ERIC EJ847137: What Is Diversity Pedagogy?

2009·0.79 MB·English

by  ERIC

What Is DIversIty
PeDagogy?
Rosa Hernández Sheets
Diversity Pedagogy Theory (DPT) is a you consider the importance of becoming ally responsive methods to craft culturally
set of principles that point out the natu- conscious of your thinking habits and I responsive lessons. This article introduces
ral and inseparable connection between encourage you to begin and evolve into a you to the principles of DPT.
culture and cognition (Sheets, 2005). In culturally competent educator.
other words, to be effective as a teacher, Linking Culture to Pedagogy
you must understand and acknowledge the Diversity Pedagogy Theory
DPT links culture, cognition, and
critical role culture plays in the teaching-
As a new teacher, or even as an ex- schooling in a single unit. It unites class-
learning process.
perienced teacher, you begin your career room practice with deep understandings
DPT maintains that culturally inclu-
(or each new school year) with mixed de- of the role culture plays in the social and
sive teachers (a) observe children’s cultural
grees of delight and stress or uncertainty cognitive development of children (see
behavioral patterns to identify individual
and excitement. You quickly realize that Bransford, Brown, & Cocking, 1999; Cole,
and group cultural competencies and skills;
mastering the art of teaching is at once 1996; Greenfield & Cocking, 1994; Hollins,
and (b) use this knowledge to guide their
challenging and developmental. You real- 1996; Lave, 1988; Portes, 1996; Rogoff,
teaching decisions. Culturally competent
ize that your potential to move from the 1990, 2003; Zimmerman & Schunk, 2001).
teachers facilitate learning. They under-
novice stage to an expert level, in terms DPT views the natural connectedness of
stand how to change and adapt instruction.
of cultural competency, depends on your culture and cognition as key to incorpo-
These teachers create optimal learning
capacity (a) to perceive diversity as the rating multiple factors of diversity in the
conditions which enable more children to
norm, and, as such, fundamental to all teaching-learning process. It acknowledges
learn what they intend to teach.
aspects of the teaching-learning process, the indissoluble, joint-role of culture and
This article introduces Diversity
and (b) to understand the importance of cognition in the human developmental
Pedagogy Theory, describes the structural
gaining knowledge about the diverse cul- process.
aspects of DPT, and examines the relation-
tures represented in your classroom. Diversity pedagogy clearly recognizes
ship among culture, cognition, teaching,
As you develop as an educator, you the powerful, active role students play in
and learning. It provides classroom vi-
will learn to critically evaluate the cultural their learning. In other words, teachers
gnettes explicating the theory in practice
origins of the activities you practice and are extremely important; but students
and provides suggestions for classroom
familiar routines you establish. You will can easily and consistently choose to
applications. In the conclusion, I ask that
become consciously aware whether your sabotage, ignore, dismiss, or minimize
teaching decisions simultaneously benefit their significance. Unfortunately, some-
Rosa Hernández Sheets is a professor some children while disadvantaging others. times unwillingness to comply to teacher
in the Department of Curriculum and Instruction DPT will provide you with an organized directives—student resistance—can place
of the College of Education set of pedagogical tools to help you develop students at risk.
at Texas Tech University, desirable dispositions, gain a culturally Children are always learning. It is
Lubbock, Texas. inclusive knowledge base, and learn cultur- their nature to actively learn in and out
SPRING 2009
11
of the classroom. It is to your benefit to TPBs and SCDs Are Interrelated four dimensions address students’ learning
acquire the pedagogical skills you need and knowledge acquisition.
Notice in Table 1 that the TPBs are
to teach children what you want them to Table 4: Diversity Pedagogical Dimen-
listed on the left hand column of the table
learn. You must concede that if the chil- sions: Teacher Pedagogical Behaviors/
and the SCDs that correspond with the
dren are not learning in your classroom, Student Cultural Displays lists the dimen-
teacher behaviors are described on the
you are not teaching, even when you are sions and gives a brief description of each
right hand column. It is theorized that if
think you are. dimensional element. Chapters 3 to 10 in
teachers do what is listed on the left hand
Non-teaching is especially obvious in the text Diversity Pedagogy: Examining
side of the table, the teacher behavior en-
classrooms where teachers have no control the Role of Culture in the Teaching-Learn-
courages students to develop and express
of misbehaving students. However, lack of ing Process (Sheets, 2006) elaborate each
what is on the right hand side. They go
learning may also be taking place when dimension. There is a chapter devoted to
hand-in-hand.
students appear to be engaged or seem to each dimension.
