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1.

Mirrors of Privilege: Making Whiteness Visible

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This film advances the argument that with transformative learning, a dialogue for learning, changing, healing, and undoing race-based oppression can begin. It features the experiences and stories of White women and men who are social justice advocates. They have worked to gain insight into what it means, as White people, to challenge notions of race, racism, culture and White identity development in the United States. Their shared reflections speak to the denial, defensiveness, guilt, fear and shame often related to these issues and show how these responses can be replaced with solid commitments towards racial justice.
DVD
2006
Clemons (Stacks)
2.

Crossing Borders

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"Crossing Borders is a feature documentary that follows four Moroccan and four American university students as they travel together through Morocco and, in the process of discovering "The Other," discover themselves. With group travels and frank discussions, the students confront the complex implications of the supposed "clash of civilizations" between Islam and the West. The relationships formed through shared experiences contrast sharply with the media-shaped views Americans and Muslims have of each other. Humor, honesty and a willingness to be challenged all bring individuals closer to each other and the relationships that develop disarm hidden stereotypes" --Container.
DVD
2010; 2009
Clemons (Stacks)
3.

Off Track: Classroom Privilege for All

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Documentation of a detracked classroom in an integrated public high school. Students explore a curriculum of World literatures, using a critical pedagogy of group work, collaboration, and serious individualized attention to create a revolutionary classroom where all children learn at the highest levels.
VHS
1998
Ivy (By Request)
5.

Valuing Diversity: Multi-Cultural Communication

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A study of prejudice toward people who are different. Viewers learn how to decrease their discomfort in communicating with people from different cultures, social classes, age groups, or physical disabilities.
VHS
1995
Ivy (By Request)
7.

Shaping the Entering Class: Determining Merit for Admission

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Ms. Oh, a second generation ethnic Korean born and raised in Los Angeles who teaches college classes in racial studies, discusses admitting and retaining college students. Completion of college is important; students should not become DWIs (drops, withdrawals, incompletes). Racial and ethnic programs in college are important. Regarding college admission, a strong predictor of academic success is the intensity of the high school curriculum. Ms. Oh points out problems both with using percentages for college admissions and with computing grade point averages in high school.
VHS
2000
Ivy (By Request)
8.

Constructing a Community [electronic resource]

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A Visual Art teacher and a Social Studies teacher use the distinctive architecture and history of their school s neighborhood to help eighth-graders see their community in a new light.
Online
2005
9.

Creating a Culture [electronic resource]: The Story Begins

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Sixth-graders develop their own cultures, complete with language, clothing, artwork, and rituals. Weeks of hard work culminate in a surprising twist.
Online
2005
10.

Analyzing a Culture [electronic resource]: The Story Continues

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Students become archaeologists, analyzing artifacts from other student-created cultures. They then design a museum exhibit from those artifacts.
Online
2005
11.

Reader Response [electronic resource]: Pat Mora and James Welch

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In Part I, Alfredo Lujan and his students at the Monte del Sol school in Santa Fe, New Mexico, explore My Own True Name, Pat Mora's collection of poetry for teens and young adults. Pat Mora visits the classroom and shares her poetry with students. In Part II, Greg Hirst's Wolf Point High School students on the Fort Peck reservation in Wolf Point, Montana, respond to the literature of Native American writer James Welch. Classroom sessions demonstrate the reader-response approach to teaching literature.
Online
2003
12.

Reader Response [electronic resource]: Keith Gilyard and Mourning Dove

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In Part I, Alfredo Lujan's students discuss poems in Keith Gilyard's "Poemographies". Gilyard reads his poem, "The Hatmaker" to the students and leads them in a response-based writing activity. In Part II, Greg Hirst's students learn about and enact the oral tradition through the Salish coyote stories as written by Mourning Dove. Classroom sessions demonstrate the reader-response approach to teaching literature.
Online
2003
13.

Inquiry [electronic resource]: Rudolfo Anaya and James Baldwin

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In Part I, Jorge Arredondo's students at Charles H. Milby High School in Houston, Texas, begin an inquiry-based exploration of Rudolfo Anaya's, "Bless Me, Ultima". In Part II, Bo Wu and her students at Murry Bergtraum High School in New York City explore three works by James Baldwin and begin to create their own Web sites about Baldwin. Classroom sessions demonstrate inquiry based lessons which engage students in a process of questioning, research, presentation, and reflection.
Online
2003
14.

