(adapted from Paul Gorski's Collaborative Problem-Solving:
Case Studies, www.mhhe.com)
Purpose
The purpose of this activity is to engage teachers in a
process of collaborative, problem-based learning around multiculturalissues through the use of case studies. Participants will develop an
understanding and appreciation for the necessity to include a variety ofvoices and perspectives to successfully address issues that arise around
race, gender, culture, sexual orientation, or any other identitydimension. They will also begin to better understand the collaborative
process and how they tend to participate in it. This activity can also be auseful springboard into conversations about specific issues drawn from
the cases or case studies.
Preparation
The first step in preparing for this activity is
finding one or more cases or case studies about specific instances ofcultural conflict in schools. These cases can come from news reports, film
clips, or any other media that details the specifics of a particularincident or series of incidents in a school setting. Another excellent
source for cases is a collection of the personal experiences of yourstudents. Consider having each student bring a short write-up of a cultural
conflict they experienced or witnessed at a school, especially if it was notresolved successfully. Whatever source you choose, make sure every
participant has read, watched, or otherwise become familiar with the case.
Clarification for assignment 5
Keys to Success
Before beginning the process of working through the
activity, review - in detail - the steps with participants. Also, you mightwish to consider the following:
- Go through the model slowly, step by step, using the questions
accompanying each step to prod the students along. The goal is to be asinclusive as possible, and to make sure responses for each step come
from a diversity of students. When disagreement develops, allow somedialogue, but send the message that the central point is that different
voices inform everyone's understanding. The early steps are not aboutagreeing, but about getting all possibilities and ideas out on the
table for consideration. Record all responses on a chalkboard, dryerase board, or any other resource that will allow all participants to
closely watch the development of the model. It is essential to show howthis process is cumulative. Each step in the model builds off all steps
of the process leading to it.
- For the Conflict Identification step, allow people to identify
varied central issues. This will likely result in a good opportunity topoint out how our own cultural experiences, biases, and assumptions
inform how we see every situation.
- For the Perspectives part, encourage participants to think beyond
the people specifically named or shown in a particular case. Who else isinvolved? Encourage them to think about the surrounding community and
observers, and others who may not be obvious initially. This is animportant step to show how conflicts around differences are sometimes
symptoms of bigger issues that involve the entire community, even if
this conflict has presented itself as an incident between two people.
- You might consider splitting the Challenges and Opportunities
section into two parts by discussing one at a time. Be sure to challengeparticipants to think beyond the challenges and opportunities for the
individuals directly involved in the conflict. Many conflicts,especially those that involve controversial topics, pose challenges
and lead to opportunities at an institutional level. With this in mind,Challenges and Opportunitites should be discussed in the context of
all perspectives discussed in the previous step.
- The Strategies step should be a quick brainstorming process. This is
not the place for people to critique each other's strategies; instead,it's an opportunity for everyone to have their ideas heard and added to
the list. Strategies should be informed by Perspectives as well asChallenges and Opportunities in that they should spring from a desire
to maximize educational opportunities and the extent to which theymake sense in the context of the challenges posed by the institutional
nature of the relevant issues for everyone involved.
- The Solutions section involves collaboratively and
systematically working through the Strategies with the goal ofverbalizing two or three specific ways to address the conflict. These
strategies should be specific and practical. Encourage students tothink "outside of the box" so that they are not constrained by existing
ways of addressing issues. Consideration of the Perspectives step andthe Challenges and Opportunities step should intensify during
Solutions.
- Expected Outcomes represent what the group expects or hopes will
result from the Solutions.
- After stepping through the model, it will be important to reflect
upon the experience. There may be some frustration or anger on the partof students whose ideas were not ultimately chosen for the Solutions
step by the group. Several important questions can be raised:
