Friday, October 18, 2013

Reaching New Audiences

When searching for new diversity and multicultural materials and resources, it is easy to become overwhelmed with the options.  How do you know what is tested and reliable?  Who else has used the materials?  What is new and in touch with current issues and trends?  Are the recommendations trustworthy?

One resource beyond what is offered here on our eXtension site is the Multicultural Pavilion.  The site spans issues of diversity, multicultural education, social justice, and is especially designed for educators.  While at first glance, it may appear to be focused on what is going on in schools, the resources and activities can be easily adapted for out-of-school programs and even adults.
Multicultural Forum provides an array of training tools, publications, printable handouts, and even links to music and videos that address diversity topics.   In its Research Room, you can find “original articles and essays on progressive, transformative, multicultural, social justice, and liberatory teaching and learning by educators around the world.” 
We would like to hear from you, too.  What sites have you found helpful to you in your work?  What are your recommendations to others who are seeking new sources of guidance and inspiration?  Post your responses here and share your experiences with other sites and resources.  Let’s work together to prepare ourselves for reaching and engaging new audiences in our Cooperative Extension Service.


Gae Broadwater, State Specialist         
Program & Staff Development         

Kentucky State University                      

Tuesday, June 25, 2013

Understanding Ableism

As a non-disabled person, it has become clear to me that I have so much to learn about my unearned privileges and how I directly or indirectly collude with or support ableism.  It can be very easy for me to look at issues related to disabilities at the personal and interpersonal levels – I will change my beliefs and values related to disabilities or people with disabilities (personal) and do my best to not be offensive/paternalistic in the way that I treat people with disabilities or the language that I use (interpersonal).  It is a daily and intentional task to see how the system of oppression, ableism, benefits me on a regular basis at the expense of people with disabilities, both visible and not so visible.

Ableism is a system in which people without disabilities are accepted as “normal” and “capable” and people with disabilities are treated as abnormal, pitiful, to be feared and inferior.  Ableism grants privileges and unearned advantages to non-disabled people and denies people with disabilities full and equal access to housing, employment, health care, education, marriage, etc. Furthermore, ableism is a pervasive system of discrimination and exclusion that oppresses people with disabilities.  A system in which people without disabilities maintain supremacy over people with disabilities through a set of attitudes, behaviors, social structures, rewards, privileges, and benefits of the society are available to individuals according to their presumed level of ability. (Haus-Johnson and Squires, 2010)

As a result of ableism, as a non-disabled person:
  • When I apply for a position, my abilities, not my disabilities, are fairly assessed during the employment process.
  • I can be sure that the initial reaction to me as a person will not be one of pity, fear or sympathy.
  • When I am in a mentoring relationship, it is not always assumed I am the mentee.
  • My life experiences are not used for other people’s inspiration, motivation, or gratitude.
  • My high achievements on standardized tests will not be discounted because of accommodations.
  • I can be visible and engaged in discussions at work without extra effort.
  • My decision to have a family will never be discussed within the context of fear of passing along a genetic disposition or without my parenting abilities being questioned because of my disability.
  • I am able to participate in the community without it being called therapy, rehabilitation, or skills training.

These are just a few ways in which the oppressive system of ableism benefits me as a non-disabled person at the expense of people with disabilities.  It may be helpful for anyone of us who is non-disabled to reflect on our privileges as a result of ableism and work to address these issues within our spheres of influence by reflecting on the following questions:
  • Where do I choose to hold my programs/meetings and are these locations places that are not only ADA compliant, but truly accessible for the full participation of people with disabilities?
  • In what ways do I work to include people with disabilities in the development of my programs which target their participation so that their realities and perspectives help guide my work?
  • What work do I need to do, personally and professionally, to better understand/investigate my thoughts, beliefs and actions in my relationships with people with disabilities?
  • Do my materials reflect the inclusion of people with disabilities or different learning abilities or cognitive abilities?
  • What people with disabilities do I have as a “community of accountability” that help to guide, support and challenge my personal and professional work around ableism and my desire to include people with disabilities in my programs/initiatives?
  • In what ways does the oppressive system of ableism disconnect me from being able to authentically and effectively work with people with disabilities in ways that allow us all to thrive and sustain our work over time?


Dionardo PizaƱa
Diversity and Personnel Specialist

Michigan State University Extension