-
CULTURAL PLURALISM
ID 499:
Honors Thesis
SpC6 \ I
TheSIS:
Ll;
:Jy?,q
-
__ , r
..
,
.
• I
"
,
As
r(,
.'
3
~0
student of educat
ha~e
I
spent the past few fears
.1. i._ ...
study has not been a scientific
1.•• 1 !I:.:',I
.i
-d, t·;.:::: _, .
my
e~pe~iences
in the educational world of our
nation'~
children
~
have been consistently observIng.
.
intellectuallY but
.L ..
'...'-}!
_.
!1,.)
'j
•..
.l. t::.'
.l. i ... _ . . .
!... III:::.'y
-
.;.
As an undergraduate,
I
have come in
ontact
with manJ
individual~
: .. ' ..)1 !'::::.
As an e:ementary teacher,
There are times In a rejJ
I
am concerned wIth not only
t
",-' 1:..1.1.. .1;
.i. i ..... .
I... ! it::.'
classroom situation when these needs 'ake
T
.L
1
,",
CULTURAL PLURALISM
AN AT1ITUDE AND AN APPROACH
-AN
~TTITUDE
AND AN APPRnACH
fo identifv the enemy js to free the mind
Fre? the mind ot
the people
--Marl Evans (stent
10)
nation of Deople of
diver0~
cultures with significantly
rights that he expects to enJoy himself
1
define cultural
the uniform standards of a weal
classroom and being met
.•.. "_...•1
-::I.!
ll~.l
(stent,
14
-
L~ltural
order for all students to benefIt from our
pluralism
educ~tional
ho~l
i~
~
system
uses the educatIon '
True equality In
education
equal
l~volves
our nation,
however
opportunltl~~.
h~ve
contInually received an unequal educatIon
from our' publiC school
·::::·L!C C ':::'~;::'::; .
These opportunities
......,.1.
ll:._l !...
evaluate all students on maiority
WI
Including skin color
A~
.::' .j. ! .
j:.:.~."('!
teachel'~
we must
therefore,
allow
~ur
t. ::::.
Appleton roughly
-
explains culture
the m0Jor In-+tutlons,
~s
social structure,
.. ' .......i
.:::!.! I!, .. :
Webster defInes culture
'::::.1< "
'1
.1.
'1.:'"
.,'
.•. L
':'.:i. I'
....
1", '::::.
., . .r
',.1
t
t. :i. f(I::.~
~:)
somewhere between
.1. L ....
L·; 1t:.:'
.
.~.:
j
a~
o.
,_-,
r
t~e
i. J
',,'! Il::::
-
Teacher~
should atlempt
t~
Incorporate the positl
,....
-,:;::"j.
tu recognIze
the v?rious belief
\/ .;:~. or .; ::::.. j.
::::'0-:::;-::::' :i. i:::: J c
(";::: .::;r:·...... ,). ; !.=::.'';.::,
._ . ._
•...... _ . .i.
;.
.:::!.!, .. I...i::::{.. ,!
....... .. ' :'"
1...
-
,-, of
p 1. i
!f.:.="C
Ll; r! I'
:". ::::
1 :l. ":: :, t...;. '._
::-1 ·r:
'-' 1 :::,.:
i
"(1 C
1 l..A::::i!. : :;;:.
:t +.':::'
"
.:' ..
-
t ..
four
~nj
i. ' ... "t'"
s~~ll:
shc~la
·'r·'" ..
parti~lpSlon.
;; ;
"::::::,:::::
be devel
+
~o
think about themselves
t.- ." :.. : n~:::·
Introspection
IS
also a
_lassroom disClplin!
u~ef~l
t. t.-:.:
Intervi0wing include
:. .i :.,A i '
ChilrllEn should
,._.,.... :
.
b~
ta
:::.1<
.. 1 ···.i.. !
·1·
1
:L J '::~ .
. !!:::.'
",
"
.:~.
':::'. .!.
Obs~rvat.~n
....
:
is ner
t. r :: c! ~:~. '/ .' .::::.
I. .....
t.)!::;::
~in311,
the
student~
'T .:'. ;;;: '... 1 i!::.~;
c:,
... :' , .......
