Culture in equity presentation


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Culture in equity presentation

  1. 1. Culture<br />The sum of attitudes, customs,<br />and beliefs that distinguishes<br />one group of people from another. Culture is <br />transmitted through language, material objects, <br />ritual, institutions, and art, from one generation to <br />the next.<br />
  2. 2. Characteristics of culture:<br /><ul><li>Learned.
  3. 3. Common to a given society.
  4. 4. Shapes behaviour and consciousness.
  5. 5. Systems of meaning.
  6. 6. ways of organizing society, from kinship groups to states and multi-national.
  7. 7. In constant state of change.
  8. 8. Negotiated agreements.
  9. 9. Relativistic. </li></li></ul><li>My focus: <br />Ideologies/ structural basis. <br />Critical view of culture:<br /> How identity forms structure &<br /> socialization within North <br /> American culture. <br />
  10. 10. Ideologies <br />A set of specific ideas, attitudes and beliefs. <br />Provides or advocates a coherent plan for social, political, or economic action. <br />Typically a persisting cultural function in all social systems.<br />Have differing dominant aspects of social organization in various cultural groups. <br />Ideologies reinforce equality/inequality norms: <br />Racial, ethnic, women, children, elderly, etc.i<br />
  11. 11. Question and Answer<br />Do ideologies create social <br /> and cultural problems? <br />
  12. 12. Cultural identity : structure / socialization within North American culture <br />Cultural identity: the identity of a group or culture, or of an individual as far as one is influenced by one's belonging to a group or culture. <br /> <br />Value conflict: <br />System of schooling<br />values in north American culture: life is about getting to that end.<br /> <br />Culture is the primary lens through which we see power and the primary form of difference in culture is through the lens of power. – Linda Wheeldon<br />
  13. 13. If classroom expectations are limited by our own cultural <br />orientations, we impede successful learners guided by<br />Another cultural orientation. If we only teach according to <br />the ways we ourselves learn best, we are also likely to thwart<br />successful learners who may share our cultural background <br />but whose learning styles deviate from our own. (Bennett, <br />C. Comprehensive Multicultural Education, p. 116)<br />
  14. 14. What effects does culture have on the classroom?<br />
  15. 15. How does our culture have a bearing on the way we run our classrooms?<br />Lets take a look at other cultures!<br />
  16. 16. Native<br />Summit<br />Elders<br />
  17. 17. Ceremony<br />I will tell you something about stories, <br />[he said]<br />They aren't just entertainment <br />Don’t be fooled. <br />They are all we have, you see, <br />All we have to fight off <br />Illness and death. <br />You don’t have anything. <br />If you don’t have the stories. <br />
  18. 18. Here, put your hand on it<br />See, it is moving<br />There is life here<br />For the people<br />And in the belly of this story <br />the rituals and the ceremony <br />are still growing.<br />
  19. 19. Native<br />Summit<br />Elders<br />Holistic<br />Dual citizenship? <br />Acknowledgement <br />Low self esteem is huge in today's teens <br />
  20. 20. Chinese<br />Creativity<br />EFFORT!<br />Confucian <br />
  21. 21. Chinese Literature<br />Confucius – To learn and to practice what is learned is pleasurable<br />Han Dynasty – In time, a string may saw through wood and drops of water can penetrate a stone<br />Tang Dynasty – One excels through diligence<br /><ul><li>Diligence can compensate for dumbness</li></ul>Unknown – One reaps as much as one sows (No pain, no gain). <br />
  22. 22. Chinese<br />Creativity<br />EFFORT!<br />Confucian<br />Ambition and lack of effort is another problem in today's schools<br />
  23. 23. Japanese<br />In class<br />Not in class<br />Collective / Cooperation<br />Subway<br />Self centered approach<br />
  24. 24. Arab<br />Male <br />Family approach<br />Culturally <br />Goals / Control / Helplessness <br />Input of students is key<br />
  25. 25. Haiti<br />Oral<br />Bedtime<br />Debate / Constructive argument <br />Create classroom where airing views is good!<br />
