Use this to show how the rest of the discussion will proceed.Inform them about the percentage of cultural diversity covered in the P2 instructional materials. However, we feel that the topic on integration is not thorough enough.Link generalisations in SOW to story books and explain how each of them is represented. Get them to agree that there cultural diversity is a recurring topic within the books.
Present story books to class
encourages Singaporeans to be open and accepting to foreigners, whilst introducing foreigners to the various practices in Singapore and encouraging their participation. The ending was appropriate; it teaches students (both Singaporeans and foreigners (PR) alike) the most important thing - To look at one another as individuals, while understanding that they belong to a collective.
Whilst it shows Noi, the foreigner, as an accepting and open foreigner (directed at PRs), it fails to "teach" how Singaporeans could have, in turn, accommodated to Noi's customs or way of life, and by extension, those around them.The activities mentioned are of a diverse nature; students may be unable to fully grasp the concept of the activity to understand its relation to ehri culture. This is not properly explained. Moreover, the activities chosen are not necessarily race exclusive. Ex, Malay Christians can choose to have a church wedding, but that doesn’t make them less Malay. This may confuse the child even further.“Participation” of different celebrations limited to “showing up”. Noi could have played a more active role to encourage students to have deeper and more meaningful participation with their friends’ cultural activities.
The activities in the book focus on the 4 major races of Singapore, including Eurasian, which we tend to leave out. Moreover, the activities found inform Singaporeans of the costumes and festivals associated with each race.
Traditional Costumes – All different ‘Others’ summarised under Westerners without a proper portrayal of their outfits. All summarised under the suit. (Insert Barney Stinson)Christmas--often being confused as a festival for celebration (religious customs or tradition). This will be revisited in the second book.Moreover, the activities do not help promote understanding and acceptance. This burden falls totally on the teacher. Therefore, we feel that the activity book could have been adjusted to let students paste stickers or cut outs of ethnic costumes on other races.
Urges students to take pride in their race way they look, the cultures they originate from, and their festivals. Each race has a part of their culture which we can enjoy, be it as simple as Music or food, to other more complex aspects like Dance, Ways of thought, or Language and Literature. At least we get to enjoy their public holidays, right? (JOKE)
Singapore is Cultural Diversity.Cultural Diversity does not solely means different races being forced to live together. There is no diversity if we are not united, only cultural division. Teacher must explain multi-culturalism is useless and even harmful unless we learn to live together in harmony. A Singapore with multi-culturalism but without racial harmony will not last for long.
Encourages student to remember the joyous times they had in Singapore and be thankful. Teacher can use the chance to branch into the value of gratitude.
May limit the children to very shallow thinking: They like Singapore because they enjoy a comfortable, materialistic life here. What then when life gets tougher? Teachers should get students to imagine about the bad times (especially like now). What will their students do, and why? Do they think that that is the right thing to do? Why?
From the two boys, it is possible to deduce a possible future in which Singaporeans turn against one another and live in unrest due to a poorly spoken remark.Refer to previous topic, remember cultural diversity is not cultural division.
Link with Racial Harmony Day, where a similar method of encouraging national safety was used. (Bring up the benefits of having a harmonious multicultural society--do not always focus on the negative)
Students will most probablyquestion their friend about their choice of ingredient. This way, students exchange cultural and personal information instead of being fed from a book.
Singapore is flooded with the huge variety of food from many cultures found all over the world. Do we still possess tastes unique of a certain race, or have we been westernised?
Chapter 2 shows more sign of branching out farther than the 4 races in Singapore.
Students who may not have contact with other races may just form their opinions based on this… because this is what they know.Also, westerners / europeans were always merchants, so there may even be a sense of inferiority.
Through this, they will get rid of job stereotypes and race stereotypes
Medical Social Worker in 1955In the Laju incident on 31 January 1974, members of the terrorist Japanese Red Army bombed petroleum tanks on PulauBukom off the coast of Singapore; Nathan was among a group of government officers who volunteered to be held hostage by the JRA to secure the release of civilian hostages.Singapore’s High Commissioner to MalaysiaAmbassador to USADirector of Institute of Defence and Strategic Studies at NTUPresident of Singapore
Ss groupwork updated final
Cultural Diversity in our Social Studies Syllabus Vani | Bernard | Zinc | Winnie | Priya
Quiz1. What is the significance of Vesak Day?2. What is the difference between Hari Raya Haji and Hari Raya Puasa?3. Why is Christmas celebrated?4. Why can‟t the Muslims eat pork?5. Why can‟t the Hindus eat beef?6. Why do Hindus wash their feet before they enter the temple?7. Why do Christians celebrate Thanksgiving?8. Why do Muslims wear „tudong‟?9. Why do Chinese celebrate Mooncake festival?10. Why do Sikhs wear „turban‟?
What is cultural diversity?Definition:-To have a diverse range of culture in a commonshared space, to take pride in one‟s own culture, yetrespect, accept, maybe even celebrate other‟scultural uniqueness.