To illustrate, in Dimension #1: Diver-
comply with classroom behavioral stan-
sity (see Table 2), if the teacher respects
dards. Quiet, orderly classrooms do not The Eight Dimensions
and is not afraid of differences, she allows
automatically mean that that students Do Not Happen in Isolation
children to discuss their differences and
in those settings are learning. DPT will
includes different perspectives and voices In the classroom, the eight dimensions
help you better teach what you want your
in the lessons. Is more likely for children in naturally intersect with each other. They
students to learn and to teach well more
this classroom to openly display behaviors rarely occur in isolation. This means that
consistently.
common in Dimension 1: Consciousness of you do not behave in only one dimension
Differences. The students will be encour- nor will you see children demonstrating a
Structural Aspects of DPT
aged to become aware of diversity, they single dimension.
will learn to examine their prejudices, and For example, Pedro is, a 5-year old, in
DPT has eight dimensional elements
they will be more accepting of differences Kindergarten. He speaks fluent Spanish;
(they are listed in Table 2 and defined in
in themselves and others. however he speaks almost no English. In
Table 3). Each dimension has two parts:
this example, please note that all of the
Part I: Teacher Pedagogical Behav- The Eight Dimensions of DPT teaching acts and Pedro’s responses are
iors (TPB), describes how teachers happening simultaneously and are insepa-
think and act in the classroom, and DPT has two paired, side-by-side, rable. They are separated in this example
tightly interconnected dimensional ele-
to make it easier for you to identify and
Part II: Student Cultural Displays ments in eight dimensions that serve to
categorize each teacher behavior and
(SCD), are the ways children show guide teacher and student behaviors. The
student cultural displays in the different
who they are and what they know. teacher pedagogical behaviors go hand in
dimensions.
hand with the SCDs. The 8 dimensions are
Table 1 offers definitions of TPB and While the teacher cannot speak Span-
listed in Table 2.
SCD which provide clarification on teacher ish, she has acquired some skills in English
The eight dimensions are not hierarchal
and student attitudes and behaviors. Please as a Second Language (ESL) strategies.
in nature. This means that one dimension
note that while readers often have a ten- The teacher, in this case, strives to create
is not better than another and one dimen-
dency to skip tables, it is important that you optimal learning conditions. She under-
sion does not have to be mastered before
read and understand the information in the stands how to facilitate the learning pro-
another one. Since I had to place them in
tables, because this background knowledge cess. She knows when to provide assistance
some order, I chose to group them themati-
will help you gain a greater understanding and how to extend and build on students’
cally. The first four are grouped together
of how DPT is conceptualized. cultural practices and experiences. More
because they specifically relate to social and
students have opportunity to learn in these
cultural development while the remaining
classrooms.
Table 1
Definitions of Teacher Pedagogical Behaviors and Student Cultural Displays
Teacher Pedagogical Behaviors (TPB) Student Cultural Displays (SCD)
TPBs are actions and attitudes teachers express in classrooms related to the SCDs are observable manifestations of the norms, values, and competencies
act of teaching. When demonstrated in classrooms, one can observe: children learn in their homes and communities. These behaviors provide
valuable insights to who they are, how they act, and what they know.
• How they chose to interact with students, including the quality of their
interpersonal relationships with specific children, • Children bring culturally mediated, historically developing cultural
knowledge, practices, values, and skills to school;
• Ways they arrange their room physically, how they establish the emotional
tone of the classroom, and what they expect academically and socially from • Cultural displays emerge during social interactions, daily rituals, and learning
their students; situations and are consequential to their development, achievement, and
emotional well-being;
• What perspectives and teaching strategies they choose, the amount of time
they spend on various content areas; • Children may choose to reveal or conceal or can feel encouraged to
display or compelled to suppress culturally influenced behaviors, skills,
• Ways they evaluate/adapt instructional materials to reach diverse learners;
attitudes, and knowledge;
and
• It benefits children psychologically to express their cultural knowledge,
• How they approach self/student assessment.
strengths and skills.
