WESTERN WASHINGTON UNIVERSITY
CIIA > SHOWCASE INDEX > 2014
Center for Instructional
Innovation and Assessment

INNOVATIVE TEACHING SHOWCASE

2014
2015
Amber Sudduth Bone background
Heather Davidson background
Lysa Rivera background
Ideas to Infuse Multiculturalism Analyzing Multicultural Campus

IDEAS

Idea 10: Analyzing Multicultural Campus "Artifacts"

Why is it important?

Many students may feel that their institution promotes multiculturalism in a way that is inclusive and comprehensive. However, this is not always the case and more often than not, finding out where an institution really stands requires critical analysis of the kinds of artifacts (artwork, signs, posters, etc.) that are promoted.

Instructions

  • Explain four frameworks for describing different approaches taken when creating and displaying campus artifacts:
  • Negative Approach: Overt and subtle examples may indicate that an institution does not truly support diversity. For example, racist graffiti that is not removed promptly can create a very hostile environment and undermine programs valuing multiculturalism and diversity;
  • Null Approach: lacking both positive and negative artifacts is not a neutral stance on multiculturalism, but null. The effects can be inherently discriminatory when the environment has been developed and maintained to reflect privilege to a certain group;
  • Contributive Approach: there may be some artifacts that support diversity, but only those with which the dominant culture feels comfortable;
  • Transformational Approach: artifacts send messages from a diversity-centric perspective and call for a commitment to personal involvement and change.
  • Instruct students to get into groups, explore different areas of campus, and decide which framework is being represented.
  • Have the class reconvene and share results in an effort to decide what framework the institution is utilizing, why this might be the case, and what changes can and should be made.

Advantages

  • Encourages students to critically analyze not only their campus, but other institutions that they may be exposed to on any given day
  • Students have the opportunity to use this activity as a base to create suggestions to change the artifacts in an institution that does not meet the transformational approach framework

Adapted from:
Timpson, W.M, Yang, R., Borrayo, E., & Canetto S.S. (2005). 147 Practical Tips for Teaching Diversity.