..1). ;....[
:
,(
I
f ,:::' .; :1.
"1:1.
':
i. .of
:i. r: ': : ,
~
.,.i,
I····
\
~
"i
... j
1!.::.:;···
1. .:::.
.). .i.! ,..1
r' f;.~ .
.::;i
Cif~
:::;
question nr playing
...·i I .•.: " "
~
game
1 ':::. :;. () ('r ..... i'(: ,:;::. k !,;.:~ Y"
T
,.
.I.
:
Li
..-
diverse soc'
0
•.....
r!
i....,
':.
'j
': : . +.:L c:
.. :I.
t.,.)
~
e~tent
that pluralism is
ethnic pride,
h~alt
1
t.. l
i
...••J
--Wi,liam
S~ith
(Gold,
rC31~zed,
an ablolng
.:::i.! 1; .. 1
-
1·::·, ,'.: .:::.
{. i.:.';·:::. :i. ,:::i •.:::; .
Tn the
different hertiages.
!...
.j.
J ,j.
ty in WhICh
all Deople may retain
c:,:I.
.,.
vIi)
.::~.
THE EDUCATIONAL NEEDS
OF MINORITIES
,-
A teacher need nol be an avowed advocate
UI
:'dL~
tellectual growth of minority pupils
oossible for
d
nonstandaro a;e
IS
-
hG~~lessness
curious
well-intentioned teacher to succumb
of i t aI,
~5
able
or "aUS2 thEm
r~tionalj?~ticn
W0
no~
educator~
th~t
.i...
.0.
!,.,:':
t,o
engage in the
because such pUpll_ ar_
must become
~nowl
1
-
'n
t. ! ....::,
........ ,
THE EDUCATIONAL NEEDS OF AFRICAN-AMERICANS
Over
t~e
past twenty
y~~~
progress has been made In both the
WjV
'T"!, .....
j
i !I:.-.:'
~s
Blac 0
History Month.
African-Americans
buj
ding our nation
ii,
.
t.- ()
Our media-cente e'
0
-
and lower
IS
ex~ect
~
.....
':::;.
!:::."::::.
nCl
~jlled
IS
rol~
I
! ..
.1. .;:::.
i.
1 \.,-
with prominent
mOdels to not only
than teachers who wor!
housed
l!
requirement tor a role model
The
~S
.1.
l...
dl
q~alifications
holds because it
.-
~.;istence
intelligent African-Americans who serV0
blac( children but to
••
!.:'.}1"':].
.::i.,::,. .,...:;.';;;'.'. ' ':;;!::i. )"';,
black
In predominatel
There
~ludents
", .... '"'
t·! i I.. .! '::::.l:::.=
·F
a qreat need
need
ons held regarding the abilllu
:. !...
IS
t. l"ll::.-:
African-American
j.
1
-::.;
a.i
i '.. ,
-
..... i
"." t"',";
';:i.
t
;
~
i:::.' \.
' , • • • • • • • • •_ ••
t
: •.••
'.::::
C =::.:: .
::-'.":::-.
students Dossess It
.i. i
j
At the same tIme however. we must not
e~pec+
t·t-:::
•••.••• i_ ••••.••. " .••.
;::.-:! Ii 1·:::llIL !:.-'
.:: 1.:::' .:::: .:..
George Washington
we should
Ml~U
bUIld
plurali~tlr
C2r~2r
reservoirs of
~nowl
,L \1
L
1::::
y-'
+ ,-
,i,
r';
0
whose native
student~
i \.t. ....
j
":::;. \..) ;::.:' L
:I. .:) :\.
:i.
nish should nut
classrooms and who do not
"j
•••.••• -
•• -
.1. ::.:-: .;:;. i . l!
':::~
t.. ':::.
~~
disma
, ....._ .. .i
d.; i=._l
:.::i.
Resourc0s outside the
immediate classroom shaul,! be investigated cu:h
Guidelines based on the Meyican-American
Incorporate a multi-sensa
Personalize the curriculum
.!
i ...
",
!...! lL'
....1':
Mexican-Americans.
r
o
r"
"
• • • • '"
I:::,:!
