Self, Community, And Social Justice: Leadership And Environmental Camp In Belize
“I am Stronger…” Self, Community, and Social Justice: Leadership and Environmental Camp in Belize
With the rapid growth of global issues in education, researchers need to focus on international teaching practices and out-of-school programs (Sanderson, 2011). This research offers insights into multicultural education because it contributes to and allows for the discussion on international quality of education and social justice (Tikly & Barrett, 2009). We want to continue to contribute to the movement toward equity and social justice at the local, national, and global levels. In particular, this research focuses on the global level as we examine an out-of-school environmental education program in a lower socioeconomic district in Belize.
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Noted sociocultural and situated learning theorists suggest that understanding and knowledge develop through social contexts and interactions (Lave & Wenger, 1991). Former, eminent educational theorists contend problem solving, social interactions, and intercultural experiences afford students a space to develop and learn (Dewey, 1963; Vygotsky, 1978). Within a community and as an individual, changes and transformations occur as participants interact in an activity and different interpretations transpire (Rogoff, 2003). Culture is part of our everyday and past experiences; people develop through culture and cultural processes. Individuals develop and gain knowledge and understanding through shared community activities (Goos & Bennison, 2002; Richards, 2006; Rogoff, 1995). Situated learning environments include authentic, real life activities and contexts in which individuals learn to apply knowledge (Herrington & Oliver, 1995; Lave & Wenger, 1991). Through collaboration, individuals learn and develop understandings within real life contexts. In this investigation, counselors and participants collaborate in groups while they learn through problem solving and interactions with their peers and …show more content…
All three researchers (authors) kept observational field notes as well as a reflexive journal. We maintained a reflexive journal throughout the study because as participant observers it was necessary for us to experience and question ourselves (Guba & Lincoln, 2005; Janesick, 1999). The participants completed pre- and post-evaluations, which asked open-ended questions about their expectations, experiences, educational background, leadership and the environment (see Appendix). As a culminating activity, the camp participants with guidance from the counselors created a video, which we watched and
Culturally Responsive Teaching And Learning Book Report
1791 Words | 8 PagesThe first two chapters of this book deal with the mindset that we as teachers must have in incorporating the framework and pedagogy into our classrooms. In becoming a culturally responsive teacher you must look at validation, affirmation, building, and bridging. In validation, we have a responsibility to our students to legitimize their culture and language. In being a teacher, rapport I with your students is critical in your success for reaching your students.
Ethnographic Observation: Merrill Elementary School Children
1863 Words | 8 PagesThroughout the semester we examined ethnography, which is the study of different cultures and their practices. This examination of ethnography helped us implement cultural understanding and appreciation in our Lighted Schoolhouse lessons with elementary school kids. In this paper I will analyze and reflect on my ethnographic observations at Merrill Elementary School. My first visit to Merrill Elementary School was on February 23rd. Though this was just an observational visit, I was really nervous about interacting with the kids.
Personal Narrative: United Methodist Summer Camp
686 Words | 3 PagesI have been greatly challenged and rewarded by the campers I have interacted with here. One of the greatest challenges I have faced while serving in this role is finding a healthy balance between focusing on the needs of other and focusing on myself. Throughout the summer, I am constantly focusing on the emotional, spiritual, mental and physical needs of campers. There is little time and
Ap English Language Survey Report Sample
1282 Words | 6 PagesMany disagree with this process that permits schools to label groups. A “self-fulfilling prophecy can result in which there is stress and pressure to succeed and play a significant role in society” (Ballantine & Hammack, 2012, p, 121). However, we can remove these disparities and emphasize on supporting all students by integrating a variety of learning styles. Subcultural participants still both struggle and uphold mainstream culture through their participation.
DCHS Personal Statement
469 Words | 2 PagesAdults from the community are invited to lend their expertise and to connect with the student “campers.” While the adult leaders spend months planning, we know that we cannot possibly do this without high school student volunteers. It is their connection to the campers that makes the program successful. Many of the high school students are returning volunteers and it is a joy to see the high-vies, hugs, and chatter as they reconnect.
Cultural Competency
243 Words | 1 PagesEducators need to develop and enact cultural competency to work effectively with children, families and staff who may have diverse experiences, values an beliefs. We should interact with respect, be constructive and have a positive attitude towards others. We as educators should think critically about ways to interact with children, families, staff and community to enhance relationships and exchange information and limit and decrease stereotypes. The EYLF and NQS both includes outcomes and principles that embrace cultural competency. It includes making sure children have a strong sense of identity, knowing their culture and belonging to group in culture and community.
Multicultural Education In Preservice Teacher Education
1821 Words | 8 PagesCultural Competence – Teachers must gain the ability to comfortably function in an environment where they interact harmoniously with people from different cultures. Teachers with cultural competence (a) cope effectively with the stress of dealing with the unfamiliar, (b) easily establish rapport with other, (c) sense and understand other’s feelings, (d) effectively communicate with people from diverse backgrounds, and (e) respond appropriately to miscommunication. These are complex skills that require both knowledge and experience in cross-cultural settings. (Zoch, 2017). Few education students report personal experience in culturally diverse settings.
Race Is Not Neutrality
1377 Words | 6 PagesA child’s education is affected by various elements such as gender, race, environment, economic factors, privilege, and more. These elements shape the outcome of a student’s educational experience and learning. They also determine what and how students will learn. In order to create an appropriate learning environment, there should be a sense of community. In other words, the common goal should be helping students succeed and reach their maximum potential.
Comparing Social Constructivism In Scottish Education And The Broad General Education
734 Words | 3 PagesThere are an enormous number of theories about how people learn, assimilate and understand new information. Two of the main theories that underpin Scottish Education and the Broad General Education are Cognitive and Social Constructivism. Both theories emphasise the importance of group or co-operative learning and a progression beyond that of the archetypal classroom whereby the teacher stands at the front of the class and lectures the students. Whereas Cognitive Constructivism allows for learning to take place between the learner and the environment, Social Constructivism also argues that learning is framed through culture, social interaction and the Zone of Proximal Development whereby learning occurs through interaction with a more knowledgeable
Summer Program For Vocational Bible School
1419 Words | 6 PagesAll volunteers must be energetic, friendly, and eager to help our young campers have the best summer of their lives. Yet, we will have a comprehensive training session one week prior to the program kicking off. The church and its members will fund the program. The necessity of this program in this community is designed especially for working parents, single parent, and low-income families (Powers.198.Figure 8.1). The staff of the Summer Program called a committee meeting and a proposal was presented to the leaders of the church for an approval of the program.
Kohn's Student-Directed Learning Theory Case Study
759 Words | 4 PagesCooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
Child Observation During Child Development
1929 Words | 8 PagesVygotsky (1962, cited in Wilson et al., 2011) explained in his theory of sociocultural theory by arguing that, children build knowledge through social and cultural experiences. Piaget, on the contrary, argued that children gain knowledge through exploration and activities. I observed the teacher demonstrating how to add water to some potted flowers using a small watering can while the child observed. The teacher demonstrated this by interacted with the child using language and hand gestures. The teacher promotes the social interaction through values, customs, belief and language to promote the child’s learning.
Essay On Culturally Responsive Pedagogy
917 Words | 4 PagesABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.
The Importance Of The Teaching And Learning Process
1022 Words | 5 PagesSchools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.
Existentialism In Education Essay
1182 Words | 5 PagesTeachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can
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