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Benefits:
Doing something.
Introducing other cultures and starting conversations.
It can be accessible / manageable / a place to start.

Limits:
Teaching something "new" and knowledge is already there.
Teaches only one perspective - doesn't allow for multiple perspectives.

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Can talk about slavery and other topics in a culturally critical way.
Integrate various perspectives.

Limits:
How can we phrase everything politically correctly (intent versus impact).
Needs to be implemented school-wide versus one teacher taking on a class.

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1. Benefits: easy to incorporate, does not require research or much work, appears to "check a box" as far as cultural/diversity issues are concerned,
Limits: students do not attain a global view of the ole of ethnic and cultural groups in U.S. society, students see ethnic issues and events as an addition to curriculum/not integrated, issues of oppression are ignored, this approach also results in the trivialization of ethnic cultures

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Benefits: Promotes active participation, student choice in curriculum, encourages political efficacy
Limits: Possible lack of support from administration

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What happens if not all groups are identified when doing the privilege walk

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2. Level of Multicultural Support: Affirmation, Solidarity, Critique

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2. Level of Multicultural Support: Affirmation, Solidarity, Critique

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This plan, with the contributions approach has a tolerance level of multicultural support.

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One perspective
Limited support
Viewed as "additive" but not necessary
Teachers may need to find/locate additional multicultural materials.

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Faculty will be educated about Eid Al-Fitr (the end of Ramadan).

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To better support English Language Learners in the classroom and incorporate other languages

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A speaker will come in give a presentation on this holiday.

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- How can we coordinate 150 staff members' schedules to allow them to attend?
- How can we make this lesson a valuable experience for the staff members?

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Survey the students regarding how languages are used in the classroom, what challenges they face, what would help them the most in order to achieve more in the classroom.

Present the results of the survey to the staff, advocate for change to school culture to better suit student needs and wants

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Present how Puerto Rico became a territory.
Students work on research of different culture aspects of Puerto Rico (work, family, food, location).
Present day relationship between island and mainland.

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With this approach, who's perspective is being heard?
What does this take away from this lesson - is there something missing/not covered? IF spending time on this what are we taking away?
Resistance to lack of teacher knowledge on the subject?
Why focusing on Puerto Rico? Why not other US territories?

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Who would have time to do this? Would we be granted the time to do this in a staff meeting?