After reading “Education in a Multicultural Society: Our Future’s Greatest Challenge,” I decided that a good way to organize my thoughts would be to highlight and comment on some of the quotes made throughout the article.
“The question is not necessarily how to create the perfect ‘culturally matched’ learning situation for each ethnic group, but rather how to recognize when there is a problem for a particular child and how to seek its cause in the most broadly conceived fashion.”
I think that this is one of the most important ideas in multicultural education. We raise children in such a way that stays with them throughout their lives and impacts the future generations. It is a continuous cycle, and if we as a society raise children to accept individual differences and focus on each individual child when there is a situation that needs to be addressed, soon our future generations will learn how to better deal with different cultures and characteristics then we have.
“When a significant difference exists between the students’ culture and the school’s culture, teachers can easily misread students’ aptitudes, intents, or abilities as a result of the differences in styles of language use and interactional patterns.”
This is an important point that all teachers need to address in their classrooms. Cultural differences may affect a student’s behavior and teachers often read that as inappropriate when in fact it is simply how the student is raised. One of the best ways to deal with this situation is taking a step back and considering the student’s behavior before judging or punishing them.
“Even with well-intentioned educators, not only our children’s legacies but our children themselves can become invisible.”
This paragraph really made a great point, especially bringing in the book White Teacher, which I read last semester. Some teachers think that they should completely ignore cultural and racial differences and that will make them go away, but all it does is hide the problem. Every culture is beautiful in its own way and they should all be recognized and appreciated instead of overlooked. This sends the same message to the children that their culture may still be good or bad because it is or is not acknowledged.
Monday, March 26, 2007
Monday, March 12, 2007
Weblog 6: Crossing Over to Canaan (Ch. 3-5)
I believe that today the world is accepting so many more differences in individuals than in the past. Classrooms are filled with male and female children of numerous races, religions, economic statuses, social statuses, etc. Teachers should focus more on individuals instead of grouping them together by their gender, race, etc. Every child is different and has different needs, and I think it’s very important for teachers to accept and reach out to each student.
All students deserve an equal chance to achieve. Sometimes the people in our society can be so unwilling to change that it affects the future for our young generation. In the past, blacks were not expected to rise to the top. The working class families are have been expected to not attend college since they don’t have money. Stereotypes still poison the children in our society and it is hard for them to break through it. Teachers need to assess students on their own individual basis and have the same guidelines for each student. I believe that by doing this, children will learn to accept everyone for who they are and continue to a higher achievement.
As for cultural competence, I believe that a major part of this lies on the teacher. The teacher needs to be aware of all the cultural differences in his/her classroom. I think that a teacher should educate him/herself on each of the student’s backgrounds (even if this must be done outside the classroom) so that there is a comfortable and understanding environment created. A teacher should also encourage students to teach others about their backgrounds.
Sociopolitical consciousness is also important in the classroom. In order to teach children, I think that a teacher needs to be aware of the world around them first. A teacher must indulge themselves in be knowledgeable about social justice and public good so that they can then educate their students.
All students deserve an equal chance to achieve. Sometimes the people in our society can be so unwilling to change that it affects the future for our young generation. In the past, blacks were not expected to rise to the top. The working class families are have been expected to not attend college since they don’t have money. Stereotypes still poison the children in our society and it is hard for them to break through it. Teachers need to assess students on their own individual basis and have the same guidelines for each student. I believe that by doing this, children will learn to accept everyone for who they are and continue to a higher achievement.
As for cultural competence, I believe that a major part of this lies on the teacher. The teacher needs to be aware of all the cultural differences in his/her classroom. I think that a teacher should educate him/herself on each of the student’s backgrounds (even if this must be done outside the classroom) so that there is a comfortable and understanding environment created. A teacher should also encourage students to teach others about their backgrounds.
Sociopolitical consciousness is also important in the classroom. In order to teach children, I think that a teacher needs to be aware of the world around them first. A teacher must indulge themselves in be knowledgeable about social justice and public good so that they can then educate their students.
Monday, February 26, 2007
Crossing Over to Canaan Ch. 1-2
Q: Chapter 1: How has the diversity in classrooms changed from the 1960s until now?
