- CULTURAL PLURALISM ID Honors Thesis

-

CULTURAL PLURALISM

ID 499:

Honors Thesis

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As

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student of educat

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spent the past few fears

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study has not been a scientific

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my

e~pe~iences

in the educational world of our

nation'~

children

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have been consistently observIng. .

intellectuallY but

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As an undergraduate,

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have come in

ontact

with manJ

individual~

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As an e:ementary teacher,

There are times In a rejJ

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am concerned wIth not only

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classroom situation when these needs 'ake T

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CULTURAL PLURALISM AN AT1ITUDE AND AN APPROACH

-AN

~TTITUDE

AND AN APPRnACH

fo identifv the enemy js to free the mind Fre? the mind ot

the people

--Marl Evans (stent

10)

nation of Deople of

diver0~

cultures with significantly

rights that he expects to enJoy himself 1

define cultural

the uniform standards of a weal classroom and being met

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L~ltural

order for all students to benefIt from our

pluralism

educ~tional

ho~l

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system

uses the educatIon ' True equality In

education

equal

l~volves

our nation,

however

opportunltl~~.

h~ve

contInually received an unequal educatIon

from our' publiC school

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These opportunities

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evaluate all students on maiority

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Including skin color A~

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we must

therefore,

allow

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Appleton roughly

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explains culture

the m0Jor In-+tutlons,

~s

social structure,

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Webster defInes culture '::::.1< "

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somewhere between

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Teacher~

should atlempt

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Incorporate the positl

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tu recognIze

the v?rious belief

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be devel

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think about themselves

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Introspection

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also a

_lassroom disClplin!

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question nr playing

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game

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that pluralism is ethnic pride,

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S~ith

(Gold,

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an ablolng

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different hertiages.

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ty in WhICh

all Deople may retain

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THE EDUCATIONAL NEEDS OF MINORITIES

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A teacher need nol be an avowed advocate

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tellectual growth of minority pupils oossible for

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nonstandaro a;e

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hG~~lessness

curious

well-intentioned teacher to succumb

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or "aUS2 thEm

r~tionalj?~ticn

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educator~

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engage in the

because such pUpll_ ar_

must become

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THE EDUCATIONAL NEEDS OF AFRICAN-AMERICANS

Over

t~e

past twenty

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progress has been made In both the

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Blac 0

History Month.

African-Americans buj

ding our nation

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and lower

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with prominent

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than teachers who wor!

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requirement tor a role model

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q~alifications

holds because it

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intelligent African-Americans who serV0 blac( children but to

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black

In predominatel

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a qreat need

need

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students Dossess It .i. i

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At the same tIme however. we must not

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George Washington

we should

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bUIld

plurali~tlr

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reservoirs of

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classrooms and who do not

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Resourc0s outside the immediate classroom shaul,! be investigated cu:h

Guidelines based on the Meyican-American

Incorporate a multi-sensa Personalize the curriculum

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the students

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Ac we should ronstantly

used

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consider

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Of equal

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importance

minorit;es In our

th~

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em~tional

and socIal security

As the educatIonal guides

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To succeed in of our c 1 as5es

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develop

plurall~~lc

attItudes

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wide variety ot

cultures in order to DUlld 0l_bal understanding, Tea:hing a pluralictlc

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not a simp10 task

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Important resource

to the dev?lopment

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OPPORTUNITIES FOR GROUP EXCURSIONS INTO VARIOUS CULTURES

One

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ting optIon for

in

various cultGr0s are appropriate for grade three and ThE clans

present~d

he e may,

however

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on the whole adventure or path traveled.

The title group reports

encourages one +n focus on the final product;

this set nf

act~v~~lC:

STUDENT OBJECTIVES The students

WIll

Dartjcioate In a discussicn

dj fferent from each

useJ in a concept

culture,

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of

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reg~rding

how

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and acceptance ...

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MOTIVA1·ION/GETTING READY Encourage each student to find one or two other students with

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whom he/she is different from in 0t least one way

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small croups are established encourage the

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find ways

student~

they are similar.