. i :::,1... 1::::.
~~
the students
.1. .'"
!,.!, . .f
-
t ;: :.' .:::1.1.:: ~··i1.:.:.7
'j'"
t·;··!:.::.:.'
':::;
Ac
we should ronstantly
used
standa~di~e~
consider
~0
ISSU(
the~~
L'
tests
... _. l_ .
...... : : II
1 ()
i...
C) r'
':::.
C L·1
j
t. t..! r ;:::.'
t. !"'; ()':::
Of equal
-
importance
minorit;es In our
th~
1S
em~tional
and socIal security
As the educatIonal guides
~13ssrooms,
. ./
To succeed in
of our c 1 as5es
T
!::.~
-: ;...;!
.M
•••••
I.:.:.'
~f
the
lUi
j•
! !
th!~
develop
plurall~~lc
attItudes
~
wide variety ot
cultures in order to DUlld 0l_bal understanding,
Tea:hing a pluralictlc
. j.
i._
M.
t·11!:::':
not a simp10 task
T
.!.
and
It.
.i .
i:: i...4 t.
l.
d~dicaLlon
Important resource
to the dev?lopment
0
OPPORTUNITIES FOR GROUP EXCURSIONS
INTO VARIOUS CULTURES
One
e~.L
ting optIon for
in
various cultGr0s are appropriate for grade three and
ThE clans
present~d
he e may,
however
0
on the whole adventure or path traveled.
The title group reports
encourages one +n focus on the final product;
this set nf
act~v~~lC:
STUDENT OBJECTIVES
The students
WIll
Dartjcioate In a discussicn
dj fferent from each
useJ in a concept
culture,
m~p
of
Ci.;1
reg~rding
how
._.1. ;...... "..
i.J !.,-; II::::
t. Llr';;.:.::.'.'
j'
.
and acceptance
...
L
:::: Li
1 t.,.:;,
£o-.-:}.:
'j
i. -:-'. ':::.'::::.
'...:;
.. ::J.
MOTIVA1·ION/GETTING READY
Encourage each student to find one or two other students with
t. i···l':~·:':;I~;.'
whom he/she is different from in 0t least one way
'..JIl'...
!";,
small croups are established encourage the
t.0
find ways
student~
they are similar.
Disband the small groups which have formed.
divergent questicn,
FaCIlitate discussion and encourage all students to
EncouraJe the students to thlnk
!articipate.
in terms of cultural differences
FINAL ACTIVITY/LOOKING TOWARD TOMORROW
allowing e6rh student to contribute an element of
their culture
Encourage the students to think about different cultures
~cr
tomorrow's lesson.
-
STEP TWO:ENCOURAGING QUESTIONS
STUDENT OBJECTIVES
The students WIll formulate questions regardinq the cultur01
TEACHE0 OBJECTIVES
ThE
tea(he~
will
estabLISh
set number of small groups tor
These groups mjv be established
Ly the abilitIes or the interests of the students.
!he teacher will
supply the students with a varietv of
materials from each culture
Jeing explored
cultural materials must appeal to as many
'. - i
.!
~ i"!~;!
sen~es
0~
I
development of oarticular cultures are excellent
MOTIVATION/REVIEW
Elict examples of different cultures from the
cl~~~
:,-. i::.:.' \./
:i.
c 1 :::=..•:.:. :::~
;.=:':.'1.;.)
•...•. j.'
' .. .1 ;
acceptance, ask questlons such as
DIVISION/PRESENTATION
UIVIde the class
into the small groups for the
allow the groups to select
-
lE~inlng
the culture
~~-'
each then allow the groups to
alternative method al!owino the students free choice would
h~-~
t~
-
l_
.. ,
L!f:::.'
to formulaLe and record questions
.I. :..... .
I...j ll::.:'
Guidelines should be established including the unbreakable
ru~e
no question
IS
be discounted reqardless of how seemlnglv
t~
',..... t. !"'ii::::
i...
_,
inde~endent
group
':::',~:
+.- ::. \/ 1 +.- \/
...
t. L J !.:::.'
.J. l ...
