TSR Newsletter

TESOLers for Social Responsibility E-Newsletter, Volume 4, Issue 7

by User Not Found | 11/01/2011
In This Issue...

Message From the Newsletter Editor
Guest Speaker
Using the Venom to Heal the Bite: A Contextual Naming Exercise
A Plea for Dignification
Effective Advocacy: Stealing From the Corporate Playbook
Fair Trade Web Resources
TESOL Peace Fora
Web Resources on Hunger
Hunger Quiz
From the Web
About This Member Community

Message From the Newsletter Editor

I am writing with three requests. First, please write for the TESOLers for Social Responsibility (TSR) Newsletter. Too many of the pieces in this issue are reprinted from elsewhere. They are good stuff, but they do not have the freshness of original work.

My favorite piece in this issue is "Guest Speaker," in which Ximena Waissbluth recounts a particularly memorable lesson. Of course, our attempts to connect with global issues do not always go as well as Ximena's example. That is okay. It is important to hear about all efforts.

Second request: Would you, one of your students, colleagues, or someone you know like to design a logo/masthead for the TSR Newsletter?

My third request concerns the TSR Web site, which is part of TESOL's updated Web site. How can it be a better resource? And, if you would like to work on the Web site, great.

Cooperatively yours,

George Jacobs
TSR Newsletter editor

Guest Speaker

By Ximena Waissbluth, ximena_w@yahoo.com

Sometimes when we go out on a limb and try something new, the limb breaks and the lesson crashes. That's an unavoidable part of the process. We hope that instead the limb will spring upward like a trampoline, raising us and our students to a higher level. This article, reprinted with permission from the newsletter Volume 8, Issue 3 of TESOL's Lesbian, Gay, Bisexual, Transgender and Friends caucus, recounts one such trampoline time.

My guest speaker walked into the classroom and sat down quite primly on the chair placed for her in the front middle of the room. She looked around at the twelve wide-eyed students sitting in a semi-circle around her, smiled widely, and then bellowed out a most genuine "Hellllooooo Everybody!" with both her mouth and splayed out hands. Nearly frightened silence was magically replaced with relieved gasps and giggles.

I teach in a small Intensive ESL program in California, where the student makeup is largely Japanese, Korean, and Taiwanese, followed by a sampling of the rest of the globe. This particular class, a content class titled "American Issues Through Film," was entirely East Asian, nine women and three men. It was a high-intermediate level course which I designed around a few films and their related issues. Relevant to this column is the unit on homosexuality, homophobia, and AIDS with the film "And the Band Played On" as the take-off point.

For about a week of class prior to the guest speaker's visit, we had already seen and discussed the movie, and talked about homosexuality and bigotry. The three men were clearly uncomfortable with the topic, as was one of the women. This was evident through body language and lack of engagement (whereas they'd been highly engaged with "Dead Poet's Society" and the topic of parental pressure).

These students were fine discussing the more historical and scientific parts of the movie, but when asked by another student to elaborate on why they thought homosexuality was "weird" and "wrong," they squirmed and gave little more than "it just is."

The other women seemed more open-minded and comfortable in the discussions, but none of them had actually met, known, or been friends with a homosexual person before. "How do you know?" I asked. "Because you know…it's obvious" they said. "Am I a lesbian?" I asked. "No!" came the resounding reply. "How can you be so sure?" I asked. I will never forget a student's response, "Because you have long hair and you look like a girl… and you don't wear leather." They laughed, and nodded. That's when I decided to have my lesbian friend come in as a guest speaker.

The morning she arrived, I had just told them a guest speaker was coming - that was all they knew about her, that someone named Clara was coming to class today. They asked who she was and I simply replied "She'll tell you."

As the clock ticked I could sense that for some curiosity was giving way to trepidation. Was a leatherbound, motorcycle riding, spiky-haired freak of nature about to walk in and sit three feet from them and soil their personal space?! Out of what seemed like nervousness, a few students began leafing through their notebooks. Then in walks Clara - fortyish, slacks and baby blue angora sweater, short stylish haircut, kind face with warm, brown eyes. She says her big fun Hello, asks each of them to say their names and begins her story.

She told of her days as a child feeling really different from everyone else, but not understanding why. She told of dating boys in middle school and high school, and of liking them, but not feeling that special flutter that so many girls giggled about.

