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.

Monday, December 19, 2011

Color Blindness and Other Issues of Racism

Color Blind or Just Plain Blind? http://academic.udayton.edu/race/01race/racism10.htm

This article discusses how racism has mutated to partially hide itself from view—perhaps not from the view of those who experience its effects—but certainly from the view of those who practice what has come to be called “aversive racism.”

Racism study finds people indifferent to slurs, overt bias http://forum.revhh.org/index.php?topic=3038.0;wap2

Blatant racism not censured or shunned in study. Despite what they think they would do, people are remarkably blase when actually confronted with blatant racism, a new study shows. Canadian researchers who tested people's reactions to anti-black comments found a surprisingly high tolerance for racial slurs -- including "one of the most offensive words in the English language." Not only did people not get as upset as people predicted they would, the slur didn't influence their willingness to choose a white racist as a partner to solve a word puzzle. In fact, people preferred the white over the black person who was the target of the slur. The findings, published this week in the journal Science, suggest that while people think they would be very upset by a racist act, and take action, "they actually respond with indifference." "People don't really punish people who act in racist ways," says lead author Kerry Kawakami, a psychology professor at York University's faculty of health in Toronto.

Chapter 5: Perceiving Groups (Prejudice, Stereotyping and Discrimination
 Cool outline about groups with data, charts, and examples.

Unraveling the Knot of Privilege, Power, and Difference by Allan G. Johnson http://www.agjohnson.us/
Individuals and systems are connected to each other through a dynamic relationship. If we use it as a model for thinking about the world and ourselves, it’s easier to bring problems like racism, sexism, and ableism out into the open and talk about them. In particular, it’s easier to see the problems in relation to us, and to see ourselves in relation to them.