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DOCUMENT RESUME UD 028 273 ED 342 830 Nakagawa, Mako AUTHOR A Call for Cooperative Pluralism from Me to We. TITLE Washington Office of the State Superintendent of INSTITUTION Public Instruction, Olympia. Jan 91 1.118 DATE One chart contains small, blurred print. Cover NOTE 26p. title varies slightly. Collected Works - General (020) -- Guides - PUB TYPE Non-Classroom Use (055) -- Reports - Descriptive (141) MF01/PCO2 Plus Postage. EDRS PRICE *Citizenship Education; *Cooperative Learning; Cross DESCRIPTORS Cultural Training; *Cultural Awareness; Cultural Interrelationships; *Cultural Pluralism; Definitions; Educational Philosophy; Elementary Education; Intercultural Communication; *Multicultural Education; Resource Materials; Urban Education Washington Office of Superintendent of Pub Instr IDENTIFIERS ABSTRACT This collection of training materials describes an educational philosophy for elementary level instruction called cooperative pluralism. This approach complements and strengthens traditional multicultural educational approaches while blending them with cooperative learning and democratic education. The following materials are included: (1) brief comments on cooperative pluralism by distinguished experts; (2) a glossary; (3) a definition of cooperative pluralism; (4) a description of the approach and practical strategies for implementation for teachers; (5) an essay on the meaning of culture; (6) the text of a letter written by an American Indian upon learning that the United States wished to (7) a one page comparison of Western and Asian purchase tribal lands; culture; and (8) a letter from a principal to teachers on the aims of education. The following materials are appended: (1) a diagram of Lake Washington School District Curriculum ModEl; (2) a "Core Skills Continuum"; (3) definitions of five key terms; (4) a diagram of the Bainbridge Island School District's cooperative pluralism curriculum; (5) a letter from a non-Anglo mother to an Anglo teacher; (6) an (7) a training evaluaLion form; and (8) order form for a poetry boor.; an advertisement for multicultural teaching aids. (JE) *******************************************s*************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U b. DEPARTMENT Of EDUCATION °Pace ot Ectuchbonst Pe Search and improvement "PERMISSION TO REPRODUCE THIS EDUCIONaii. RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER IERIC) ,Jvl. nis document nes been reproduced Is An+KA. k reteived from the Person or Otganisahon originating .t C Minor Changes halve been moos to improve reproduction quality Points of v1* or ochmOnS Waled in this Om, men! do not neceilsanly represent OntC1S1 TO THE EDUCATIONAL RESOURCES OERI position or pacy INFORMAIION CENTER (ERIC)." COOPERATIVE PLURALISM FROM ME TO WE JUDITH A. BILLINGS OLD CAPITOL BUILDING PO BOX 47200 OLYMPIA WA 98504-7200 2 AVAILABLE 3EST COPY A CALL FOR COCDERATIVE PLURALISM 'E TO WE FRO:. trade and in If we are to succeed as a nation both in international cultural leadership for democracy, we need to use the diverse laboratory of our own country as a training grcund for producing citizens who value differences, respect the validity of our own and who perspectives, understand the interdependency of people, communicate across all have the interpersonal skills to effectively culture, gender, values spectra of ethnicity, nationality, language, and even political ideology. ethnic foods It is less important for students to learn to appreciate Yet, much of what than it is for students to understand equal rights. rubric of "multicultural education" has we have taught under the fallen into the trap of "Tacos on Tuesdays." That is, the trap of teaching about cultures and about cultural differences without gender, teaching an understanding of how cultural differences--or whole of a class and other differencescontribute to the unified democratic nation. --Mako Nakagawa Some comments on Cooperative Pluralism from distinguished experts: "Up until now, multicultural education has been too much dual cultural education, as Multiculturalism must be seen to embrace the whole your analysis so clearly reveals. From a strategic point of view, this maturing of multicultural of humankind. represents an opportunity of joining with education through Cooperative Pluralism assist the human race to live together other groups and other movements designed to and peace." appreciation, understanding, in John I. Good lad Professor and Director Center for Educational Renewal of Washington University philosophical marriage between Cooperative Learning and Cooperative "A beautiful, What Cooperative Learning puts into the instructional practice with Pluralism . . . . the curriculum framework." students, Cooperative Pluralism puts into David Johnson, Ed.D. Center Learning Cooperative Minnesota Minneapolis, is on the right track. especially support "Cooperative Pluralism, without question, I The bottom line is Cooperative the premise of developing acute people skills. the development of ethnic experiences to Pluralism moves from participation in for functional America." pluralism in skills functional Byron Kunisawa Multicuioiral/Prevention Center Resource San