Inquiry [electronic resource]: Tomás Rivera and Esmeralda Santiago

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In Part I, Jorge Arredondo's students begin an inquiry unit based on Tomás Rivera's "And the Earth Did Not Devour Him" by visiting with Rivera translator and poet, Evangelina Vigil-Piñón. In Part II, Bo Wu and her students discuss Esmeralda Santiago's memoir, "When I Was Puerto Rican" and begin creating their own memoirs. Classroom sessions demonstrate inquiry based lessons which engage students in a process of questioning, research, presentation, and reflection.
Online
2003
15.

Cultural Studies [electronic resource]: Ishmael Reed and Graciela Limón

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In Part I, Betty Tillman Samb and her students at Raoul Wallenberg High School in San Francisco, California, explore Ishmael Reed's poem, "Railroad Bill, A Conjure Man" and related texts. Reed visits the class and reads excerpts of the poem. In Part II, Bobbi Houtchens and her students at Arroyo Valley High School in San Bernardino, California, discuss excerpts from Graciela Limón's novel about Chiapas entitled "Erased Faces". Limón reads passages from her novel and shares stories of growing up in East Los Angeles and visiting the Zapatistas in Mexico. Expanding on the concept of literary allusions and influences in literature, cultural studies approach in these lessons links the study of literature to a knowledge of history and social issues.
Online
2003
16.

Cultural Studies [electronic resource]: N. Scott Momaday and Russell Leong

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In Part I, Betty Tillman Samb's students study the mythological themes and historical shifts of Kiowa culture through N. Scott Momaday's "The Way to Rainy Mountain". In Part II, Bobbi Houtchens and her students tour Los Angeles' Chinatown with poet Russell Leong and explore the relationship between poetry and Tai Chi. Leong reads excerpts of his poem, "Aerogrammes" and leads the class in creating Japanese Renga poems. Expanding on the concept of literary allusions and influences in literature, cultural studies approach in these lessons links the study of literature to a knowledge of history and social issues.
Online
2003
17.

Critical Pedagogy [electronic resource]: Octavia E. Butler and Ruthanne Lum McCunn

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In Part I, Cathie Wright-Lewis' students at Benjamin Banneker Academy in Brooklyn, New York, investigate the political, social, technological, and environmental issues in Octavia E. Butler's novel, "Parable of the Sower". In Part II, Sandra Childs' students at Franklin High School in Portland, Oregon, discuss cultural and political issues as they relate to Ruthanne Lum McCunn's novel, "Thousand Pieces of Gold". Lum McCunn reads from her novel and discusses it with students. The lessons demonstrate the "critical pedagogy" approach to teaching literature, where students are encouraged to respond to texts as politically aware members of a community.
Online
2003
18.

Respecting Diversity [electronic resource]

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Deals with prejudice and racial slurs at the preschool level showing techniques to promote respect for cultural and gender differences. Includes ways to provide a cross-cultural link between home and school.
Online
1997
19.

Connect With English: 47-48 [electronic resource]

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Alex and Vincent go ice skating on their big night without telling anyone where they are. Alex falls and hurts his ankle and the two boys go to a hospital. Meanwhile, their families are worried and search everywhere for them. Finally, Mrs. Wang receives a call from the hospital informing her that the two boys are safe. Grammar lessons include passive voice: simple past tense, affirmative and negative statements; passive voice: simple past tense, yes/no questions and short answers, and transitive and intransitive verbs. In Part 48, the Wangs pick up the boys at the hospital and reprimand them for running off. Alex and Vincent explain that they wanted to spend one final New Year's together before the Wangs move to Taiwan and Alex to Los Angeles. Mrs. Wang tells Vincent the two of them [...]
Online
1998
20.

Connect With English: 49-50 [electronic resource]

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Part 49 provides an overview of the course and an introduction to the main characters in the drama. Part 50 introduces the members of the discussion group. During brief interviews, the group members talks about the similarities between their lives and Rebecca's as well as some of the circumstances within their own native cultures.
Online
1998