She really interacted with my students, asking if they knew what she was talking about. They nodded vigorously. One of the men and one of the women in the class had recently become a couple, so there was much squealing with delight about that. "Ah-ha! So you two DEFINITELY know!" Clara cried out triumphantly. Laughs all around. She told of her first experience with another girl, how they were just trying for the fun of it, because they'd been drinking and were bored and wanted to practice kissing for their boyfriends.

She described of how for the first time ever her heart had raced, how she finally felt the flutter, and how she cried that night with fright and confusion - she was just fifteen. She went on from there talking about the process one goes through, that for many takes years and even decades, from denial to acceptance. She described some painful reactions from family members, and her experiences with discrimination.

Clara talked for nearly forty minutes, and I had never seen the students that enraptured before. They were so entranced that it took them a moment to shake free to speak when she asked if any of them had ever experienced some kind of discrimination. A few had, and the conversation flowed forth. Since she had just opened herself so wholly, they were coming out with their own life stories for her. This was one of my most precious teaching moments, and I wasn't even in it; I only watched it in moving wonder and awe.

Their homework was journal entries about the class that day. I now wish that I had photocopied them, for they were extraordinary - even from the most skeptical man in the class. The general theme was that Clara was a wonderful person and that she had drastically changed their stereotypical image of lesbians, and their misunderstandings (for some) about homosexuality as a choice.

One student, who was particularly affected, wrote Clara a long, heart-rending e-mail that evening. She said that she went home and cried that day. She cried very hard, for she had to re-evaluate some deeply fundamental beliefs she held about who she was. She had always considered herself extremely progressive and open-minded; everything was always fine with her. But she was shaken up by her own surprise at how "normal" Clara was.

She admitted that she was shocked at realizing that Clara, after her first few minutes of addressing the class, was a lesbian. The entire time that Clara spoke, this student was dumbfounded by her own feelings, realizing that though she had always been open-minded, she had been so at arm's length. That is, as long as those people do their things over there, I'm perfectly OK with it. I don't have to talk with them or deal with them. They can have their life and I can have mine.

But now she was in a room with one, and she was pretty, and funny, and easy to talk to. She really liked Clara, and wanted to learn more about her. This penetrated her self-protected world and shattered her understanding of herself. How open-minded had she really been all these years? What constitutes prejudice? Is she changed?

Like I said - I wish I'd kept photocopied their journals. This was by far one of the most satisfying classes I've ever taught - students learned much more than language, and much more than content. I look forward to teaching the class again, and having Clara visit with a new group of students. This time I will drop the "American" though, and simply call it "Issues Through Film."

Using the Venom to Heal the Bite: A Contextual Naming Exercise

by Deborah Schwartz, deborah@alri.org

Reprinted with permission from the March 2003 issue of The Change Agent, published by NELRC/World Education (http://www.nelrc.org/changeagent). The Change Agenthelps adult education teachers incorporate social justice content into their curriculum. To subscribe and to order bulk copies for classroom use, please visit our Web site or call 617-482-9485. This article was also reprinted in the Winter 2004 (Vol. 4, No. 1) issue of Teachers Against Prejudice (TAP)Newsletter (http://www.teachersagainstprejudice.org).

Do you use activities with similar themes? If so, please share them with fellow TSR members via our Newsletter or List.


The following is a three-part classroom activity designed to explore one aspect of language use: the naming of self and others. The goal of this activity is not to reach consensus about what one group of people chooses to call itself, nor even to reach consensus that group about the best way to self-identify, but rather to explore how words, names and name-calling are codes or labels that have the power to liberate, increase positive visibility, oppress, belittle, violate, or make something or someone lovingly known--all depending on the intention and context of the use.

Getting Ready

If the class has set up discussion ground rules now may be a time to go over them and revise them if need be. If the class hasn't set up discussion ground rules, now be a time to generate some. Also, it can help for you to explain the purpose of the activity: exploring language and power, and to contextualize the activity within program and learning goals, i.e. creating safe classrooms, learning about other cultures, learning new language bases, etc. Finally, you want to make sure you have program support to do this kind of activity. You may even use the activity as a staff development tool before you bring it to your classroom.

Activity I: Working Definitions of Difference and Power

Objective: To encourage a class discussion about difference and power, both empowerment (the act of gaining power) and disempowerment (the act of losing it, or the state of never having had it in the first place).

