Race and ethnicity

 

 

 

How do you even begin to talk about race and ethnicity? And, specifically in a social work context, how do you broach these topics with clients, families, and communities? In 1994, eight American men of various backgrounds (African, Asian, European, and Latino descent) sat down together in a room to talk about race. What followed was a raw, emotional, and difficult conversation that peeled back the layers of racism’s impact. Although the Color of Fear film is decades old now, the need to talk about race remains.

For this Discussion, you view one such conversation among faculty and then analyze what you observed, considering the various perspectives and how they may inform social work practice.

To Prepare
View the Voices of Diversity: Race and Ethnicity video showing Social Work faculty sharing perspectives and experiences related to race and ethnicity.
Reflect on the video, identifying ideas, experiences, or statements that resonate with you, as well as strategies that were described.
By Day 3
Analyze what you learned from the Voices of Diversity video regarding perspectives and experiences related to race and ethnicity. Specifically:

What idea, experience, or statement resonated with you the most, and why?
What is one strategy described in the video that you will apply toward your self-awareness and/or cultural competence? How might this strategy help when working with a client who is racially or ethnically different from you?

Sample Solution

As we strive to improve conversations about race, racism, and racial justice, the environment in which we are speaking seems to be constantly shifting, which shows that these conversations are more important than ever. Starting with values that matter to your audience can help people to “hear” your messages more effectively than dry facts or emotional rhetoric would. Encouraging people to think about shared values encourages aspirational, hopeful thinking. When possible, this can be a better place to start when entering tough conversations than a place of fear or anxiety. Opening conversations with shared values also helps to emphasize society`s role in affording a fair chance to everyone.

Accordingly, could this multitude of elements at any point impact the learning of understudies? Contrasting the two schools’ exhibitions there appears with be almost no distinction. Truth be told, arrangement 2 (where very little innovation is utilized) have improved brings about the advancement 8 scores and thusly an expanded number of understudies accomplishing A*-C in the GCSE brings about the mid year of 2016. Consequently, this enquire can’t uphold completely the possibility that learning innovations upgrades learning.

Be that as it may, the advantage of learning advancements utilized in study halls is apparent. With the utilization of games, for example, Kahoot, the advantages are endless: when the game is played, 100 percent of understudies are focusing on what’s going on toward the front, contrasting and other learning exercises; it can build the degree of fixation; it is tomfoolery and propelling; it can prompt the understudies to like that specific instructor, or that specific subject, on the grounds that is fun; Learning advancements are viewed as expanding understudies’ certainty and inspiration by making school work more agreeable. Understudy’s perspectives and contribution in learning change and it is considered as tomfoolery and not as standard training.

However, what makes a useful study hall climate, where it are utilized to learn innovations? Koehler et al (2004) propose that innovation, similar to language, is a mechanism for articulation, correspondence and request that can assist educators with tackling educational issues in study halls. In this manner, educators’ capacity to utilize innovation should be firmly associated with their capacity to educate; that is, great educators with innovation should be first great educators. Adding to that, BECTA (2008) contended that learning innovations can make an imaginative climate in the study hall, through the outflow of thoughts, to utilize a blend of instinct, rationale, reason and immediacy and to make associations between homeroom work and outside encounters.

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