The choices schools make in portraying certain stereotypes as normal can also affect the way children view the world. For example, Native American logos are often used with schools’ sport culture. Non-Native kids, in a school with "Indian" logos, start off in an environment where their limited amounts of knowledge on Native Americans are based on a caricature of a people and the misuse of their culture. These children aren’t taught any different than the stereotypes they grow up with and tend to believe the stereotypes they were taught are factual. “The logos teach non-Indian children that it’s all right to participate in culturally abusive behavior,” as it seems normal to them (Munson 4).
This book should be taught to High School students across the country, and it should not be a banned book. To Kill a Mockingbird teaches students morals, and ethics. The book is still partially accurate to what some people go through even in today’s world, and what the books reads is still a part of history that should not be covered up and tucked away. To Kill a Mockingbird should still be taught in school systems, and should not be a banned book because the novel focuses on a part of history that should not be ignored.
Crash Course World History is an educational channel on You Tube aimed to educate motivated high school students who want learn concepts in world history. This segment describes the role of Ghandi and his perception of civil disobidence. The source argues that Ghandi essentially transferred moral value to political ideology helped accomplish Indian independence. The mass media coverage of Ghandi’s civil disobidence attracted global attention and cultural echanges. While civil disobedience may not always solve problems in the world completely, the ideology of civil disobedience allows people around the world to suggest their personal opinions on justice.
The reason of why The Education of Little Tree is assigned to read for this class is that we should know each family and culture are unique and important for children’s development. As a teacher, we should know that each child comes from different family and background, and it might be very different from ours, however, we should not judge and treat children unfairly due to the cultural differences. This book reminds us that there are families and cultures whose beliefs are different from other majority of people in this country, but these cultures need to be respected by us and be treated same as other majority beliefs. In this story, the unique and minor culture would be the Indian’s and the majority one would be the white settlers’ belief,
It is important that children and young people are educated and encouraged to learn about cultures and beliefs different to their own. This will promote an anti-discriminatory practice. There are many multi-cultural festivals and celebrations that happen in the UK. In school it is important that all children learn about these celebrations to educate them on other individual’s cultures, for example, Diwali, Hanukah, Christmas and Ramadan. This will give children an insight on others cultures and how they celebrate within their religion.
The article debates that, albeit some of Marie de France contents seem to be unsuitable for a children audience , fables such as “The Wolf and the Kid” and “The Doe and Her Fawn” could “serve as an example that parents could present to their children” (pp 38). This critique aims to examine the arguments given,
This book also touches on propaganda. Propaganda heavily affects Marjane through her schooling, the news, and the people around her. At school, Marjane was taught what the government wanted the children to be taught. When the regime changed, so did the class material. They were taught how to be faithful to the Islamic regime, fitting the propaganda of the new Iranian state.
American History Education Reforms The definition as well as the specific parts of accurate American history is a highly debated topic- especially in regards to educating children on American history. In “Let’s tell the Story of All America’s Cultures” by Yuh Ji-Yeon gives her point of view on the controversial topic of the success of American history education. As the author is a Korean immigrant she has a special connection to this topic, and is writing this article to giver her opinion in the debate of reforming education in America. Ji-Yeon successfully persuades the audience that American history education in the United States is discriminatory by using her personal experiences and emotions as she informs the audience of a possible solution
Because a case study is based on real life situations, inferences drawn from the research process allow deeper understanding of how study elements influence each other. A case study approach was selected because it is impossible to separate the context of the study variables, as in this study, case study represents the best approach (Merriam, 1998). The case study is designed to explore the process and environment that affect creative thinking skills in high school students by using a Phenomenography research methodology to set up the CBL draft model.
However, the questions she asked to students was Have u ever been in a cultural conflict issue? If yes explain. It seems like she is forcing them to speak as your answer should be “yes” so just tell me a story happened to you. The questionnaires requested some anecdotal information from every students keeping in mind the end goal to accumulate information. Table 4 (p.86) categorizes the conflicts and gives some illustrated examples, but some types of conflicts are not cultural.
According to Angelina Castagno ethnic studies professor at Northern Arizona University states, “Most teacher preparation programs focus on content/subject-matter knowledge, as well as procedural knowledge about how to manage one’s classroom and curricula”. Beginning teachers start off with just trying to command and manage their classroom than after that they begin teaching the content of their instruction. If you were to have a teacher preparation program just focusing on integrating the Dine culture and language your students would thrive better in the content knowledge. Should teacher preparation programs teach the pre-service teachers how to be culturally responsive teachers in Native schools?
American Indian Center Jim Knutson-Kolodzne is an Anishannabe and was raised W.G.C. in Jefferson, Wisconsin. He is an enrolled member of the Little River Band of Ottawa Indians, director of the American Indian Center at St. Cloud State University and he also teaches psychology of racism classes. He talked about American Indians in Minnesota and how there are 864 American Indian tribes and it is impossible for someone to know everything about every tribe. In the early 1990’s St. Cloud State University community members became concerned about “meeting the unique needs of the American Indian students attending St. Cloud State University.
Finally it will look at the intergenerational effects of the school system that live on until this day. Before Europeans arrived in North America the indigenous people had a dramatically different process of teaching their children. Miller describes three L’s: looking, listening, and learning which role models would use to teach their young what they thought they needed to know. In the case of looking, children would learn what proper behavior is and what is expected
Gary R. Howard’s “We Can’t Teach What We Don’t Know” offers an insightful look into multicultural education and the ways in which white educators can, and should, consider the diversity within their classrooms as a necessary part of the learning process. Although an admittedly difficult topic, the author strives to help the reader understand the problem of diversity in our schools and the ways in which our approach to educating multiracial students can help or hinder students. This report seeks to provide an overall review of the book and a discussion of the positive and negative aspects of the opinions presented. Book Synopsis