Week 7 - ETHICAL BEHAVIOR, DIVERSITY, AND CIVIL DISCOURSE

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Week 7 Assignment Background Information

Ethical Behavior

Of all the courses I have taken, at all levels, this course has no boundaries. What I mean is all the materials we have read, the discussions we have had and the lessons I have learned, directly impact all I will study and all I will do. . . . Ethics courses should not be only for students who are interested in going on to law school or medical school. [They] should be for students who are interested in becoming citizens. . . . If anyone ever challenges the relevance of a course such as this in an educational leadership curriculum, [he or she is] not an educated individual. (Graduate student in educational leadership). (Shapiro & Stefkovich, 2011, p. 3)

Shapiro and Stefkovich offer insightful perspectives via this student quote included in the preface of their work, as true today as when they wrote this several years ago.

For further insights into ethical leadership, you may review and consider Peter Northouse’s ideas as you prepare to complete this assignment:

• Dunaetz, D. (2018, July 23). Leadership Ethics (chap 13) leadership by Northouse, 8th ed. [Video]. YouTube. https://www.youtube.com/watch?v=T2- pHatE7Pk&feature=youtu.be

In addition, you may check out the following from the National Education Association:

• National Education Association. (n.d.). Diversity toolkit. http:// www.nea.org/tools/diversity-toolkit.html

Diversity

As you develop this element of the assignment, consider the following from the National Education Association (n.d., para. 1–3):

Diversity can be defined as the sum of the ways that people are both alike and different. The dimensions of diversity include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status. The field of education includes diverse professional job categories ranging from classroom teachers to education support professionals to higher education faculty to retired professionals. While diversity itself is not a value-laden term, the way that people react to diversity is driven by values, attitudes, beliefs, and so on. Full acceptance of diversity is a major principle of social justice.

The concept of diversity presents both extraordinary promise and daunting challenges for education employees. On the one hand, educators and students have more opportunities than ever to learn about different experiences, languages, and cultures, whether through classroom curriculum, the Internet, or a conversation with a peer or a neighbor. This learning enriches us and prepares us for life in our 21st century, global society.

On the other hand, the education community faces growing challenges related to diversity, such as the academic achievement gaps between students of diverse backgrounds; racial segregation and resegregation in our schools; gender inequalities and sex discrimination; bullying and harassment of students who identify as gay, lesbian,

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bisexual or transgender; educating students with disabilities; staggering disparities in educational resources based on class or income; access to education for immigrants; respecting students of all religious backgrounds; and so forth. Institutional hurdles such as high-stakes testing and the lack of resources for "nonessential" subjects make addressing the issue of diversity even more challenging. (National Education Association, 2019)

Civil Discourse

As you develop this element of the assignment, consider the following:

In fall 2016, more than 20 million students will enroll across more than 4 million colleges and universities in the U.S. One in four students will be members of a minority group, and approximately one million will be international students. These students will interact with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions [emphasis added] . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (Moris, 2016, p. 361)

[C]could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s (1988), All I Really Need to Know I Learned in Kindergarten. However, sometimes simple guidelines work best. (Morris, 2016, p. 362)

Civil Discourse in the Classroom—based on lessons tested in diverse classrooms across the United States and proven effective with a wide range of students and topics— will introduce educators to basic tools for teaching civil discourse. It is not subject- specific; on the contrary, the tools of argumentation and discussion lend themselves to any subject in any classroom. Although it is primarily designed for young adolescents, the curriculum can be adapted for students of any age. (Teaching Tolerance, n.d.)

References

Morris, L. (2016). Collective action for civil discourse. Innovative Higher Education, 41(5), 361–363. https://doi.org/10.1007/s10755-016-9376-5 National Education Association. (n.d.). Diversity toolkit introduction.

http://www.nea.org/tools/diversity-toolkit-introduction.html

Shapiro, P. J., & Stfkovich, J. A. (2011). Ethical leadership and decision making in education:

Applying theoretical perspectives to complex dilemmas. Routledge.

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Teaching Tolerance. (n.d.). Civil discourse in the classroom. https://www.tolerance.org/magazine/publications/civil-discourse-in-the-classroom