,_.:
_ . . _.
L.l !.:':.' I:::.' ! 1
t.
.•.•. ,. oi.
1 ll ...l 1..-
'.. ·1 P:::!.!.
The students should direct
.;:'-i
their own learning and,
"::::. I::':,'
that this is designed to te
~iz~d
a student prcject
C!
if at all possible,
overcome their own
The teacher should act in the role
-
the learning experIence.
The students should,
after having time to formulaLe and
they had regarding the cultural
'~:ord
materl~l~
the teacher should explain that the groups wIi,
searching f_,
answer~
during the next lesson
The teacher should
·... ·..... ,·l
SEARCHING
-
STUDENT OBJECTIVES
~OR
ANSWERS
their questions recarding cultures
-.
'I
J. '"
I.! '
',-,
.1.1 ;
information obtained regarding each culture Into an
TEACHER OBJECTIVES
The teacher will aSsIst with the use of
qlve
suggE~tl0ns
regarding
presentatin~
The teacher will explaIn to the class the
the gathering
Imp~rtance
~f
referenc~
materials
ru~~ibilities
expec+~+ions
information and group presentation
~egarding
emph~slzlng
~hQ
of the journey not just the destination
'::::. t. i 1. ].
L~
.•.
j i :::.:'
exercise In acceptance
'j
.!.
....
I.. .!
. . . • . . . . . ,;
-:::1.! !I,.J
acceptance of other cultures and of uther
.···.·i:
t •• .11
periods at the least
FINALIZING PRESENTATIONS
STUDENT OBJECTIVE
The students will,
--
working in their small groups
and practice
d~
necessary
TEACHER OBJECTIVE
The teacher will discuss WIth the
successful oral presentation
cla~s
guidelines for
d
-
-j- ,".
The tL .cher will Guide
~
class discussion regardina the elements
A few main paint.s mi
i.
j"iC
:i. .. Ad;,:::,
\:~}
i
::~! !,:.:,:,' .::::.
:
.L.1.
have had
t. !..) (" c.::;
!
.... '::. ',". \ f
G~
·1·
I.
i I~, I
'
.'
"'i i... '::::.
such activities
and give any needed guidance.
LEARNING FROM ONE ANOTHER
.L :..•
_. . . . .
1.. ·1 I!:::: .1.;'
learning groups'
pre5entation on a spe:lf1r cLlture.
TEACHER OBJECTIVE
.f.. '_
'.. ': ... '
to the individu)l teacner,
:+
.i.
'.w .. ,
!.,-j I!:::.'
Tea
he~s
are encour
DRAWING CONCLU3IONS
'~at
group presentation,
.i.
:::;.
=..:.}
1
':::~
i::.:
•1. ;•.•.
i..-l f:.
.._ •.•• _.i
-::;!.:
-
jl ... i
.;.
.-.j ....
,....::::.j" .. ,.
-,
OPPORTUNITIES FOR DICUSSIoN OR WRITING
,-
-
OPPORTUNITIES FOR DICUSSION OR WRITING
Discussion and independent writing hold great power in helping to
develop a
embraced.
p~uralistic
classroom in which individual differences are
The following list categorized by subject offers suggested
topics which can be used to either start a class discussion or
independent writing.
This list is only a sampling of the many ways
culture can effect elementary students;
individual teachers should
choose carefully from this list with consideration to the ability and
readiness of each class.
If a discussion format is to be introduced, a few guidelines must
first be discussed.
Teachers should encourage all students to
contribute but should not require all students to discuss.
students should, however, be required to listen.
All
Before discussing a
class must understand that everything said must be accepted without
judgement.
Discussions should be conducted as informally as possible.
Allowing students to sit in a circle on the floor or move their chairs
closer together are good ways to promote a sense of openness and also
security.
If individual writing is the preferred form of expression one
should also establish certain guidelines.
express themselves in writing.
,
during which everyone,
selected topic.
Children need time to
Set aside time, at least ten minutes,
including the teacher, writes a response to the
The products of such sessions should not be used to
evaluate grades for grammar but should be valued for content.
As the
students write personal responses their writing styles will improve as
will their self-esteem.
