Cultural Connection Project Presentation2 2

Cultural Connection Project Promoting Multicultural in Elementary School Presenter: Chi-Ying Betty Hu Date : November 17, 2008

Matuck, L.Y., & Ruggirello, T. (2007). Cultural Connection Project :Promoting Multiculturalism in Elementary Schools. Canadian Journal of Public Health, 98 (1), 26-28.

Content
Introduction
II. Methodology
III. Outcome
IV. Reflection
V. About my research

Introduction
Cultural Connection Project (CCP)‏
Sponsor
Objective
Funded by Heritage Canada Aimed to promote multiculturalism among grade school students through drama education

Framework of CCP
Background theory
Paulo Freier's transformative and experiential learning theory Where students explore the issues, reflect on their personal experience, generate new meaning of experience and take action to create change.

Framework of CCP
Phase 1
Phase 2
Phase 3
group discussion performance drama workshop

Methodology Participants Grade 3-6 students (n=665) Lead-class students (n=158)‏

Methodology
All students completed a 7-item questionnaires
2. Comfort with others 1 . Have friends 3. Talk with others 4. Respect others 5. Accept others 6. Importance to be equal 8. Believe can make difference

Methodology group discussion performance drama workshop T2 T1 T3 Data collection

Methodology
Objective
Lead class Lead class All grate 3-6 students
Explore students’ understanding of
multicultural
Portrayed cultural conflicts experience
by new comers in the host country
Students identified possible cause and
proposed resolution
Created fictional scenarios to examine
conflicts related to cultural diversity
Developed action plans to promote
cultural sensitivity and awareness in
their own schools
Drama Workshop Drama Performance Group Discussion Objective Participants

Methodology Data analysis T-test ANOVA T1 & T2 T2 & T3

Outcome
T-test
After the performance(T2) ＞ Before performance(T1)
3. Talk with others

Outcome
ANOVA
Post-treatment scores(T3) ＞ Pre-treatment scores(T2)
3. Talk with others 5. Accept others 8. Believe can make difference

Outcome
Drama education was an effective experiential tool for promoting multiculturalism in a school setting

Reflection
Weakness
Don’t attach enough information.
ex: tables, questionnaire
Strength
Have clear framework and object design.

About my research Grant Questionnaires & Semiconstructive interview Method 1. What is the students’ perception of foreign teacher ? 2. How do students adjust to the foreign teacher? Research Question The pupils of Confucius meet Palo Topic

Thanks for your attention.

Cultural Connection Project Presentation2 2

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