MB: Diversity Works
Winter 2013
Diversity Work in the Classroom A sampling from each division: Lower School Nursery, Pre-Primary, & Kindergarten read the book It's OK To Be Different by Todd Parr and discussed ways in which we are all the same, and ways in which we are different. They shared snack together and discussed the different ways that each class has snack, noting that one way is not better than another, just different.
1st grade has been using their human body unit as an opportunity to talk about physical disabilities, as well as academic & learning style differences. They are incorporating new mindfulness activities, such as miniature labyrinths and yoga, into the range of strategies they can use to monitor and focus their thoughts and bodies during classroom work time. 4th grade researched the six most common world religions, and then used collaboration and critical thinking skills to design interfaith centers that would promote understanding and respect among people of different religions. Middle School 6th grade studied the lives of seven Quakers. They reviewed the eight identities in our Moses Brown Diversity mission statement and came up with several current social justice issues. Using their knowledge about Quakerism and the Quakers they researched, students wrote letters in which they shared their outrage, disappointment, or concern for a range of social justice issues.
7th grade science students, as part of a unit on Water Resources, learned from MS parent, Elaine Dickson, who spoke about growing up in Jamaica, where she had to carry water to her home every day. She shared stories about the experience and the impact of socio-economic class on access to water. The students acquired a new appreciation for their own water. 8th grade history students explored issues of race, ethnicity, class, and gender while examining the post -colonial case studies of the genocide in Rwanda and Apartheid in South Africa. Upper School Grade English students read Their Eyes Were Watching God and explored issues of race, gender, and social class in Janie’s journey to self. They worked with the Quaker notion of non-violent conflict resolution to discuss how to prevent the escalation of conflict both in the text and in their own lives. 9th
10th Grade English students explored and discussed disenfranchisement based on religion, class, race, gender, age, and sexual orientation, themes all introduced in The Merchant of Venice. 11th Grade Honors U.S. History students used primary sources to write a ‘mock’ paper for the school administration discussing why Columbus Day is controversial. Students had to explain the perspectives of both those who support its celebration as well as those who oppose it. In doing so, students gained a deeper understanding of the ethnic identity politics that are part of this holiday’s history. 11th and 12th grade Honors Spanish students studied the “Golden Age of Spain” (711 – 1010CE), when Muslims, Christians, and Jews lived in relative harmony in the southern region of Al-Andaluz. Students explored how peace and tolerance in a diverse society created an environment conducive to the exchange of knowledge, scientific advancement, artistic expression, unprecedented prosperity, and upward social mobility.
Diversity Work Outside the Classroom Throughout the year, teachers create opportunities and special events outside the classroom for students to experience and focus on issues of identity. Lower School Diversity Workshops included the following: Are you Rich? - Using two picture books, students thought and shared about what makes a person “rich,” and all of the many different ways we can experience wealth and fullness in our lives. Through Different Eyes - Students explored how visually impaired people use other senses to “see”, look at, and feel things written in Braille. Visual simulators helped them to "see" what life looks like through different eyes. Don’t Judge A Human By Its Cover - Students used Skype to speak with David Roche, a man who was born with a very different looking face. An engaging entertainer & speaker, he helped them develop strategies for how to take a second, deeper look to find out what is inside a person’s ‘cover’. Stone Soup - Using the model text Stone Soup, students made some delicious stone soup, each of them adding their own special “garnish.” As the soup cooked, they talked about how we all bring something extraordinary to the pot.
Several Middle School advisories have discussed gender differences and how respect for others helps in all social situations. Learning to recognize how another sees the same situation allows students to both appreciate difference and understand that their view is not the only way to interpret a situation. For MLK Day all Middle School students explored the connection between the Civil Rights Movement and current issues by looking at a speech on gay rights delivered by Phil Snider, a pastor from Springfield, MO. Discussion revolved around questions such as: What other groups in America still struggle for equal rights? What examples of identity-based equality do you see in the world? If MLK , Jr. were alive today, what issues would concern him the most? The Upper School GSA established discussion guidelines for themselves, and then led workshops with sixth graders to talk about the effects of homophobic and other inappropriate language. The model of students teaching other students nurtures leadership skills, and taps into the power of learning from peers. Six Upper School students travelled to the Student Diversity Leadership Conference (SDLC) in Texas in December. The group returned eager to consider ways to share their learning with the rest of the upper school community, and will help to shape our advisory sessions after our work in February with Rosetta Lee, an experienced educator & diversity consultant. In a December Upper School Meeting for Worship, a student shared her experience at the SDLC, describing the power of being with a group that accepted everyone on his/her own terms. She shared her sense that we have work to do on this at Moses Brown, and that if we can accept one another as we are, we would build a stronger community. A second student rose and talked about the fact that there are always other people in more difficult circumstances, and that we need to work together to understand and empathize with one another. These messages, both having to do with identity and acceptance, stimulated ongoing discussions around these questions: How do we, as individuals, create a safe community? How do we seek to know one another more authentically? How are our identities part of the discussion? Upper School students in SLAM sponsored a multicultural display in the large glass case in Friends Hall. The display represents clothing and other items from all over the world, such as Kenya, Nigeria, the Philippines, Panama, and the Congo. They also organized events to support refugees in Providence.