Disband the small groups which have formed.

divergent questicn,

FaCIlitate discussion and encourage all students to EncouraJe the students to thlnk

!articipate.

in terms of cultural differences

FINAL ACTIVITY/LOOKING TOWARD TOMORROW

allowing e6rh student to contribute an element of

their culture

Encourage the students to think about different cultures

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tomorrow's lesson.

-

STEP TWO:ENCOURAGING QUESTIONS

STUDENT OBJECTIVES The students WIll formulate questions regardinq the cultur01

TEACHE0 OBJECTIVES ThE

tea(he~

will

estabLISh

set number of small groups tor These groups mjv be established

Ly the abilitIes or the interests of the students.

!he teacher will

supply the students with a varietv of

materials from each culture

Jeing explored

cultural materials must appeal to as many

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sen~es

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development of oarticular cultures are excellent

MOTIVATION/REVIEW Elict examples of different cultures from the

cl~~~

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acceptance, ask questlons such as

DIVISION/PRESENTATION UIVIde the class

into the small groups for the allow the groups to select

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lE~inlng

the culture

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each then allow the groups to alternative method al!owino the students free choice would

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to formulaLe and record questions

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Guidelines should be established including the unbreakable ru~e

no question

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be discounted reqardless of how seemlnglv

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inde~endent

group

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The students should direct

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their own learning and,

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that this is designed to te

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a student prcject

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if at all possible,

overcome their own

The teacher should act in the role

-

the learning experIence.

The students should,

after having time to formulaLe and

they had regarding the cultural

'~:ord

materl~l~

the teacher should explain that the groups wIi, searching f_,

answer~

during the next lesson

The teacher should

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SEARCHING

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STUDENT OBJECTIVES

~OR

ANSWERS

their questions recarding cultures

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information obtained regarding each culture Into an

TEACHER OBJECTIVES The teacher will aSsIst with the use of

qlve

suggE~tl0ns

regarding

presentatin~

The teacher will explaIn to the class the the gathering Imp~rtance

~f

referenc~

materials

ru~~ibilities

expec+~+ions

information and group presentation

~egarding

emph~slzlng

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of the journey not just the destination

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exercise In acceptance

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acceptance of other cultures and of uther .···.·i:

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periods at the least

FINALIZING PRESENTATIONS

STUDENT OBJECTIVE The students will,

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working in their small groups and practice

d~

necessary

TEACHER OBJECTIVE The teacher will discuss WIth the successful oral presentation

cla~s

guidelines for

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The tL .cher will Guide

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class discussion regardina the elements A few main paint.s mi

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such activities

and give any needed guidance.

LEARNING FROM ONE ANOTHER

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learning groups'

pre5entation on a spe:lf1r cLlture.

TEACHER OBJECTIVE

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to the individu)l teacner,

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Tea

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are encour

DRAWING CONCLU3IONS

'~at

group presentation,

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OPPORTUNITIES FOR DICUSSIoN OR WRITING

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OPPORTUNITIES FOR DICUSSION OR WRITING

Discussion and independent writing hold great power in helping to develop a embraced.

p~uralistic

classroom in which individual differences are

The following list categorized by subject offers suggested

topics which can be used to either start a class discussion or independent writing.

This list is only a sampling of the many ways

culture can effect elementary students;

individual teachers should

choose carefully from this list with consideration to the ability and readiness of each class. If a discussion format is to be introduced, a few guidelines must first be discussed.

Teachers should encourage all students to

contribute but should not require all students to discuss. students should, however, be required to listen.

All

Before discussing a

class must understand that everything said must be accepted without judgement.

Discussions should be conducted as informally as possible.

Allowing students to sit in a circle on the floor or move their chairs closer together are good ways to promote a sense of openness and also security. If individual writing is the preferred form of expression one should also establish certain guidelines. express themselves in writing.

,

during which everyone, selected topic.

Children need time to

Set aside time, at least ten minutes,

including the teacher, writes a response to the

The products of such sessions should not be used to

evaluate grades for grammar but should be valued for content.

As the

students write personal responses their writing styles will improve as will their self-esteem.

The children should have a choice

,'

regarding sharing their written responses with the class. situations it is preferable for them to choose whether or not to share their responses with the teacher.

In such cases,

the teacher can

still make sure all have participated without reading the child's l~esponse

.