MULTICULTURAL EDUCATION
12
The relationship between the TPBs havior. This type of teacher behavior also later alligator.” He listened and then
and SCDs in this example is shown in makes meaningful connections between chose to watch my mouth. He repeated the
Figure 1. students’ prior cultural patterns of knowl- phrase, keeping the rhythm of the sounds,
edge to the intended acquisition of new adding nonsense sounds for the words he
The Eight Dimensions knowledge. Table 3 points out potential could not remember and ending with a
Do Not Occur in a Given Order positive or negative outcomes of teacher strong ‘gater.’ His body language encour-
behavior. aged me to repeat this silly phrase over
Most teachers can identify SCDs. But,
and over. He laughed, expressed delight
sometimes if they are not skilled, if they
Relationship among Culture, at learning this phrase.
lack cultural knowledge, or if they do not
have strong observational skills, their re- Cognition, Teaching, and Learning u Select the most appropriate cultural tool
sponse may not always be appropriate, or Acquiring new knowledge requires for the context and situation from their
in some cases teachers might even overlook a connection between the child’s prior repertoires of prior knowledge (what they
or ignore a cultural display. DPT theorizes cultural knowledge and the new knowl- know), skills, cultural practices, and life
that teachers who consistently recognize, edge being taught and learned. Research experiences. Children will first try to fig-
interpret, and respond to student cultural on cognition shows that when faced with ure out what you want them to learn and
displays have more opportunities to re- something new, learners: evaluate if it is worthwhile to them. They
spond to students’ academic, social, ethnic, will assess what they know and what they
and cultural needs. These teachers are u Identify the ways they can enter the new already know to connect the new informa-
more likely to consider the diverse char- learning events. They figure out how to tion so it makes sense. Then they make
acteristics, strengths, and competencies best understand what is going on and what a decision to show what they know or to
of their students. choice to make so that they can learn (e.g,, conceal their understandings. Lets con-
Awareness of SCDs increases the should they listen, take notes, repeat the sider the use of language as a cultural tool
probability of a teacher’s potential to activity, manipulate objects if available, and how it interacts with prior knowledge
support social growth, enhance ethnic watch what the teacher is doing). within a specific situation and context.
identity development, maintain heritage For example: I’m teaching my 18- For example, my 3-year old grand
language, and promote self-regulated be- month grandchild how to say, “See you child, Miguel, and I were playing Power
Rangers. He was in control. He would an-
Table 2 nounce the arrival of evil monsters and we
Diversity Pedagogy Dimensions would quickly hide under the covers until
he conquered them with magic, make-be-
Teacher Pedagogical Behaviors Student Cultural Displays
lieve weapons. Then we would sit up and
# 1 Diversity Consciousness of Difference wait for the next set of monsters.
# 2 Identity Ethnic Identity Development Although his native language is Eng-
# 3 Social Interaction Interpersonal Relationships lish, Miguel spoke bits of Spanish and Ta-
# 4 Culturally Safe Classroom Context Self-Regulated Learning
galog. He knew that people speak multiple
# 5 Language Language Learning
languages. Since he was the only one who
# 6 Culturally Inclusive Content Knowledge Acquisition
# 7 Instruction Reasoning Skills saw the monsters he would give the order
# 8 Assessment Self-Evaluation to respond. He yelled “Duck, quick gramah
duck. Evil’s comin.” I wanted to see what he
Table 3 would do if I interpreted “duck” as a noun
Possible Teacher Responses to Student Cultural Displays instead of a verb, so I responded, “Miguel,
where’s the duck? I don’t hear a quack,
Recognition and Response Indifferent or Unaware Responses quack, quack.” He looked at me perplexed.
to Student Cultural Display to Student Cultural Display Then, with disdain, he announced, “Duck
is Pino-Pino (Filipino) for put your head
Develop diversity consciousness Promote dualistic reasoning
Promote ethnic identity development Support assimilation to mainstream culture down.” He giggled and quickly pulled the
Provide opportunities for social interactions Control classroom social events covers over our heads. I said, “Ok!” and
Create a safe classroom context Maintain a stressful climate quickly ducked, because I wanted to play.
Encourage language learning Advance heritage language loss and silence
Select culturally inclusive resources Choose generic instructional content Cultural Tools
Adapt specific instructional strategies Employ universal instructional methods
Children use cultural tools to build
Use multiple ways to access competency Adopt limiting assessment criteria
Figure 1
Teacher Pedagogical Behavior Student Cultural Displays
You speak to Pedro (Dimension 1: Language) and explain that the lesson asked that Pedro may not understand everything that you are saying (Dimension 5: Language
he cut a red circle and a blue square and glue them on a piece of paper to match Learning); but he is able to respond to your kind voice, soft tone, low volume; and,
the corresponding shape. He used red paper for all of his shapes. You gently remove to your showing him physically and verbally what you want him to do. He will realize
the red square and give him the blue sheet and ask him to cut blue a blue square. that while he did something incorrectly you are not angry, thus, he may display the
You assure him (Dimension 4) that it is ok to make an error (Dimension 7) because beginnings of Dimension 3: Interpersonal Relationship and experience Dimension 4:
everyone learns through mistakes. Self-Regulated Learning, understanding that it is all right make a mistake. He doesn’t
have to worry that he does not understand everything you say. Most importantly, he
knows that he can maintain his self-dignity in your classroom.