Francisco, California I see Cooperative Pluralism as a "Cooperative Pluralism is a powerful concept. I have already invited is just as appropriate in life as in education. philosophy that Our ends are the same." Mako to share Cooperedive Pluralism in concert with GEESA. Dee Grayson GESA Developer Gray Mill Foundation have seen educators "Cooperative Pluralism makes common sense across the board. I with a wide range of sophistication in the area of multicultural education quickly a concept whose time Cooperat. ie Pluralism is converted by Cooperative Pluralism. has come." May Sasaki Staff Development Intercultural Seattle Public Schools its role as antidote for the mistakes of the "Now that cultural pluralism has fulfilled Melting Pot Theory, Cooperative Pluralism appears to be the next stop on the clock of improved human relations and a more human evolution towards total human tights, equitable standard of education for all." Robert C. Ford, Ph.D. University of Puget Sound `1 IFILIURALUM VIDOECIIIATIv3 GGAILEa SIELIF.IIIIDIEWITIITY: Possessing a positive self-image in which the child accepts uniqueness of self and others. DIIVIE11131177 3 Recognizing and respecting MI differences and commonalities in individuals and groups. 1103/LIZ a Striving to promote the highest aspiration in a democratic society. 111172111DIEINENDIENCIE 2 Having recognition that the strength of the whole meets the needs of the individual and in turn the strength of the whole is dependent on the individual. 11117 31111F31113 DMA IL lialLAICIION31/11111P3a Empowering the individual with - the attitudes and skills to pursue lifelong learning and to develop people skills. GLOSSARY DEMOCRATIC IDEALS The principles upon which our democratic government based: is and basic human equality, responsible citizenship, liberty, justice, rights. UNITY IN DIVERSITY Recognitions that within differences there is a commonality that unites. IDEALS INTO ACTION Applying concepts of democratic principles to everyday life. GLOBAL PERSPECTIVE & INTERDEPENDENCE A world view which recognizes that individual welfare is connected to the collective well-being. COOPERATIVE PLURALISM A concept which emphasizes relationships, rather than the culture of global perspective which specific ethnic groups. includes: It 1) a recognizes the interdependence of all people; 2) interpersonal skills which enable people to interact positively and equitable with others, and, 3) consistent behavior which translates democratic ideals into actions that enhance the individual and the community. COOPERATIVE PLURALISM: AN ABSTRACT is a philosophical concept that augments Pluralism Cooperative 1) the whole system of people multicultural education by focusing on: rather than specific segments; 2) the interfacing of people rather than on the manifestations of the culture of specific ethnic groups; and 3) the building of skills for active participation in translating ideals into congruent behavior. Cooperative Pluralism emphasizes the linkages between and among Infusing this people coupled with the harmcnious networking of peoples. philosophy serves to create a setting in which there is a shift from the concept of learning about them as fragments in isolation to learning about us in an interrelated and connected perspective. Simultaneously, there is a shift from the me as an entity to we, recognizing that the best self-interest is to promote the collective interest. Cooperative Pluralism focuses on the development of people skills in Effective people skills interacting positively and equitably with each other. enhance the individual as well as the collective. Cooperative Pluralism, as a philosophical direction for education is based upon: 1. The inclusive mind set that recognizes the interdependency of all people; 2. Interactions between individuals and groups that enhance effective cooperation; 3. Acquisition of skills to put ideals into consistent action as responsible citizens. Cooperative Pluralism supports past and current multicultural education efforts and offers promise for the future. 7 SOCIAL STUDIES 44D THE YOUNG LEARNER 2. The importance of cross-cultural Cooperative Pluralism: relationships and communications between indhiduals and groups that enhance and complenwnt effective coop- Moving From "Me" to "We" eration' rather than the studies of the manifestations of the culture of specific ethnic groups. 3. The significance of teaching active participation skills which are crucial to Mako Nakagawa the dewlopment of responsibie citizens in %alerie Ooka Pang FOR WORKSHOP HANDOUT USE democracy.' a functional ONLY, NOT AN OFFICIAL Cooperative Pluralism promotes stu- OSPI PUBLICATION dent skill building in working with others and acceptance of social responsibility nurturing equitable relationships that are the essential foundations of a democracy Cooperative Pluralism also focuses on interdependence at the personal. community national, and international leveis. Helping students understand how all of us guide our oung are interdependent can people in exploring fresh and creative ave- nues in building solid bridges of trust between people. Students should understand how the welfare of the individual is integrally linked with the welfare of the