A: In the 1960s, students were clearly separated by their racial and cultural differences. There were more consequences of being a minority 40 years ago, and the categories of race, religion, sexual preference, etc. were clearer cut. The 1960s also was the time of the civil rights movement, which caused much discrepancy. That did help African Americans and other minority races blend into society and start to have advantages that their ancestors do not. Today, classrooms are more diverse and differences in culture, race, religion, sexual preference, etc. are not broadcasted as much. Also, the different labels that are put on people are more individualized, in other words there are many more sub-categories (for example, instead of just African American, there is light and dark skinned, etc.). Since the divorce rate has increased drastically, there are more and more children without two-parent homes, or with homes that are not stable or “picture perfect.” There is also many more students who are receiving psychology help and labels if they do not conform with the appropriate behaviors.
Q: Chapter 2: How was Diana’s identity confusion affected by society?
A: Diana is a woman who came from a part European American and part Cuban American culture. I believe that children and adults who come from mixed racial and cultural backgrounds often feel confused as to who they are because they think that they must side with one culture or the other. Diana is a successful woman who worked hard to get where she is, but I think along the way she might have pushed aside her Latina background. She spoke English at home and did not live near her Cuban relatives, so that allowed her to only side with her European American culture. I believe that if she had been integrated and educated on both of her distinct backgrounds, she would have been more comfortable with who she is overall.
A: In the 1960s, students were clearly separated by their racial and cultural differences. There were more consequences of being a minority 40 years ago, and the categories of race, religion, sexual preference, etc. were clearer cut. The 1960s also was the time of the civil rights movement, which caused much discrepancy. That did help African Americans and other minority races blend into society and start to have advantages that their ancestors do not. Today, classrooms are more diverse and differences in culture, race, religion, sexual preference, etc. are not broadcasted as much. Also, the different labels that are put on people are more individualized, in other words there are many more sub-categories (for example, instead of just African American, there is light and dark skinned, etc.). Since the divorce rate has increased drastically, there are more and more children without two-parent homes, or with homes that are not stable or “picture perfect.” There is also many more students who are receiving psychology help and labels if they do not conform with the appropriate behaviors.
Q: Chapter 2: How was Diana’s identity confusion affected by society?
A: Diana is a woman who came from a part European American and part Cuban American culture. I believe that children and adults who come from mixed racial and cultural backgrounds often feel confused as to who they are because they think that they must side with one culture or the other. Diana is a successful woman who worked hard to get where she is, but I think along the way she might have pushed aside her Latina background. She spoke English at home and did not live near her Cuban relatives, so that allowed her to only side with her European American culture. I believe that if she had been integrated and educated on both of her distinct backgrounds, she would have been more comfortable with who she is overall.
Monday, February 12, 2007
Post #4 Ch. 3 Spring
Q: How did literacy affect the slaves and why do you think they were so determined to learn how to read?
A: I can only imagine what it would be like not to read. Being an African American slave left no freedom or choices. Literacy affected the black slaves by allowing them to become educated. They knew they were not stupid or deserving of the way they were being treated, and I believe that learning how to read gave them some dignity and sense of accomplishment. Many slaves risked their lives to learn how to read, and others had very secret and complex ways of learning. By learning how to read, it gave the slaves hope that they would someday be free and when they were they would have some foundation to build on. Also, reading gave them a way to check up on what their master was doing without their master knowing. This let the slaves get a step ahead in any situations that were going on where they worked. Reading is such a powerful tool, and by passing it on to other slaves, it kept their race and culture motivated and filled with at least a little hope and pride.
The picture is an example of how horribly African-American slaves were treated.
Wednesday, January 31, 2007
Blog 3
A woman from the Powhatan tribe pictured above.
After reading the curriculum guide, I noticed how both articles tried to keep the historiography as factual as possible, but the sentiment differed greatly. In the curriculum guide, it seemed to try to be more neutral and almost sugar coat the information so that it would not be too graphic or disturbing for high school students, which is understandable. In Zinn’s article, he uses explicit detail and countless quotes so that the reader can sympathize with the Native Americans. I enjoyed both articles, but I think that Zinn’s article affected me more and tugged at my heartstrings more than the curriculum guide. As for historiography, the curriculum guide seemed to give a broader overview with more information, and Zinn seemed to get more detailed with certain topics, like how the Native Americans expressed their feelings about the European settlers trying to conquer their land. The ideology was similar throughout both articles, but Zinn pushed much more in trying to make the reader despise the European settlers. Still, I think the curriculum guide is appropriate for a high school student to read to get the information that s/he wants to learn. I think that the information given was perfect for the lesson plans they were following and for the questions that were asked. I personally prefer Zinn’s article because of the honest sentiment displayed.
