that it is not your fault you thought or acted this way, but it is your responsibility to understand where it came from and undo oppressive thoughts or actions.
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee
- Rosetta Eun Ryong Lee Bullying and Bias Workshop
- Creating Inclusive Classrooms 03/12/12 Rosetta Eun Ryong Lee