SPRING 2009
13
upon their prior knowledge and compe- classroom behaviors are highly influenced population is ethnically and linguistically
tencies to construct new knowledge (Cole, by their personal cultural backgrounds. diverse. The teacher, Ms. Chavez, cannot
1996; Rogoff, 2003). Cultural tools can Teachers who succeed with diverse chil- speak Spanish. She has just completed a
be viewed as cultural devises, such as dren realize that they must develop cul- whole group math lesson and has assigned
language, prior experiences, and knowl- tural competence. These teachers assume seatwork. During seatwork, she walks
edge, which students use in the process responsibility for student learning. Their around the room checking for understand-
of reshaping a situation so they can enter practice is characterized by a basic belief ing and helping individual students. She
effectively (Dewey, 1916; Luria, 1928). the children in their classrooms must be observes Luis asking questions and Greg
Students learn to use previously acquired kept harmless and held blameless. These quietly explaining a math problem to Luis
cultural tools to supply them with the teachers teach for freedom! Their mission in Spanish. Which response do you think
knowledge and skills needed to perform a is to provide children with the strong aca- best exemplifies DPT? Why?
new task. Thus, children use cultural tools demic skills needed to reach the American
Response A: Hearing and seeing the
from their repertories of prior learning Dream. The following vignettes will “see”
students’ behavior, Ms. Chavez realizes
knowledge and skills to gain new under- Diversity Pedagogy in practice.
that Luis is asking Greg for help. Greg is
standings
explaining the math seatwork to Luis. She
Vignette 1: Helping with Seatwork
does not approve of Spanish being spoken in
Vignettes
Consider the possible teacher respons- the classroom. She believes students should
DPT encourages teachers to develop es to the event described here. Note that do their own work. English language acqui-
teaching beliefs and pedagogical skills in each teacher thinks that they are doing sition and developing independent study
eight dimensions. It asks that teachers ac- the right thing. Sometimes good intentions skills are classroom goals. She walks over
knowledge that their thinking habits and harm children. This incident takes place in to their desks, nicely and quietly reminds
an urban 6th grade classroom. The student
Table 4
Diversity Pedagogical Dimensions
Definition of Dimensional Elements
Teacher Pedagogical Behaviors Student Cultural Displays
1. Diversity: Diversity refers to dissimilarities in traits, qualities, characteristics, 1. Consciousness of Difference: Deliberate awareness and thoughtful exploration of
beliefs, values, and mannerisms present in self and others. It is displayed through diversity in people, ideas, objects, values, and attitudes on a continuum with multiple
(a) predetermined factors such as race, ethnicity, gender, age, ability, national origin, points of variance. This conceptualization tends to discourage reinforcement of dualistic
and sexual orientation; and (b) changeable features, such as citizenship, worldviews, thinking patterns, minimizes development of stereotypes, and prejudicial attitudes, and
language, schooling, religious beliefs, marital, parental, and socio-economic status, decreases the frequency of discriminatory actions towards individuals and groups that
and work experiences. differ from self.
2. Identity: Identity refers to knowledge of who we are and to what groups we 2. Ethnic Identity Development: Ethnic identity is a dimension of self, as an individual
belong. A complex developmental process defines self as an individual and as a group and as a group member. It forms, develops, and emerges from membership in a
member. The explanations and information used to acquire a sense of self and group particular ethnic group. It is a consequence of a distinctive socialization process and
membership is determined by the biological, cultural, ethnic, social, psychological, is influenced by the degree of personal significance individuals attach to membership
and political factors in one’s socialization process. in an ethnic group.
3. Social Interactions: Public and shared contact or communication in dyad or 3. Interpersonal Relationships: Familiar social associations among two or more
group settings which provide participants opportunity to evaluate, exchange, and individuals involving reciprocity and variable degrees of trust, support, companionship,
share resources. duration, and intimacy.
4. Culturally Safe Classroom Context: A classroom environment where students feel 4. Self-regulated Learning: Demonstrations of the self initiated, managed, directed,
emotionally secure, psychologically consistent, and culturally, linguistically, academically, contained, and restrained conduct required to meet self- determined personal and
socially, and physically comfortable, both as individuals and as members of the groups group goals and to adapt to established classroom standards.
to which they belong.
