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Cultural Diversity FCC Jan 31st - Coggle Diagram
Cultural Diversity
FCC Jan 31st
How Cultural differences can affect learning
Europe
Germans: concerned about personal space, doors must be kept closed
France: manager do not have large imposing offices they are shared with assistants, small gifts are given to host usually flowers except chrysanthemums "the flower of the dead", walk as if they are in a confined space
Latin America
oriented to the present moment
loosely scheduled with may things going on at once
friendship is highly valued, exctened generations
sees humanity as a micture of good and evil, subject to change
man is a part of nature
exploting the world for survival
man is affected by fate and mysterious forces
Asia
a spiritual side of nature
man should live in harmony with soul of nature
memorize and do not question authority
Japanese's: use a weak grip and do not maintain eye contact
Culture in the classroom
Culturally Relevant Curriculum
Look For:
What does Foster say about including authors of different backgrounds and the message it sends to his students?
They can speak as them selves
students don't have to write in a European style but that they can write in any style
How does he think reading authors from different backgrounds will impact his students?
helps them Broden their horizons
showing lifestyles similar to their own and cultures similar to their own in the grand sceame of things
Reflect On:
How do the teachers at Todd County High School use culturally relevant teaching methods to connect with their Lakota students?
How do the students interviewed say this makes them feel about themselves and their studies?
Does the disconnect between student cultural background and teacher cultural background that exists in the story, exist in your school?
How can you bridge this disconnect?
Honoring Home Languages
Look For:
What techniques did Diane use to help her ELL students learn English more quickly?
flash cards
dry erase boards pointing out the similarities
How might you replicate some of her strategies in your classroom?
help students by finding things that are similar to their backgrounds to things that they are learning
Even if you are a monolingual English speaker, what outreach or other work might you do?
do your best to pick up on student's backgrounds, do some research into their language to see if you can connect anything
Reflect On:
What does the author mean by "multicultural lens" and what is its importance in working with students from backgrounds different from your own?
What role does teacher attitude play in the development of linguistically inclusive classrooms?
How is that attitude conveyed through teacher behavior in the article? In your school?
Over Coming Stereotypes
Reflect On:
How are Asian students and their non-Asian counterparts affected by inappropriate teacher expectations and stereotypes?
Which of the strategies that the authors offer to overcome this "model minority" myth can you use in your classroom?
Can you think of other ways to build cohesion and understanding in your classroom?
Look For:
What are some of the myths about Asian American students in the classroom that Diane speaks about?
pick up English quickly
Good at math
get education on their own
No help needed
How does Diane suggest teachers reach out to Asian students?
every child is different
teach to their individual needs
small groups
Know students and their academic abilities individually, rather than relying on racial or within stereotypes of past experience
But the truth is: culture matters.
It's a lived experience unique to each individual
To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the classroom that may hinder interconnectedness.
it's simply not enough to operate on the axis of color-blindness.
All about Culture
Cultural Identity
based on traits and values learned as part Dimensions of cultures, abilities, or exceptional conditions.
members of the microcultures also have learned cultural traits, values, behaviors characteristic of the microcultures to which they belong.
When individuals identify with their microcultural groups, they feel a part of the group.
Each individual's level of identification with his or her cultural group could vary from no identification to total identification
Culture and Learning
culture consists of four Components:
Cognition: the way we think
Behavior: the way we interact
Language: the way we communicate
Education: the way we transmit knowledge to the next generation
culture does not determine children's ability or intelligence.
Iceberg Concept of Culture
surface culture: visible
part of culture is what we can see and includes behaviors and some beliefs
food habits, customs, language, music, clothing, etc.
"represents the individual’s conscious understanding of his or her culture"
iscussions of cultural diversity, generally the focus has been on visible/explicit aspects of culture, such as language, dress, food habits, religion, and aesthetic conventions.
subconscious
includes some beliefs and the values and thought patterns that underlie behavior.
deep culture: Invisible
Unspoken and unconscious rules
important for communication or social interactions
to invisible/implicit aspects of culture, includes values, expectations, attitude towards social status, thought processes, importance of space, concept of time, body language, and so on.
consider the following:
home language
culture
heritage
family beliefs
previous education
experience
What is Culture?
the belief systems and value orientations that influence customs, norms, practices, and social institutions, including psychological processes and organizations.
psychological processes
language, care taking practices, media, educational systems
is learned and transmitted from one generation to the next and it organizes and helps interpret life.
Key Concepts of Culture
Culture is characteristic of groups and not an individual trait.
Culture is a set of rules for behavior, but not necessarily the behavior itself.
Culture is learned, not biological.
Cultures borrow and share rules.
Members of a cultural group may be proficiency in cultural behavior but unable to describe the rule.
Individuals are embedded to different degrees within a culture.
Dimensions of Culture
Race
Ethnicity
Religion
Age
Gender
Geographic orientation or region
National origin
Socioeconomic status
Marital status or sexual preference
Atypical development or handicapping condition
Role orientation (Berns, 2016).
How culture influences children's development
(
https://theconversation.com/how-culture-influences-childrens-development-99791
)
Cultural effects of parenting
Typically, parents are the ones who prepare the children to interact with wider society.
young children typically develop a conversational style resembling their parents’
Cultural differences in interactions between adults and children also influence how a child behaves socially.
From class to court
knowledge regarding cultural differences in children’s thinking, memory and how they interact with adults has important practical implications in many areas where you have to understand a child’s psychology.
how a child develops is determined by the culture they grow up in
What they invoke and receive from others and the environment also shapes how they think and behave
Children growing up in different cultures receive specific inputs from their environment.
effects of language
languages forge how people think and reason.
forming their self image and identity.
the content and focus of what people talk about varies across cultures.
they also memorise events differently.
European-American children provided more detailed descriptions, recalled more specific events and stressed their preferences, feelings and opinions about it
Asian children instead focused more on the people they had met and how they related to themselves.