collective. Cooperative Pluralism as an Educational Program The focus of most multicultural education programs has been the discus- sion primarily of ethnicity. and "ethnic studies" approach to teaching about ethnic and cultural differences. This can emphasize a "they" orientation rather than "we" perspective. The approach often involves the study of the four major categories of collective minorities in the United States: African Americans. Asian Americans. Chicano/Latino Americans, Cooperative Pluralism as As a democratic society. it is less and Native Americans. While this an Educational Philosophy important for our students to learn to approach is a big advance over the earlier appreciate ethnic foods than it is for stu- As a nation of interdependent indi- tokenism or total neglect. it has often dents to understand equal rights. Vet. viduals and groups whose survival consisted of cher-simplified presentations much of what we have taught under the demands a cooperative effort. Co9perative of outward manifestations that serve to label of "multicultural education" has Pluralism is an educational philosophy extend rather than to redttce stereotTes. fallen into the trap of "Tacos on Les- that complements and strengthens tradi- In addition, there has been little attention das." That is the pitfall of teaching about tional multicultural educational placed upon the issues of gender. class, cultures and about cultural differences approaches while blending them with or handicappism. Studying groups in without teaching an understanding of how cooperative learning and democratic edu- isolation from each other has the poten- cultural, gender, class. religious. ethnic. cation. Three beliefs guide Cooperative tial of misleading young students into racial, handicapped. and age differences Pluralism: thinking of cultural groups as wholly sep- contribute to the unified whole of our 1. The powerful recognition of the inter- arate from each other, self-contained, and democratic nation. dependency of all people. unchanging. This orientation fails to address the dynamic relations between 9 8 BEST COPY AVAILABLE seam STUDIES THE AND YOUNG LEARNER cultural groups while disregarding the complexity of and diversity within minority and majority cultures. A student may be Hispanic, middle-class, and male. This IT youngster is a member of several cultural groups and these various memberships I impact on the way he behaves and what ftw. he values. .4 Cooperative Pluralism directs stu- 111114. dents and teachers to focus upon the interaction between the various elements to build bridges of positive communications. This stresses looking at an issue / lea from a holistic perspective while examin- ing aspects of cross-cultural group commonalities and focusing upon interrelational skills. 41441141....444. One example of this approach is in teaching the concept of justice. The phe- nomena of shifting the attention from the 7. As members of a democracy .. each citi- understanding of the complexity of society source of the problem and placing the the responsi- zen in the United States has and the need for cooperat;ve solutions. justification of a misdeed onto the victim bility to preserve and protect the rights of The focus is upon "unity amidst diversity" represents "blaming the victim" syn- liberty. equality. and justice for all. and in this way the goals of harmony cou- drome. There is a commonality of pled vvith the understanding of interde- Example Lessons experiences among various individuals pendency provide the foundation for pre- Organizing Concept-Self Identity: from different groups. i.e., the common paring our students to keep the issue of Individual and Collective experience of oppression. Native Ameri- equal rights at the forefront. Figure 1 is a cans are blamed for standing in the way Lesson 1. What is a Group? visual model focusing upon t'.w interac- of progress because others covet their Objectives tion of various groups and Figure 2 land. African American parents are often depicts the interdependency of all To develop and write an operational told their children fail in school because peoples. definition of a "group:' of poor quality parenting and lack of aca- To identify groups in the develop- Developing Instructional Activities demic commitment. Qualified Asian Amer- belong ment of the awareness that people for Elementary Students ican students are denied equal access to many groups. into higher education because of ceiling The following are a few examples of To compare similarities and dif- quotas on admissions. Elder Americans learning objectives which guide the cur- ferences within as well as between are told they are not suitable for various riculum for Cooperative Pluralism. They groups. positions because they are too old to are: To work cooperatively in groups. think quickly and efficiently.. Teenagers 1. Culture consists of shared human Procedure are held responsible for lack of morality experiences and yet v.ithin a given collec- in America because they are young and Teacher: "Let's define the term tive group each person has his/her own perceived as undisciplined. These are group in a people setting.