On a note card, or sheet of paper, students can write about a time when they felt different from the other members of a group. This notion of "feeling different" may need examples and/or translation depending on the particular students, prior classroom discussions, and the English vocabulary base of the students. If students would like examples of feeling or being different, here are some: a religious difference, a language difference, a cultural or racial difference, a gender difference, and experience of grieving in a group of people who are celebrating, a differing political view, a differing social-economic background, a different age, etc.

In pairs or small groups, discuss what the experience was like. This should be an invitation to have an open-ended conversation about the complexity of being different in a group. Ask someone in each pair to take notes.

Share these notes in a whole class discussion having the teacher or someone who feels comfortable jotting down positive, negative, and neutral experiences of being different and of being similar and of key concepts and questions that emerge in the discussion. (For example, assimilation, standing out, hiding difference, fear of repercussions or actual repercussions for identifying as being different, acceptance and appreciation for expressing difference, ignoring difference, incorporating the difference into the conversation of the group, cultural takes on difference, i.e., Could this be a particularly North American cultural notion? etc).

As a whole group discuss the concept of power, having it, not having it, and gaining it. Come up with a working definition of power and powerlessness as well as working definitions of the verbal phrases becoming empowered, and becoming disempowered. Note that the verb structures: " becoming empowered or disempowered" connotes change--growth or regression along a spectrum.

Ask students to go back to their original writing a time they felt different and a time they felt similar and ask them to further think about whether or not they had power in that group. This may generate more class discussion, or it may not. But now the class is thinking more about power and powerlessness in group settings. This particular conversation will provide the background for the next activity

Activity II: What are Names for?

Objective: To create a vocabulary base, a language, in which to talk about gay, lesbian, bisexual and transgender people. In addition, this activity will help teachers facilitate a conversation about the power of words and the consequences of using words to hurt and using words to heal.

Whole group discussion about names:

Do you have more than one name or a nickname?

Who gave it to you and what does it mean when people use it?

Have you ever given someone else a loving nickname (i.e. your children or partner)?

Can you think of other "names" that you call others or that others call you that are positive and affectionate?

What are some social groups that you belong to (women, people of color, etc.)? What names do other people call these groups? How do you respond to them?

Does it matter who is calling you that name, or their intention or purpose, or is it the name itself that makes it an endearing one?

Sometimes names are given to us with love to recognize who we are as individual people; e.g., in some traditions children are named to establish a legacy between ancestors and the newborn. Sometimes names are given to us, or assigned to us for seemingly neutral reasons, as a way to categorize us different but as still equal. At other times, names are given to us to show a power differential, to identify that one group with one name is human, normal, good, and the other is less-than human, abnormal and bad. What else can names do?

We're going to focus on the negative aspect of naming for the next part of the activity. As a class, generate a list of names that are meant to dehumanize and make the person feel "less than."

Note to teacher: You can make this an optional activity. If you do this activity, you'll want to explain to students why you're doing this activity: to show the power of such name-calling. Or you may want to have people write these words individually and then pass them in later, creating a list of these words to share at the next class. You may also want to engage in some cathartic exercise for you and your students with these words, ripping them up or crossing them off once the activity is completed. I have also found that it's useful to share the history and etymology of these words.

Activity III: Naming Others/Naming Ourselves

Objectives: To synthesize parts one and two of the overall lesson by encouraging students to reflect on how language, including the act of name-calling and self-naming, have specific and sometimes conflicting meanings.

Directions for Teachers: Students will be considering how the conversation affects or impact the person that the speakers are referring to, not the people who are doing the speaking. For each scenario students will rate how empowering or disempowering the "name-calling" experience is for the person who is being spoken about.

Note: Each scenario includes the use of "derogatory" name for a target group (e.g., fag or dyke). What happens when a person who identifies as a member of the target group uses the "derogatory" name? What happens when someone who is not a member of the target group uses the "derogatory" name? Are there differences? If so, why? If not, why not? Is there such thing as reclaiming these names? Is there such thing as using the venom to heal the wound?

Also, please consider your own feelings about and your particular location to this activity before you bring it to your classroom. Do you have the kind of support necessary to facilitate this activity? Now, rate the following scenarios according to the scale below:

1) Empowering 2) Slightly Empowering 3) Neutral 4) Slightly Disempowering

___Two lesbian teachers are talking privately about a co-worker. They refer to her as that "new dyke" in school.

___Two lesbian teachers are talking with others in the teachers' room about a new co-worker who is not present. They refer to her as that "new dyke" in school.