Teachers should consider having the students respond to

each selected topic in a journal so that the personal growth of each child can be evaluated.

FAMILY 1.

Who makes a family?

or

2.

Who lives in your house?

Define the wbrd, family? or

If you were in charge of everything,

who would live with you? 3.

Who is in charge of your family?

Why?

4.

What cH'e your l'esponsibilities and benefit.s as pal't of your family?

5.

Are children import.ant to a family?

6.

What role do children play in a family?

7.

Why do we have families?

8.

Why do we have parents?

9.

Which is more important.,

the family or the family member?

10. Who do you trust in your family? 11. What do families do t.ogether? 12. How does a family spend it.s money?

,

-

1.

Is school important?

2.

What does education have to offer?

:~:

Describe the job of a teacher.

Why or why not?

A student.

-

,

'

4.

What is enjoyable about school?

5.

Does school make us bel-tel' individuals?

6.

What is the most impol'tant lesson to leal'n?

7.

If you wel'e in chal'ge, how would you change school?

8.

If you could change places with anyone in this class, who would you

9.

C

hoost??

Describe the best possible day at school.

10. Describe three good things about Monday. 11.

Who is the most impol'tant person at your school?

Who should be

1?

What is the best way to learn something new?

.-, 1 .':1.

What shculd youI' teacher do that she/he does not do cUl'l'ently?

14. Who helps you with homewol'k? 15. Describe the pel'fect classl'oom. 16. What would school be like if thel'e were no school buildings? 17. What do you think school was like 100 years ago? 18. Should students ask teachers questions? 19. Do teachers always undel'stand students? 20. How long does education last?

WORK AND PLAY 1.

What is work?

2.

What kinds of work do kids do?

3.

Define the word, play.

4.

Would you rather work or play?

5.

Is work or play more important?

6.

What kinj of work would you like to do when you are older?

7.

What are the three best ways to play?

Why?

8.

What kind,

if any, chores do you do at home?

9.

Describe the work you do at school.

10. When is the right time to play? 11. Are

peo~'le

limited to the types of work they can perform?

12. What is the purpose of play?

HOLIDAYS AND CELEBRATIONS 1.

Describe the holidays your family celebrates?

2.

Why are holidays important to you?

3.

What was the last celebration in which you took part?

4.

What is the purpose of this holiday?

(Select an appropriate

holiday. ) 5.

What cultural holidays are important to you?

6.

Describe your favorite holiday/celebration.

7.

Why do we have class parties?

8.

What is the best why to celebrate an important day or event?

HISTORY AND TRADITION 1.

Is history important to you and your family?

2.

What do the elders of your family or community teach the children about the past?

3.

Explain the significance of a historical figure.

4.

What do you know about your ancestors?

5.

Describe a family tradition.

-

.CULfURAl.

JamE0 A

ed

Was~ington,

National Education Associatio0,

D.C.

Castaneda, Alfredo.

Richard L

EDUCATIONAL NEEDS OF

Epps,

IN EDUCATION:

New York:

FOUNDA1IONS. Banks,

~LUHHLISM

Edgar G ,ea.

James,

MINOR~TY

and Webster Robbins

GROUPS.

CULTURAL PLURALISM.

McCutchan Publishing Corporation,

Lincoln,

Eric A.

Lexington Heath, G

EDUCATION AND RACE.

Book~,

L!)uis

Washingt.on,

California:

Ber~eley

1974.

Lexington,

BROWN,

-

Massachusetts:

AND BLACK DEMANDS FOR BETTER EDUCA1ION

Multicultural Education Publications

cooperat.ion with the Teachers Corps), Stent, Madelon D,

Washington,

1972

RED,

D.C:

THE

Nebrask~.

ALTtRNATIVES FOR BILINGUAl-BICULTURAL EDUCATION.

Hanushe~,

1981

William R.

PLURALISM IN EDUCATION:

Hazard,

.in

1977.

and Harry N.

A MANDATE FOR CHANGE

Rivlin. -'./ _._ ._. l.

"i

1.. .11"\-:.

CULTURAL ,

,

rofts Educational Division Mereoith CorporatIon,