5. Language: Human language is a cultural tool used to share, convey, and disclose 5. Language Learning: Linguistic growth evident in listening/speaking skills and literacy
thoughts, ideas, values, and feelings through words, signals, and/or written symbols. skills (reading, writing, and viewing) acquired in informal home and community settings
It is also one of the most powerful means to preserve and sustain a cultural heritage and/or in the formal language experiences and social interactions in school.
and history.
6. Culturally Inclusive Content: The culturally influenced substance, meanings, and 6. Knowledge Acquisition: The process of connecting prior cultural knowledge to new
perspectives present in the instructional resources used in the various fields of study information in ways that promote new understandings and advance the development
such as literacy, mathematics, science, social studies. of knowledge, skills needed to reason, solve problems, and construct new insights.
7. Instruction: Teacher actions facilitating the construction of students’ new knowledge 7. Reasoning Skills: Ability to apply knowledge from personal cultural practices, language,
through: teaching strategies connecting students’ prior cultural knowledge to new and ethnic experiences to gain command of one’s thinking through the acquisition and
understandings, creation of a classroom context enabling student learning, and selection development of the thinking tools needed to gain new knowledge and take control
of culturally inclusive content. of one’s learning.
8. Assessment: Organized, structured, ongoing, varied methods used to observe, 8. Self-evaluation: Self-appraisal through reflection, review of thoughts and analysis of
document, record, evaluate, and appraise the level and quality of individual and group personal and group behavior to: (a) monitor academic and social goals, assess progress,
student work and knowledge gain in a given activity or subject, to: (a) improve student and identify competencies and weaknesses, (b) plan, assume ownership, and take
learning, (b) determine what students know and what they are able to do, and (c) responsibility for one’s learning, and (c) evaluate the strategies used to maximize the
evaluate how student performance matches teacher expectations and standards. acquisition, retention, and performance of new understandings.
MULTICULTURAL EDUCATION
14
Greg to speak only in English. Then she other countries in South America. The nouncing that she and her Jack-O-Lantern
asks Luis to please do his own work. other children included: 6 Asian American were brown. Her friends and teacher ac-
(4 Laotian, l Hmong, and 1 Vietnamese) knowledged the beauty of her skin color.
Response B: Ms. Chavez observes the
and 4 European American. Most of the While this cultural display signified an
interaction between the two students. She
children were second language learners expression of ethnic identity and a declara-
walks closer so she can hear what they are
and all received free or reduced lunch. tion of a racial marker (skin color), it was
talking about. She determines that the
Children were asked to complete a also indicative of Tanika’s self-regulated
conversation is productive and is advanc-
single digit addition math handout (12 behavior, language, social, and academic
ing the goals of the lesson. She approves
problems), make Jack-O-Lanterns through competence. Through a deliberate cogni-
the student-student teaching-learning
a drawing, cutting, and pasting art activity, tive process, Tanika decided what she
incident. She chooses to acknowledge the
and then select a choice activity. Short ver- was going to do and how she was going to
benefits of this students’ interaction. She
bal directions were given and the afternoon personalize this project to make a state-
walks over and openly praises Luis for
schedule was posted on the blackboard. ment of self, which she and others publicly
seeking help and Greg for helping Luis.
Children were directed to a teacher-made acknowledged. Her problem-solving skills,
Response C: Ms. Chavez hears Greg sample and chart posted above the art control of fine motor skills, and self-regu-
and Luis talking. She insists on complete supplies with written directions. The sup- lated determination to produce this type
silence during seatwork. Students who plies for the art project were: glue, scissors, of elaborated art project are indicators of
talk, regardless of the purpose, content, square orange construction paper (9 1/2 achievement and intelligence. The design-
language used, or need for discussion, are x 9 1/2), small green and black construc- ing, cutting, and gluing of thin, long strips,
asked to stop. She concentrates on fairness tion rectangles and squares. Children had small balls, and tiny clumps of eyelashes
and strives to treat everyone the same. access to boxes and baskets with colored to her Jack-O-Lantern are difficult tasks
Compliance to the ‘no talking’ class rule is paper, fabric scraps, yarn, and buttons. for most five-year olds. In addition, her
important. She is neither aware that Luis Multiple thin scraps of white con- willingness to teach others demonstrated
does not always understand lessons/direc- struction paper on Tanika’s table showed effective and positive interpersonal re-
tions nor that Greg serves as a language the degree of determination needed to lationships with peers as well as strong
resource to Luis. Lack of observational finally produce the six long, thin, white communication skills.