___Two straight male teachers are talking privately about a new co-worker. They refer to her as that "new dyke" in school.

___Two straight male teachers are talking with others in the teachers' room about a new co-worker who is not present. They refer to her as that "new dyke" at school.

___A male teacher comes out to his class. He refers to himself as "gay." Later, an out gay male student in his class is joking with the teacher, and says, "You're such a fag."

___Two straight male students are joking with one another in class. One says to the other, "You're such a fag."

Wrap-up Reflection Questions

What's a question that I still have about the use of these words?

Did I find this activity difficult, enjoyable, a little of both, or neither?

What happened in the classroom that was difficult or challenging?

What happened in the classroom that was a surprise?

Did my thinking change at all about the use of these words?

How do I rate this activity on a scale of 1-10? Why have I given it this score?

A Plea for Dignification

Francisco Gomes de Matos

When we humiliate others
PERSONS we depreciate
And ourselves deteriorate
HUMAN RIGHTS we violate
Dehumanization we proclamate

LIFE we must consecrate
mutual respect perpetuate
Let's the GOOD activate
And truly commiserate
with whom we deprecate
so the verb humiliate
HUMANKIND can eliminate!

Effective Advocacy: Stealing From the Corporate Playbook

Below are excerpts (reprinted with permission) from a talk by Bruce Friedrich of PETA (People for the Ethical Treatment of Animals). The entire talk can be read athttp://www.goveg.com/active/effective-intro.html. The playbooks he refers to are The Seven Habits of Highly Effective People and How to Win Friends and Influence People. Although Friedrich is talking about advocating vegetarianism, at their core, his points are relevant to all types of advocacy.

Perhaps, readers of this Newsletter have other advocacy tips that they would like to share. If so, please send them to the TSR Newsletter editor atgmjacobs@pacific.net.sg or share them via the TSR List.

The point of this talk, "Stealing from the Corporate Playbook," is to discuss ways of becoming more effective. There are two "playbooks" that nearly every successful businessperson has read.

What I thought was most valuable in Steven Covey's The Seven Habits of Highly Effective People is a concept that he calls "the tyranny of the urgent." Basically, Covey suggests that most of us are so busy with the endless deluge of whatever comes up next--e-mail on your screen, the phone ringing with this or that emergency, and so on--that we don't have time to focus on actually accomplishing something.

How often have you thought, "I accomplished nothing!" at the end of the day? Covey gives us the tools to focus on making sure that those days are as few and infrequent as possible by helping us to focus on prioritizing what is necessary, effective, and goal-oriented, rather than whatever happens to be immediately in front of us.

One thing I now do is end each day with a list of things I will accomplish the next day. I will sometimes turn off my e-mail and not answer my phone so that I can finish a book edit or a project analysis or review new undercover videos or prepare a memo for long-term strategy.

These sorts of things are not urgent, they could wait, but they are very important. I turn off the onslaught of "urgent" stuff that really doesn't need my immediate attention, and I accomplish something.

Another book that offers some very useful tips for effective advocacy is Dale Carnegie's How to Win Friends and Influence People, which could easily be retitled, The Basics of Human Nature. Some of the anecdotes are amusingly outdated, but mostly, it's a book about being mindful and understanding in our interactions with others. …

[A second principle from Carnegie] is to always be respectful, even if the other person seems not to warrant it. Being discourteous or saying something nasty is never effective. I say something like, "Have a nice day, sir," or if it's a slow leafleting session, I might say, "Would you like to talk about that?" Not only am I taking the moral high ground in the eyes of others, I'm consistently surprised by how often I'm able to have excellent conversations with seemingly obnoxious people! No matter how right you are, the question we must ask ourselves in every situation is "What's in the best interests of animals?" Please allow me to repeat: It is never in animals' interests for you to say something disrespectful to someone in a discussion of animal rights or veganism.

The third vital Carnegie principle is the art of convincing people through dialogue. Try not to make your vegan advocacy a monologue--and especially not a ranting one.

This is the one that I had the most problems with when I first became a vegan. The weight of all the animals' suffering on factory farms and in slaughterhouses enraged me. Consequently, I wanted to beat everyone into becoming a vegetarian or a vegan, to force them to share my horror and outrage. I am now convinced that this is not the most effective way to convince people to change their behavior.