What do some student teachers say?Chinese respondent: Cultural diversity is about different culturally Differences in ethnicity, language, religion, customs and beliefs Messages of the importance of racial harmony and being tolerant of other ethnic groups was taught to her when she was a studentIndian respondent: Cultural diversity is something whereby you get to experience and learn each other‟s culture, tradition and practices and why they do things in certain ways and why festivals are celebrated When she was a student: Racial harmony, IFD, different festivals to teach them In contract teaching: NE camp for P4 students, 2D1N camp, Incorporate cultural diversity aspects in camp (meals-breakfast, lunch n dinner from different groups) and practices (sitting on the floor, sharing plates etc)Malay respondent: Cultural diversity was explicitly taught and modelled as a student, through school celebrations during festivals, through curriculum (maths problems has representation from diff ethnic grps) In contract teaching: Students in other ethnic grps join CCAs that are not of their own ethnicity
What do you think?Video:http://www.google.com.sg/webhp?source=search_app
Why do we need to think about culturaldiversity?National Day Rally Speech 2012, PM Lee Hsien Loong
Development of P2 syllabus P2 SyllabusChapter Chapter 1: New Girl in TownKey Concept Cultural AppreciationGuiding Question Who are the people living in Singapore? How do we practise our customs and traditions?Chapter Chapter 3: Things so SingaporeanKey Concept National Identity and Shared ExperiencesGuiding Question What makes us people of Singapore?Chapter Chapter 6: Show some respectKey Concept National Identity, Shared Experiences and HarmonyGuiding Question What makes us people of Singapore?Total no of chapters 3 out of 6 chapters
Critique syllabus with regards to teaching Cultural Diversity
Approach The three stories to cover New Girl in Town Things so Singaporean Show Some Respect
Our Diversity Makes us UniqueNew Girl in Town Learn about different celebrations in Singapore through Noi, a transfer student and appreciate other races‟ cultures and traditions. Cultural Appreciation
Block of Study: Our Diversity Makes Singapore UniqueConcept: Cultural AppreciationGuiding Questions:(1) Who are the people living in Singapore?How do we practice our customs and traditions?Generalisation:Pupils will be able to know that we have diversecommunities in Singapore and to appreciate the manycustoms and traditions of the communities inSingapore.
Content of Story Positives Encourages locals to be open and receptive towards foreigners, and vice versa. Ending teaches students to look at one another as individuals. (Good ending ++)
Content of Story Cons Only Noi was demonstrated acceptance. Examples shown are poor representations of races Lack of meaningful participation
Activity Book Positive 4 major races Educates students on basic information of major races.
Activity Book Cons Traditional Costumes ChristmasMerely feeds students knowledge without promoting cultural understanding and acceptance.
Visuals Look at the faces of the children. What do you think they are trying to indicate? AppreciationParticipation Acceptance Amount of Interaction?
VISUALS Look at the various communities depicted. How do you think they are being potrayed?Traditions and Customs Traditions and Customs of a community of a Community Traditions and Customs of a Community Variety of Positive communities Amount of Interaction? Representation portrayed
Activity(Public Holidays in Singapore) Look at the various PH and festivals. Can you organise them into the various communities that celebrate them? Holidays New Year’s Day Hari Raya Pussa Chinese New Year National Day Good Friday Teachers’ Day Labour Day Children’s Day Vesak Day Hari Raya Haji Youth Day (School Holiday) Deepavali Christmas Day
Rationale of ActivityGain awareness that Different festivals are celebrated by various communities Communities can also involve different race and religions Unique communities makes Singapore Unique Each community can enjoy or share traditions and customs
Recommendations Discuss various festivals celebrated by different communities Show pictures of how different communities enjoy and interact with one another
Recommendations Sharing of our own experiences Up to 2 chapters could be used instead Students can learn more about the finer aspects of each others culture: Their lifestyles, recreations they like, preferences for food
Our Common Identity, Shared Things So Singaporean Think about what makes Singapore Singapore, and in turn, makes us Singaporean. Induces pride and belonging through facial looks, the cultures they originate from, their festivals and foods. Celebrates uniqueness whilst reminding us our togetherness.
Block of Study: Our Common Identity, SharedExperience and Values Unite the People in Our CountryConcept: National Identity, Shared ExperiencesGuiding Questions:(1) What makes us people of Singapore?Generalisation:Pupils will be able to understand that sharedexperiences bind us together as a nation.
Content of Story Positives Promotes racial pride Reminds students to enjoy our diversity is a strength, not a weakness.
Content of Story Cons Multi-culturalism is a characteristic trait of Singapore, but it does not correctly define Singapore.
Activity Book Positive Serves as a possible branch to inculcate the value of Gratitude
Activity Book Cons Is that all students can love about Singapore?
Visuals Look at the faces of the children. Are all the 4 races (Chinese, Malay, Indian, Others) depicted accurately?
Visuals Look at the pictures of the each community. Do they show interaction?Do the different communities interact in reality?
Activity(Who are my friends?)Can you name some of yourfriends? Why are the two (few) of you friends? How do you interact with each other?
Rationale of Activity Points out that Singapore is a place where we can find many communities living together This makes Singapore Unique
Recommendations Make use of the diversity that pupils can observe around them Example: Observe our canteen, what kinds of food are there? Why are there so many different kinds of food? Pupils need to know that all races have their rights to live in Singapore. They share many things with other races.