skills and inability to find multiple ways strips that met her criteria of “braid.” She Teacher behavior specific to the Jack-
to help Luis create conditions that inter- carefully cut and glued five small circles, O-Lantern event indicates that awareness
fere with Luis’ potential to achieve. Ms. repeating the pattern, at the end of each of how Tanika’s statements and artistic
Chavez is thinking of changing the seating strip: two orange, one green, and two red. expression may link to her racial and eth-
arrangement with the intention of separat- She drew and cut an orange circle shape. nic identity allowed the teacher to respond
ing these two boys. She positioned the strips at the top of the purposefully. Attentive to her status of
orange circle shape, moving them so three one—the only African American child in
Issues for Consideration: Consider
were on one side and three on the other. the class—the teacher was consciously
how teacher-response affects children’s
She cut and glued a green stump, securing aware that this was an opportunity to pro-
experiences in the classroom.
the ends of all six strips. More cutting and mote development of her racial and ethnic
1. How does a teacher behavior help
pasting turned her orange circle shape into identity. “Typically, I read to the children
children decide whether to reveal or con-
a Jack-o-Lantern. at the end of the day. On that particular
ceal a cultural display.
I [teacher] was stapling completed day, I chose Meet Damitra Brown (Grimes,
2. How is the teacher using the students’
Jack-O-Lanterns on the bulletin board 1994), a story about an African American
linguistic, academic, and social skills?
when Tanika handed me her finished girl who always wore purple—the color of
3. Which response has the greatest
product. She said, “You think this is an royalty—just in case she was a real prin-
potential to advance student learning?
orange pumpkin, right?” I nodded, warily. cess” (Sheets, 1998b, p. 10). The selection
Explain.
She laughed, “It’s not orange, it’s brown of this story is an example of selecting
4. How does teacher stance of treat-
like me.” Consciously aware of the beauty culturally inclusive content. This shared
ing everybody the same versus treating
in her brown skin, I smiled. “Look at the reading activity was a direct response to
students fairly affect the learning opportu-
elaboration on these braids. Wow! Look the children’s knowledge building, which
nities of diverse students in classrooms?
at the detail on the eyes. They even have developed through their earlier social and
5. What would you do in this case?
eyelashes. It’s beautiful, Tanika!” While collaborative learning experiences. By
Why?
Tanika explained exactly where on the bul- capitalizing on Tanika’s self-awareness of
letin board she wanted her artwork placed, her color and on the children’s interest in
Vignette 2: Jack-O-Lantern
a few children gathered to admire the only examining a Jack-O-Lantern with braids
This vignette is an example of a class- Jack-O-Lantern with braids. Overhearing and making braids, this story extended and
room environment where children were the activity over the braids, Lisa and Car- provided opportunity to examine another
free to use their cultural tools and openly men (Tanika’s best friends) insisted that African American girl-child’s expressions of
display their cultural knowledge (Sheets, Tanika show them how to make braids. a self and the cultural role of color. A lively
1998b). This event took place in an all Walking toward the art area, Carmen discussion about purple underwear, kings,
day kindergarten classroom (28 students) touched Tanika’s arm and said, “Your queens, and favorite colors took place. Brian
in a low-performing, high-poverty public brown is a pretty color, right?” “Right!” (Laotian American) commented that he
school in the Pacific Northwest. Tanika they laughed. In her role as expert, Tanika thought kings and queens wore yellow. He
was the only African American child in gave her a lesson (Sheets, 1998b). intended to ask his grandmother. Larry’s
the classroom. Seventeen children were (European American) addition of popular
Issues for Consideration: An analysis
Spanish speaking; 12 had one or more cultural knowledge—“Barney (children’s
of Tanika’s behavior shows that she felt
parents from Mexico and 5 were from cartoon character) is purple!” delighted
comfortable completing the task and an-
SPRING 2009
15
everybody. Tanika asked to borrow the book Spanish. Those who knew colors, alphabet culture to learning influences the way you
overnight, creating a fortuitous home-school letters, and numbers taught those who did make instructional decisions, select curricu-
connection. not. In the classroom, children freely used lar content, and design classroom climate.
There were conditions in this class- their home languages both socially and Make linkages among theoretical orienta-
room—instructional and contextual—that academically. Since the children’s level tions, your personal philosophical beliefs,
encouraged children to express identity of English proficiency varied, some chil- and your behavior in the classroom.
factors and prior knowledge during class- dren translated assignments and others
2. Examine how you were shaped
room events. For example, the first two worked collaboratively with peers. In the
by the cultural values promoted in your
weeks children focused on comparing and traditional, daily morning circle, children
schooling and examine whose values
enjoying color, rather than identifying choose to share in their home language
should be transmitted in a culturally
and labeling colors. They explored and or in English. In this classroom, children
diverse society. Critically analyze your
compared the shades and hues of the colors were liked, treated as scholars, and taught
own cultural position, characteristics, and
found in skin, hair, clothing, food, leaves, to achieve.