  26. 26. What can we learn?<br />Native – Build students up! Someone with a sense of self worth will learn much more!<br />Chinese – Effort is an important factor!<br />Japan – Cooperation of the whole class rather than a class of individuals.<br />Arab – Allow students to assist in the goal setting process of what do to and allow a ceritan amount of control!<br />Haiti – Encourage healthy debate and constructive argument.<br />
  27. 27. Religion<br />Spread of Religion<br />
  28. 28. Breakdown of Religion in Canada<br />
  29. 29. The Controversy of Religion in the Classroom: Background<br />Since the 1950s, there has been controversy over religion in the public school system<br />Multiculturalism as federal policy reduced emphasis on religious instruction<br />Two major court trials<br />1980s case over the Lord’s Prayer<br />1990s case over religious symbols<br />Gordon Dirks<br />
  30. 30. Current Controversies<br />Quebec:<br />Compulsory world religion curriculum<br />Protest marches and 1700 parental requests to have children excused<br />
  31. 31. Current Controversies:<br />Quebec<br />Against<br />Agree<br />Confusing for young children to form spiritual identity<br />Takes away parents moral authority over the education of their children<br />Infringes on parental rights of religious instruction<br />Course instructed objectively <br />Promotes equality, respect and tolerance<br />Explains to children the diversity they now live in<br />Does not limit parents’ ability to pass religious beliefs<br />Right to ignorance is not protected under the Canadian Charter of Rights and Freedoms<br />
  32. 32. Current Controversies: Alberta<br />Bill 44<br />Written notice required when sex, religion or sexual orientation are to be covered in the curriculum<br />Parents can then pull child out of planned lesson<br />Parents can file human rights complaints against teachers and school districts<br />No restrictions placed on casual classroom discussion<br />
  33. 33. Discussion<br />What do you think about the approaches of Quebec and Alberta?<br />Which side do you most agree with?<br />Quebec’s compulsory religious education <br />OR<br />Alberta’s parental authority over religious education<br />Alternatives?<br />
  34. 34. Language<br />
  35. 35. Basic Educational:Global Action For Children <br />The right of access to education - Education must be available for, accessible to and inclusive of all children.<br />The right to quality education - Education needs to be child-centered, relevant and embrace a broad curriculum, and be appropriately resourced and monitored.<br />The right to respect within the learning environment- Education must be provided in a way that is consistent with human rights, equal respect for culture, religion and language and free from all forms of violence.<br />
  36. 36. German Ad<br /><br />Mispronunciations/accents<br />Academic achievement <br />Culture/Behavioural Misunderstandings<br />
  37. 37. Difficult Aspects of Communication<br />Humour<br />Slang<br />Figure of Speech <br /> (metaphor, simile, <br /> personification)<br />
  38. 38. Crossing Language Barriers<br />Music (practice room experience)<br />Pictures<br />Numbers<br />Gestures<br />Objects<br />
  39. 39. Parental Involvement:<br />Communicate frequently <br />Be consistent<br />Keep interactions to the point (simplify) <br />Awareness of non-verbal communication<br />Awareness of cultural-based assumptions about education<br />
  40. 40. Hello, How are you?<br />Shauna: German<br />Mike: Greek<br />Susan: Hebrew<br />Josh: French<br />Jill: Spanish<br />
  41. 41. What is Pop Culture?<br />
  42. 42.
  43. 43. It is...<br />Ideas, perspectives, attitudes, images and other phenomena<br />Influences include…<br />
  44. 44. One of the very first “pop culture” phenomena's <br />Themes behind music<br />How music can be <br />used in schools<br />Music<br />MUSIC<br />
  45. 45. Film<br />Presented for audiences with a purpose<br />Shift of performances<br />Unfair expectations of teachers<br />
  46. 46. Cyberspace Culture<br />Can be useful but can also breach confidentiality<br />“Teacher” on Youtube<br /><br />Blogging<br />
  47. 47. “I hope this has taught you kids a lesson: kids never learn.”<br />
  48. 48.
  49. 49. Cartoons and Comics<br />Older pop culture that is still popular<br />Geared towards animation <br />Examples<br />Negative stereotypes<br />
  50. 50. Television<br />Most available form of pop culture<br />Positive examples (there is some)<br /><br />