About Empowering Multicultural Initiatives

Empowering Multicultural Initiatives (E.M.I.), a project of EDCO Collaborative, specializes in anti-racist education by establishing the values of racial harmony in schools in order to benefit students, teachers, administration, and the larger community.

E.M.I. originated in 1993 as a collaborative of seven school districts in the Metro West region of Boston, Massachusetts, concerned with academic achievement and equitable education. Current E.M.I. districts include: Bedford, Concord, Concord-Carlisle High School, Needham, Newton, Wayland, Wellesley and Weston.

E.M.I. facilitators work with schools and educators to help develop and implement effective anti-racist practices and programs. Empowering Multicultural Initiatives (E.M.I.) seeks to establish anti-racist school climates that offer excellence and equity for all students.

This Blog is designed to provide resources and updates on EMI activities.For Lesson Plan and Tenacity ideas check out EMI’s website http://www.edcollab.org/EMI/EmpoweringMulticultural.html

For information about EMI or the EMI 2013 - 2014 course schedules and activities contact ellistern123@gmail.com

EMI Activities

E.M.I. Spring 2014 Course Schedule

25-hour (2 credits) course

Anti-Racist School Practices to Support the Success of All Students (EMI 1)
This graduate level course is designed to introduce educators to the complex issues raised by race and racism and their impact on student learning and achievement. This course will also help increase the skills of cultural proficiency.
Course # sp14ARSPA
Course dates:
Fridays: January 31st and March 28th from 8:30-3:30
Thursdays: February 13th, February 27th, March 13th, April 10th from 3:30-6:30
Snow date: Wednesday April 16th

Course # sp14ARSP
Course dates:
Saturdays: January 25th, February 8th, March 8th and March 29th
Snow date: April 5th

E.M.I. 12.5-hour (1 credit) courses

Building Bridges of Understanding: Supporting the Development of Culturally Proficient Students
This course is for educators who want to encourage students to be culturally proficient and to successfully navigate their way in a world that is becoming more diverse. Discussion topics will include: cultural differences, stereotypes, prejudice, and forms of systemic oppression. Activities and resources from this course can be used in Advisory programs, Open Circle discussions, etc. and/or integrated into a variety of subject areas.
Course # Sp14BB
Tuesdays: March 11th, March 25th, April 1st and April 15th from 3:30 to 6:40

Strategies for Examining and Addressing the Academic Achievement Gap
This course will examine the current research on the influence of race, ethnicity and racism on academic achievement. Strategies that have been identified as successful will be studied and adapted to fit the needs of students in our schools in an effort to ensure that all students are provided with excellence and equity in their educational experience.
Course # Sp14SEAA
Tuesdays: January 28th, February 4th, February 25th and March 4th from 3:30 to 6:40

Understanding Self-Efficacy: Helping Students Do Their Best Work
This course provides participants with an opportunity to explore concepts of self efficacy and attribution theory. Participants will examine how students’ perceptions of themselves as learners influence their academic engagement and performance. Participants will learn how to use a strengths approach, create a growth mindset environment, and give praise and constructive feedback that promote student success in the school setting.
Course # Sp14USE
Saturdays: March 1st and March 15th from 8:30 -3:30

Optional graduate credits are available from Framingham State University for $75 per credit.

E.M.I. 5-hour Seminar

This 5-hour seminar is designed for grade 3-12 teachers responsible for teaching math and/or science who want to understand what “cultural proficiency” looks like in their classes. (This is included in the new MA teacher evaluation standards.)
Seminar: Math/Science
Seminar date: January 11th 9:00 -2:30

To register or if you need more information on courses, seminars or registration contact: ellistern123@gmail.com

Registration deadline is December 11th
A course may be canceled due to low enrollment.

We will continue to accept registrations past the deadline as long as there is space available.

Friday, April 22, 2011

Gaming Privilege (a selection reposted below)

Being able to game is a privilege - from a 2005 Blog Post by Ariel Wetzel http://www.lake-desire.com/newgameplus/?p=36:  Being able to boycott is a privilege. I have the power to engage in the leisure activity, and try to change things about it that I don’t like. In the spirit of invisible knapsacks and unpacking them, and this blog’s themes, below I’ve listed some of the ways my situation has given me an advantage over others in relation to technology. I am an American, white, from a Christian family, middle-class, young, able-bodied, average-sized, and non-transsexual.
  • I can decide what technology is valuable, and look down on those who do not have access to technology or choose not to use it.
  • I can ignore my positions of power. I didn’t think to preface this post with a disclaimer of the American-centric point of view.
  • I can decide what products to boycott, afford to boycott them, and criticize others for not boycotting them.
  • I can have an ad-free blog.
  • When I purchase a game, my payment is unlikely to be questioned because of my physical appearance or dress.
  • I grew up with a computer, and was taught how to operate one and type in school. I grew up with video games and access to them.
  • I can afford a cell-phone and a laptop.
  • I have the leisure time to game.
  • I can afford to purchase the newest games and technological gadgets.
  • I can drive to the store to immediately purchase something I decide I want, and can afford to pay shipping if I choose to purchase it online.
  • I can decide what others could afford or should purchase if only they didn’t spend their money on what I define as frivolous.
  • Games are written in a language that is familiar to me.. Game reviews and magazines are written in a language I understand, and “experts” are usually from my race and class.
  • I can use the internet as a tool to reach others like myself.
  • I can determine which genres of games are valuable and which are “beneath me.”
  • I can easily find games that represent members of my own race.