Everyone wants to be liked. Everyone thinks of themselves as a decent person. If we grant people the opportunity to be heard--even if they don't seem to deserve it--we can be far more effective in our interactions. Certainly, everyone witnessing the conversation will come away with a good impression of us and, thus, of animal rights activists in general.

Fair Trade Web Resources

Compiled by George Jacobs, george@vegetarian-society.org

Fair Trade Federation (http://www.fairtradefederation.org): Links low-income producers with consumer markets and educates consumers about the importance of purchasing fairly traded products which support living wages and safe and healthy conditions for workers in the developing world.

Also acts as a clearinghouse for information on fair trade and provides resources and networking opportunities for its members. By adhering to social criteria and environmental principles, Fair Trade Organizations (FTOs) foster a more equitable and sustainable system of production and trade that benefits people and their communities.

Global Exchange - Fair Trade (http://www.globalexchange.org/stores/fairtrade.html): Seeks to promote economic justice via equitable trading between the developing and developed worlds.

Make Trade Fair (http://www.maketradefair.com/en/index.htm): Affiliated with Oxfam and includes an online petition, other action ideas, and a campaigning toolkit.

Transfair USA (http://www.transfairusa.org): Does and explains Fair Trade certification and offers an archived quarterly e-newsletter with updates.

Fair Trade Resource Network (http://www.fairtraderesource.org): Has a Student Action Campaign and holds a World Fair Trade Day.

Équiterre (http://www.equiterre.qc.ca): Équiterre (from the French words for equity and the earth) promotes ecological, socially just choices through action, education and research. Coffee is one of their foci.

International Federation for Alternative Trade (http://www.ifat.org): Is a federation of producers and alternative trading organizations (ATOs) seeking to improve the living conditions of the poor and oppressed in developing countries and to change unfair structures of international trade.

EcoLogic (http://www.ecologic.org): Conserves endangered wildlife and wild lands by advancing community-based development and resource management.

TransFair Canada: Offers a short video on fair trade at: http://www.transfair.ca/links/index.html

Suggests print (and printable) resources, such as

Alvarez, J. (2004). A cafecito story. White River Junction, VT: Chelsea Green.

Dicum, G., & Luttinger, N. (1999). The coffee book: Anatomy of an industry from crop to the last drop. New York: New Press.

Gresser, C., & Tickell, S. (2002). Mugged: Poverty in your coffee cup. Oxford: Oxfam International. Retrieved 14 July 2004 from http://www.oxfamamerica.org/pdfs/mugged_coffee-report.pdf.

Pendergrast, M. (1999). Uncommon grounds: The history of coffee and how it transformed our world. New York: Basic Books.

Waridel, L. (2002). Coffee with pleasure: Just java and world trade. Montreal: Black Rose Books.

TESOL Peace Fora

In October 2003, TESOL and the Washington Area Teachers of English to Speakers of Other Languages (WATESOL) cohosted a 1-day Peace Forum at the American University in Washington, DC, in the United States. A plenary presentation and six workshops were hosted by representatives from esteemed universities and nongovernmental organizations such as UNESCO, the Red Cross, the U.S. Institute of Peace, and the Center for Contemporary Arab Studies at Georgetown University. The forum provided more than 130 students, educators, and researchers with ideas and practical guides for incorporating age-appropriate lesson plans, educational resources, and teaching methodologies into a classroom culture reflecting equity, cross-cultural understanding, and respect for diverse identities, ideas, and concerns. It also helped identify a network of teachers and administrators committed to learning more about how to facilitate a culture of peace in the classroom. The tremendous success of this event, and positive feedback from TESOL members, spurred TESOL to launch a series of fora in 2004.

For more information on past and future TESOL fora and symposia, including the June 2004 symposium in Brazil and the fall 2004 Peace Fora in Chicago and New York, visit the Professional Development area of TESOL's Web site. To sign up for the TESOL Peace Forum mailing list, please e-mailmailto:edprograms@tesol.org with your complete postal mailing address.

Web Resources on Hunger

Compiled by George Jacobs, george@vegetarian-society.org

Action Against Hunger (http://www.aah-usa.org)

Bread for the World(http://www.bread.org): A U.S.-based Christian movement seeking justice for the world's hungry people. They highlight connections between hunger and AIDS, and also supply an extensive links to other organizations, religious and secular, that work to address hunger.

Center on Hunger and Poverty (http://www.centeronhunger.org): Conducts research and policy analysis, executes public education initiatives and provides assistance on poverty and hunger-related issues.