skills and use this knowledge to identify
buildings, flowers, and so forth. As a par- When discussing the Jack-O-Lantern
how these personal skills, characteristics,
ticular color was studied the children and vignette you might
attitudes, and knowledge help you develop
teacher brought objects in various shades, 1. Choose to identify the children’s
professionally.
which were displayed, labeled, used for cultural displays and the teacher’s peda-
art projects, social studies, science, and gogical behaviors in the eight dimensions
Centering Students
sometimes eaten. listed in Table 4.
in the Teaching-Learning Process
For example, the display for the color 2. Identify the teaching strategies you
green included a small Mexican flag, a sage might adapt in your teaching or that you Center children in the schooling pro-
baby blanket, an emerald dime store ring, find helpful. cess. For example:
an olive Army jacket found at Goodwill, a 3. Discuss and describe the classroom
1. Acknowledge your responsibility to
small jade piece of jewelry, pieces of dif- conditions determining the cultural,
provide cultural, emotional, and cognitive
ferent shades of green construction paper, academic, and emotional tone of the class-
conditions in classrooms where students
tissue paper, and samples of wall paper, and room.
from different ethnic, linguistic, and
multiple pictures of green things made by 4. What were some of the teaching
cultural groups feel safe to learn what is
the children or cut out of magazines. The strategies that linked prior learning to
intended.
children tasted fresh leafy green vegetables new knowledge?
and green fruit, which were also labeled. 2. Place value on the home knowledge
Classroom Application: Since teachers
They read Green Eggs and Ham students bring to learning events.
spend their entire childhood in classrooms,
(Geisel, 1960), made and ate green eggs
Kennedy (1999) maintains that these 3. Maintain a sense of reality of the
and ham. They watched tomatoes and chile
personal K-12 classroom experiences complexity involved in connecting and
ripen to a bright red, green bananas turned
are more influential and powerful, than applying cultural knowledge to teaching-
yellow, hard green avocados softened to
the information gained through teacher learning events.
a nice brown, and piles of green leaves
preparation courses and field experiences.
change to brown, yellow, and red. The chil- 4. Focus on changing your behav-
The knowledge that you internalize during
dren discussed why Granny Smith green ior without placing blame on students,
your process of schooling often influences
apples and tomatillos (green tomatoes) their families, or their communities. For
what you believe about teaching and learn-
remained green. Maria’s mother came to example, acknowledge that experiential
ing. This knowledge shapes what you think
school. She brought green enchiladas and differences among children and teachers
the subject matter should be like, how
a green cake. She made a mild green chile may produce inequity of outcome. These
students are supposed to behave, and how
sauce and guacamole dip. cultural differences may simultaneously
they are expected to function in schools.
Baskets of people crayons with various and unintentionally disadvantage some
Most teachers teach the same way
hues of brown skin tones were available for children while supporting others.
they were taught. If this is the case for
their use. Black and brown, colors rarely
most teachers, the assumption is that it
used in primary classrooms, were familiar Conclusion
will be different for you. Your preparation
to these children (Sheets, 1997). Children
participated in multiple art experiences and commitment to learn how to teach All teachers can begin and most evolve
using only brown and black paper of vari- diverse children will support your efforts into culturally competent educators; how-
ous shades, textures, and sizes, such as, to change this trend. One of the ways to ever, it is important to become conscious
paper towels, plastic, packing paper, fabric, you can succeed with diverse students is that the arduous journey from novice to
corrugated paper, cardboard, tissue paper, to understand and internalize a diversity expert requires hard work, relentless
textured paper, construction paper, wood, ideology. This theoretical foundation will commitment, and a high investment of
and big boxes. The playhouse had beautiful help guide your practice. To accomplish this time and energy. While acknowledging
long, black taffeta, velvet, and silk gowns task, you might consider what follows. the role of culture in schooling, developing
and various shades and types of brown professional skills, and aligning personal
fabric pieces, which were used creatively Selecting a Diversity Ideology values to address diversity are essential;
as scarves, skirts, capes, and tablecloths. Select a diversity ideology to help the complexity of the teaching-learning
Children’s home-knowledge was frame your understandings of the relation- process cannot be minimized. Knowledge
valued. For example, it was common for ship among culture, schooling, and your of the ways children learn and the ability
children to teach each other. Most of the teaching practice. For example: to apply and translate a diversity ideology
children could count from 1-10 in at least to practice is also required.
