“WE’RE MORE THAN STEREOTYPES:
EXPLORING MIDDLE EAST CULTURE AND
FORGING NEW RELATIONSHIPS
THROUGH THE SEAHOLM/DEARBORN
FORDSON STUDENT EXCHANGE
PROGRAM”
MSAN Conference April 27th and 28th.
Purpose of today’s session
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Share the process and experience of the
overall student exchange program.
Emphasize the importance of utilizing
neighboring communities to establish
cultural intelligence.
Expose the benefits of student voice and
dialogue.
Interactive Session
Defining Cultural Competency
What is it?
The National Education Association defines Cultural Competence as
the following:
Cultural competence is having an awareness of one’s own cultural identity and
views about difference, and the ability to learn and build on the varying
cultural and community norms of students and their families. It is the ability
to understand the within-group differences that make each student unique,
while celebrating the between-group variations that make our country a
tapestry. This understanding informs and expands teaching practices in the
culturally competent educator’s classroom.
What does it look like to us?
In an attempt to move forward from the still popular James Banks’
Theory of Multicultural Education, we looked toward utilizing
experiential education and deliberative dialogue to expose
students to the rich diversity available within a 20 mile radius
What are the first things that come to
your mind when you see these images?
Think – Pair – Share
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WHY? WHY? WHY?
Dig Deep-try to get to the core of the matter.
What thoughts or emotions do you experience
when viewing the following images?
Visual text analysis and beyond
What differences did you find?
 How do these images affect our
students?
 How can we use student engagement,
interaction, and student voice to break
down barriers and disrupt
stereotypes?
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What is FLEX?
Flex
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Flex is short for The
Flexible Scheduling
Program. We are an
honors , integrated
interdisciplinary program
combining English, Social
Studies and the Humanities
now celebrating 50 years
as part of Seaholm High
School.
Curriculum / Anthropology Centered on the Middle East
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The Cultural Literature/Cultural
Studies cycle of Flex features a
unit of study of the Middle East.
The curriculum includes readings
and assessments on Huston
Smith’s World’s Religions, novels
Midaq Alley and Kite Runner. In
2014 we prepared for our
exchange with Dearborn Fordson
High School students and staff
through numerous seminars and
readings on the 5 Pillars of Islam
and current events.
Just a little more information about
Flex
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www.theflexprogram.org
Fordson: Faith-Fasting-Football
Fordson Trailer
Seaholm/Fordson – What’s the difference?
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Seaholm High School in
Birmingham is located in
one of the most affluent
suburbs in Southeast
Michigan. The
demographic makeup of
the building consists of
94% White, 3% Black,
2% Asian, and one 1%
Hispanic.
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Fordson High School, nestled in
the east side of Dearborn, is an
historically immigrant city, once
home to the Germans, Polish,
Irish, Italian communities; now,
Dearborn is the epicenter of the
Arabic community (Lebanese,
Palestinian, Iraqi, Yemeni,
Egyptian, and Syrian
descent). The demographic
makeup of the building consists
of 90% Arab, 6% White, 2%
Black, and 1% Hispanic and 1%
Asian, with an ELL population of
56%.
Student Engagement
Arab American Museum
Islamic Center of America
Dearborn Fordson High
School
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Ground work for Collaborative Engagement
Administration from both schools were supportive.
 ½ day of planning at Fordson High School with a
five member committee to plan for both exchange
dates – November 12 (at FHS)and December 10
(SHS).
 Flex students prepared for the trip through chosen
curriculum on the Middle East including reading and
discussing the chapter on Islam in Huston Smith’s
World’s Religions and excerpts from The Qur’an.
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Student Engagement Activities
*Upon arrival at Fordson, Seaholm students were treated to an ice breaker
activity in the auditorium (along with Fordson students) then given a chance
to view a video produced by Fordson students about the importance of
diversity at their school. Afterwards we engaged in a Gallery Walk
activity where we wrote about existing stereotypes of Arabs and of
Muslims and then had a large group dialogue session sharing what was
written on the posters. Finally we were given a tour of the school by the
students.
*Upon arrival at Seaholm, Fordson students gathered to say hello to Seaholm
friends in a Flex classroom before heading to the auditorium to view a Ted
Talk video about the dangers of a single narrative. Following the video
Fordson students went to Flex seminars (small group setting) to have a
conversation about the video and why diverse perspectives matter. After
the seminar session Seaholm students gave Fordson students a tour of the
building and then treated the Fordson students to a pizza lunch and
another hour of class outside of the Flex periods.
Arab Youth Dialogue-The Flex Conference
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Each year Flex students create, plan, and implement a
day-long conference featuring key note speakers and
break-out sessions focusing on a specific theme. This year,
as a culminating event for our experiences with Fordson
High School, we hosted the Arab Youth Dialogue and
Fordson brought students to participate and host a panel.
Below is a photograph of key note speaker Dr. Matthew
Stiffler, University of Michigan.
Student Panel / Voice
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How was your overall experience?
What was your greatest takeaway?
What were you most concerned or nervous about
prior to engaging in this experience?
Open Q & A