Our Common Identity, Shared Show Some Respect Looks into how easily our harmony can be destructed, and, sometimes even by ourselves The best protection is respect, sensitivity and personal maturity.
Block of Study: Our Common Identity, SharedExperience and Values Unite the People in Our CountryConcept: National Identity, Shared ExperiencesGuiding Questions:(1) What makes us people of Singapore?Generalisation:Pupils will be able to share that common values onracial and religious harmony based on consensus andnot conflict.
Content of Story Positives A reminder of a possible future, and reinforces the need to maintain cultural harmony. Forgiving and Respect is the value taught here.
Content of Story Cons It‟s always the same song.
Activity Book Positive Encourages students to get to know their friends‟ culture through their friends, and not using a stereotypical template.
Activity Book Cons Given our food culture, how successful is the activity?
Visuals Look at the costumes of Mrs Joseph. Can you tell what she is wearing?Mrs Joseph willing to accept the cultural costumes of the other communities
Visuals Look at the pictures. What do they tell about how communities interact? Cultural diversity exists across generations and this should be
Let’s Look at the Syllabus! Can you pick out the chapters that you think show / teach cultural diversity? Chapters 1-4: Different people who contributed to Singapore‟s early growth Chapters 5-8: First-Gen political leaders‟ contribution (included people of different races)
Let’s Look at the Syllabus! However… Covers breadth but not depth Content is “history”- heavy Isit enough to learn about cultural diversity of people in the past?
Let’s Look at the Syllabus!History-heavy Job stereotypes? RaceStereotypes?
Let’s Look at the Syllabus!History-heavy Job stereotypes? RaceStereotypes?
Let’s look at the Textbook! The PAST “Mascots” for textbooks
Let’s look at the Textbook! The CURRENT “Mascot” for textbooks
Why did they change the “mascot”? More than 4 main races in Singapore! Influx of foreigners Singapore as a country But… has Sir Stamford Raffles ever become a Singaporean? Is he a good representation?
REPRESENTING INDIA P.31: More exposure given to India. In Singapore, being Indian has come to being Tamil, which is wrong. For a long time, the representation of Indians in books has been largely been influenced by Tamil/South Indian culture. 58% Tamils 42% Non-Tamils
Representing India Differences amongst a race of people who have beenforcefully misrepresented forthe convenience of textbook writers/educators!
REPRESENTING INDIA There is now a detailed description of where Indianscome from and that they speak more languages otherthan Tamil and Hindi (which are the languages people would associate Indians with, in Singapore).
REPRESENTING INDIA Spot the error on page 30! (clue: Something wrong with the languages)*It is also great that Indians are depicted as more than coolies shown carrying heavy sacks of goods upon emaciated bodies.
REPRESENTING MINORITIES WITHINMINORITIES P.38-41: Excellent coverage for minorities within minorities groups such as the Jews and Chitty Peranakans *Children of today are ready to hear more about greater diversity of people such as the ones mentioned in these pages.
REPRESENTING MINORITIES WITHINMINORITIES Interesting! Did you know that David Marshall is a Jew? He has always been mentioned in the SS textbooks when teaching students about the political aspects of Singapore
REPRESENTING MINORITIES WITHINMINORITIESFor example: There are synagogues around inSingapore, but no heritage tours (learning journeys fors/s) made to them. Were/Are we too comfortable with sticking to the FOUR MAIN GROUPS?
REPRESENTING MINORITIES WITHINMINORITIES Personal experience: Never knew who Chitty Peranakans were until I was 14 & my mother told me about them. Recommendation: Include more variety in heritage tours. Move away from the usual Hindu temple and church visit during learning journey...go to Jewish synagogue and Sikh temples.
REPRESENTING MALAYS How well do we know the people of our region?
REPRESENTING MALAYS Malays from Malacca The Javanese The Boyanese THE MALAY The Bugis ARCHIPELA The Minangkabaus GO What is the meaning of ‘archipelago’?
Recommendations Problem Recommendations• Content is too • Teacher can plan a „history‟ heavy. consolidation There are minimal lesson to tie links to the present. everything up• Strong focus on the together. past can lead to • Link what they have students forming learnt in the past stereotypes. chapters to people in the present.
Recommendations Chapters 5-8: How our first-generation political leaders have contributed to Singapore • Make a link to present-day people: President SR Nathan, etc
Recommendations Problem Recommendations• Sir Stamford Raffles • We still need to build our “Mascot” for textbooks national identity – so the 4 races are still important. may not be a good • However, have more different representation of representations of the 4 races in Singaporeans Singapore!
Recommendations Problem Recommendations• SS learning journeys focus • For heritage-based more on sites which have fieldtrips, Include more to do with the four main variety! races • Break away from the usual hindu/ chinese temples. • Instead, go to Jewish synagogue and Sikh temples
Conclusion: The Vision….moving forward • To see commonness and togetherness beyond the cultural sphere. Mdm Nisa Understand and respect one‟s identity, cultural and religion • Students must be more sensitive to others than before as you will definitely Mr Arbind find more mixed races around nowadays