three languages—English, Laotian, and 1. Understand how the application of Teachers, even at a novice level, can
MULTICULTURAL EDUCATION
16
develop strong observational skills to help Grimes, N. (1994). Meet Damitra Brown. New Sheets, R. H. (1997). Racial and ethnic aware-
them notice and respond to students’ un- York: Lothrop, Lee, & Shepard. ness: Affirming identity. In J. Carnes & R.
derstandings of teaching-learning events. Hollins, E. R. (1996). Culture in school learning: H. Sheets (Eds.), Starting small: Teaching
Revealing the deep meaning. Mahwah, NJ: tolerance in preschool and the early grades
Becoming conscious of one’s own thinking
Lawrence Erlbaum Associates. (pp. 16-21). Montgomery, AL: Teaching Tol-
patterns, can help us respond in ways that
Kennedy, M. M. (1999). The role of preservice erance Project.
enable students to achieve.
teacher education. In L. Darling-Hammond Sheets, R. H. (1998b). Ethnic identity behav-
& G. Sykes (Eds.), Teaching as the learning ioral displays and competence in an urban
References profession: Handbook of policy and practice kindergarten: Implications for practice.
(pp. 54-85). San Francisco: Jossey-Bass. (Unpublished Manuscript).
Bransford, J. D., Brown, A. L., & Cocking, R. Lave, J. (1988). Cognition in practice. Cam- Sheets, R. H. (2005). Diversity pedagogy: Exam-
R. (Eds.). (1999). How people learn: Brain, bridge, UK: Cambridge University Press. ining the role of culture in the teaching-learn-
mind, experience, and school. Washington, Luria, A. R. (1928). The problem of the cultural ing process. Boston: Allyn & Bacon.
DC: National Academy Press. development of the child. Journal of Genetic Zimmerman, B. J., & Schunk, D. H. (Eds.).
Cole, M. (1996). Cultural psychology: A once and Psychology, 35, 493-506. (2001). Self-regulated learning and academic
future discipline. Cambridge, MA: Belknap Portes, P. (1996). Ethnicity and culture in edu- achievement: Theoretical perspectives. Mah-
Press of Harvard University Press. cational psychology. In D. C. Berliner & R. C. wah, NJ: Lawrence Erlbaum Associates.
Dewey, J. (1916). Human nature and experience. Calfee (Eds.), The handbook of educational
New York: Holt. psychology (pp. 331-357). New York: Simon,
Geisel, T. S. (1960). Green eggs and ham. New Schuster Macmillan.
York: Random House. Rogoff, B. (1990). Apprenticeship in thinking:
Greenfield, P. A., & Cocking, R. R. (Eds.). (1994). Cognitive development in social context. New
Cross-cultural roots of minority child devel- York: Oxford University Press.
opment. Hillsdale, NJ: Lawrence Erlbaum Rogoff, B. (2003). The cultural nature of human
Associates. development. New York: Oxford University
Press.
Contribute to Voices of Justice
the Creative Writing Section of Multicultural Education Magazine
We’re seeking submissions of creative writing on topics including diversity, multiculturalism, equity, education, social justice,
environmental justice, and more specific subtopics (race, gender/sex, sexual orientation, language, (dis)ability, etc.). Do you
write poetry? Short stories or flash fiction? Creative nonfiction? We will consider any style or form, but we prefer prose that is
no longer than 750 words and poetry that can fit comfortably onto a single page of text.
Submissions will be reviewed on a rolling basis.
And... If you’re a teacher, Pre-K through lifelong learning, please encourage your students to submit to us! We would love
submissions from the youngsters as well as the not-so-youngsters!
Where to Submit: Submissions may be sent electronically or by postal mail. Electronic submissions should be sent to
Paul C. Gorski at [email protected] with the subject line “ME Submission.” Hard copy, mailed submissions should
be addressed to: Paul C. Gorski, Integrative Studies, George Mason University, 4400 University Drive, Fairfax, VA
22030.
Format: All submissions should be double-spaced, including references and any other materials. Please send one copy of your
submission with the title noted at the top of the page. The title of the manuscript, name(s) of author(s), academic title(s), in-
stitutional affiliation(s), and address, telephone number, and e-mail address of the author(s) should all be included on a cover
sheet separate from the manuscript. If you are a student or if you are submitting work on behalf of a student, please include
age, grade level, and school name.
What to Send: If you are submitting your work via postal mail, we ask that authors send the full text of the submission on
a 3-and-one-half-inch High Density PC-compatible computer disk in any common word-processing program. If you wish the
manuscript or other materials to be returned after consideration and publication, please also send a stamped and addressed
return envelope large enough for that purpose.
SPRING 2009
17