One of the projects of the Center on Hunger and Poverty is the Web site KNOwHunger (http://www.centeronhunger.org/projects.html#kNOw) offers downloadable middle school and high school curriculum designed to teach students about hunger and poverty in the U.S.

Food First (http://www.foodfirst.org): The Institute for Food and Development Policy is a nonprofit think tank and education-for-action center on food and hunger.

Hunger Banquet (http://www.hungerbanquet.org): A type of online simulation activity designed by Oxfam in which participants take on the roles of various people around the world in order to explore how people's food situations differ.

Hunger Site (http://www.thehungersite.com): One of the first places to offer free clicks to feed the hungry.

Tufts University Friedman School of Nutrition Science and Policy (http://nutrition.tufts.edu): Has various hunger and nutrition-related publications.

Vegfam (http://www.veganvillage.co.uk/vegfam)

A vegan charity that provides relief to victims of drought, flood, war and other emergencies. Vegfam promotes the advantages of a vegan diet and lifestyle for feeding the world in an environmentally friendly way.

World Hunger Notes(http://www.worldhunger.org): An online publication published by World Hunger Education Service that supplies current information related to hunger and responses to students' questions about hunger.

Hunger Quiz

Directions: Choose True or False for each of the 11 statements below. Then, check your answers in the answer key.

  1. Thousands of people, mainly children, die every day from the effects of hunger.
  2. Most hungry people are homeless.
  3. Most hungry people belong to families in which everyone is unemployed.
  4. Children and the elderly are the most vulnerable to hunger.
  5. Even mild undernutrition can lead to cognitive impairments and impaired physical growth in young children.
  6. Being undernourished means being really thin.
  7. The main reason for hunger is a lack of food.
  8. Meat production cuts the food supply because by a ratio of at least 3 to 1 large quantities of food need to be fed to animals on factory farms in order to produce meat.
  9. Meat production increases the cost of food, because food needs to be fed to animals that are later eaten.
  10. If everyone was a vegetarian, there would be no hunger in the world.
  11. Hunger is too big of a problem to fix.
Answer Key

1. True: United Nations statistics suggest that more than 10,000 die every day from the effects of hunger.

2.-3. False: Hunger exists even in families with homes and where people are working either as employees or as self-employed.

4. True: They are the weakest members of society, both physically and in terms of power.

5. True

6. False: People can take in a normal amount of calories but still be undernourished because their diet is of poor quality, such as people forced to eat dirt and clay. A person can also experience periodic episodes of food insecurity, such as during a famine or war.

7. False: The main reason is that poor people lack the money to buy food or have to sell the food they grow to make money. Actually, the world grows more than enough food to feed everyone.

8. True: In the case of beef production, the ratio is at least 10 to 1, in other words, 10 kg or food, such as grain, to produce just 1 kg of beef.

9. True: Because of the inefficient nature of meat production, discussed in the previous question, meat production drives up the cost of plant-based food by increasing the demand, due to the huge need for food to feed to the animals we will soon be eating.

10. False: If everyone was a vegetarian, the food supply might increase and food prices might go down, but unless other changes are made to improve distribution of food, there would probably still be people suffering from hunger.

11. False: Yes, hunger is a huge problem, but as you can read in the websites above, we can do something about it.

From the Web

This is the address for a television report about the harassment that two young Sikh men experienced after September 11th :http://911prejudice.stanford.edu/links.htm. Choose the hyperlink that says CNN Hate Crimes Video, even though the TV report does not seem to be from CNN.

About This Member Community TESOLers for Social Responsibility Caucus (TSR)

The TESOLers for Social Responsibility (TSR) caucus comprises TESOL members who are actively engaged in integrating language teaching with social responsibility, world citizenship and an awareness of global issues such as peace, human rights and the environment. The caucus aims to promote social responsibility within the TESOL profession and to advance social equity, respect for differences, and multicultural understanding through education.

TSR Community Leaders, 2004-2005

Chair: Thomas Schroeder, tsr@tesol.org
Chair-elect: Irma Ghosn
Editor: George Jacobs

Web site: http://www.tesol.org/communities/tsr/

Discussion e-list: Visit http://www.tesol.org/getconnected/ to subscribe to TSR-L, the discussion list for this community, or visit http://lists.tesol.org/read/?forum=tsr-l if you are already subscribed.

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