- unique profile of that culture. examples of misconceptions from the Using verbal responses and diction- 2. We draw from man y. cultural group- present which can be utilized in teaching establishes a ary definitions, the class ings to form our own unique patterns. about justice. Martin Luther King. Jr. suc- working definition. It may be "A group is like spiders developing highly indhidual cinctly stated, "Injustice anywhere is a two or more people with something in webs. threat to justice everywhere:* Students common." (A group can be a unit with a 3. There is diversity within any group. might be asked what issue they think is shared purpose. but there are ethnic including a cultural group. most important and what could they do to the same groups which may not have 4. People in the world need one another impact the understanding of others. It goals but have common physical or cul- and depend on one another in many ways. could be a letter to the editor. or it could tural ties. Sometimes groups have involun- 5. individuals and groups can interact be in the form of a play given to another tar) parameters.) cooperatiwly for the benefit of all. class. The teacher writes the consensus 6. People from diverse groups can learn When students have the opportunit) definition on the hoard. how to communicate and wortk effectivel to view issues from a variety of group with each other to their mutual benefit. experiences. they can develop a better 10 %RCN APRIL I'm SOCIAL STUDIES ND TNt YOUNG LEARNER Teacher: "Is there something we dependent upon cooperation. For the Teacher: "To what groups do you which helps us show can do as a school baseball team to win, the team members belong?" how we feel about participating in our cohesive group. must work together as a The teacher encourages identifica- conununity?" The "Our actions often affect others. gender, ethnicity, tion of groups beyond Students may say: "Have a food world we live in is an interconnected sls- elicit less fre- and student role. trying to during studies book. drive every month and not just tem. Look in your social ping-pong players. quent groups. e.g.. Write a story describing how someone Thanksgiving:' chocolate ice cream lovers, and those but who you do not of yoll see in the teNt, Write a class letter to the editor who can curl their tongues. with you. their vim know may be interconnected the local newspaper expressing After the students have suggested food (For example, the farmer grows nuclear about the homeless, threat of a the teacher divides the mam possibilities, which we might be eating. The factory installation of a war, need for sidewalks, students class into teams of four to six worker is making a car that your parents traffic light at a dangerous intersection, or and representing diversity in gender buy and you depend on to get you to a similar vital issue. ethnicity school.) Each team is to identify and list the Summary Teacher: "Wliat does it mean to be which at maximum number of groups to synthesis Cooperative Pluralism is a interdependent? Interconnected?" belongs. The least one team member democratic of multicultural education, teacher encourages each member to con- lt education. and cooperative learning. Model tribute at least two ideas. Figure 1. Interaction responsible affirms the importance of a The teacher pairs students and asks of Cooperative Pluralism magnitude citizenry and emphasizes the which they them to identify two groups in of interdependence of all people. and two hold memberships in common, Notes belong that are dif- groups in which they Edythe list 'David %V Johnson. Roger T. Johnson, ferent. Then. students are asked to Cir- (1984). Johnson Holubec. and Patticia Roy the commonalities and differences among tbe Classroom. cles of Learning: Cooperation in four groups. and Alexandria. %A: Association for Supervision Connected Lesson 2. We Are All Curriculum Development. Democratic Educa- Amy Gutmann. (1987). Objectives Press. Princeton. NJ: Princeton University. tion. To define the terms interdependent .Wako .Vakagawa is the equity spe- and independent. Office of cialist for the Washington State inter- To spuulate on how he/she is Instruc- the Superintendent for Public know. connected %vith others they do not teacher tion. .Vakagaua has been a being To write a paragraph about curric- principal, teacher trainer. and interconnected. equity ulum developer specializing in Procedure and Multicultural Education. Teacher: "What does it mean to be Valerie Ooka Pang is an Assistant interdependent?" "What does it mean to Professor at San Diego State tniversity Figure 2. Model for National Fellow and has be independent?" She is a former Spencer and Global Harmony published other articles relating to The teacher lists on the board those "Unity Amidst Diversity" instructional strategies and school pol- things done independently and icies in Multicultural Education. interdependently. Examples: Interdependent Play Baseball Follow Traffic Rules Independent Brush Teeth Eat Lunch Teacher: "Many times we are inter- If a connected though we don't realize it. driver of a car does not stop at a stop if we were sign. that person could hit us interconnected. in the crosswalk. We are that we do Though there are many things independently many of our activities are 11 BM' COPY AVAILABLE u