After reading the curriculum guide, I noticed how both articles tried to keep the historiography as factual as possible, but the sentiment differed greatly. In the curriculum guide, it seemed to try to be more neutral and almost sugar coat the information so that it would not be too graphic or disturbing for high school students, which is understandable. In Zinn’s article, he uses explicit detail and countless quotes so that the reader can sympathize with the Native Americans. I enjoyed both articles, but I think that Zinn’s article affected me more and tugged at my heartstrings more than the curriculum guide. As for historiography, the curriculum guide seemed to give a broader overview with more information, and Zinn seemed to get more detailed with certain topics, like how the Native Americans expressed their feelings about the European settlers trying to conquer their land. The ideology was similar throughout both articles, but Zinn pushed much more in trying to make the reader despise the European settlers. Still, I think the curriculum guide is appropriate for a high school student to read to get the information that s/he wants to learn. I think that the information given was perfect for the lesson plans they were following and for the questions that were asked. I personally prefer Zinn’s article because of the honest sentiment displayed.
Wednesday, January 24, 2007
Nieto Article
I really enjoyed Nieto's article. I think it sets a great base for future teachers to keep building on. I have seen many teachers not be able to leave their personal feelings and opinions out of the classroom, which does not let them keep an open mind to diversity. Every student deserves to be treated and taught fairly. I really agree with Nieto when she discusses the quick fixes that are fed down teachers' throats. Such broad problems take a lot of work and time to solve and must be worked on through generations. Being open to diversity is a problem that may never be solved, but as long as teachers are willing to put forth effort to care equally for each of their students and also make sure that the students are respectful to each other, so much can be accomplished. It is important for teachers to tend to everything; on broad aspects as well as small details. Teachers not only need to make sure that culture and diversity are being integrated into the classroom, but also focus on little things throughout the day. Students often use terms such as “gay” or “retard” or “fag” very casually, but this is a small detail that teachers can effectively stop now to help students respect each other and have them understand that being an individual is not bad. It's extremely difficult to change an entire society's thought on diversity, but I think a great place to start is with teachers in the classroom.
Chapter 2 Letter
Dear Holly,
My name is Thomas McKenney. I have very strong beliefs about education and how using it will civilize Native Americans. I have been the head of the Office of Indian Affairs for a few years now, and I believe that it is time to teach the Native Americans all about our culture so that they will no longer need to use their current ways of life. Over ten years ago, my ideas were approved by Congress in the Civilization Act of 1819 so that Native Americans could attend tribal school systems taught by white Europeans. By having Indian children in schools, they can be civilized in one generation. This will make for a quick and easy progress, and soon they will be brought closer to our white European level. We will also take the Native American land to civilize it since they will no longer need to use it. I think that the Native Americans will be excited and motivated to learn and use our culture since it is much more advanced than their own. The picture on the left is a picture of a Native American woman in one of the tribes with her child. By educating him and others, the country will be a better place. The tribal schools will be all over the country, and I know that this is the best way to control our society.
Sincerely,
Thomas L. McKenney
My name is Thomas McKenney. I have very strong beliefs about education and how using it will civilize Native Americans. I have been the head of the Office of Indian Affairs for a few years now, and I believe that it is time to teach the Native Americans all about our culture so that they will no longer need to use their current ways of life. Over ten years ago, my ideas were approved by Congress in the Civilization Act of 1819 so that Native Americans could attend tribal school systems taught by white Europeans. By having Indian children in schools, they can be civilized in one generation. This will make for a quick and easy progress, and soon they will be brought closer to our white European level. We will also take the Native American land to civilize it since they will no longer need to use it. I think that the Native Americans will be excited and motivated to learn and use our culture since it is much more advanced than their own. The picture on the left is a picture of a Native American woman in one of the tribes with her child. By educating him and others, the country will be a better place. The tribal schools will be all over the country, and I know that this is the best way to control our society.
Sincerely,
Thomas L. McKenney
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