The children should have a choice
,'
regarding sharing their written responses with the class.
situations it is preferable for them to choose whether or not to share
their responses with the teacher.
In such cases,
the teacher can
still make sure all have participated without reading the child's
l~esponse
.
Teachers should consider having the students respond to
each selected topic in a journal so that the personal growth of each
child can be evaluated.
FAMILY
1.
Who makes a family?
or
2.
Who lives in your house?
Define the wbrd, family?
or
If you were in charge of everything,
who would live with you?
3.
Who is in charge of your family?
Why?
4.
What cH'e your l'esponsibilities and benefit.s as pal't of your
family?
5.
Are children import.ant to a family?
6.
What role do children play in a family?
7.
Why do we have families?
8.
Why do we have parents?
9.
Which is more important.,
the family or the family member?
10. Who do you trust in your family?
11. What do families do t.ogether?
12. How does a family spend it.s money?
,
-
1.
Is school important?
2.
What does education have to offer?
:~:
Describe the job of a teacher.
Why or why not?
A student.
-
,
'
4.
What is enjoyable about school?
5.
Does school make us bel-tel' individuals?
6.
What is the most impol'tant lesson to leal'n?
7.
If you wel'e in chal'ge, how would you change school?
8.
If you could change places with anyone in this class, who would
you
9.
C
hoost??
Describe the best possible day at school.
10. Describe three good things about Monday.
11.
Who is the most impol'tant person at your school?
Who should be
1?
What is the best way to learn something new?
.-,
1 .':1.
What shculd youI' teacher do that she/he does not do cUl'l'ently?
14. Who helps you with homewol'k?
15. Describe the pel'fect classl'oom.
16. What would school be like if thel'e were no school buildings?
17. What do you think school was like 100 years ago?
18. Should students ask teachers questions?
19. Do teachers always undel'stand students?
20. How long does education last?
WORK AND PLAY
1.
What is work?
2.
What kinds of work do kids do?
3.
Define the word, play.
4.
Would you rather work or play?
5.
Is work or play more important?
6.
What kinj of work would you like to do when you are older?
7.
What are the three best ways to play?
Why?
8.
What kind,
if any, chores do you do at home?
9.
Describe the work you do at school.
10. When is the right time to play?
11. Are
peo~'le
limited to the types of work they can perform?
12. What is the purpose of play?
HOLIDAYS AND CELEBRATIONS
1.
Describe the holidays your family celebrates?
2.
Why are holidays important to you?
3.
What was the last celebration in which you took part?
4.
What is the purpose of this holiday?
(Select an appropriate
holiday. )
5.
What cultural holidays are important to you?
6.
Describe your favorite holiday/celebration.
7.
Why do we have class parties?
8.
What is the best why to celebrate an important day or event?
HISTORY AND TRADITION
1.
Is history important to you and your family?
2.
What do the elders of your family or community teach the children
about the past?
3.
Explain the significance of a historical figure.
4.
What do you know about your ancestors?
5.
Describe a family tradition.
-
.CULfURAl.
JamE0 A
ed
Was~ington,
National Education Associatio0,
D.C.
Castaneda, Alfredo.
Richard L
EDUCATIONAL NEEDS OF
Epps,
IN EDUCATION:
New York:
FOUNDA1IONS.
Banks,
~LUHHLISM
Edgar G ,ea.
James,
MINOR~TY
and Webster Robbins
GROUPS.
CULTURAL PLURALISM.
McCutchan Publishing Corporation,
Lincoln,
Eric A.
Lexington
Heath, G
EDUCATION AND RACE.
Book~,
L!)uis
Washingt.on,
California:
Ber~eley
1974.
Lexington,
BROWN,
-
Massachusetts:
AND BLACK DEMANDS FOR BETTER EDUCA1ION
Multicultural Education Publications
cooperat.ion with the Teachers Corps),
Stent, Madelon D,
Washington,
1972
RED,
D.C:
THE
Nebrask~.
ALTtRNATIVES FOR BILINGUAl-BICULTURAL EDUCATION.
Hanushe~,
1981
William R.
PLURALISM IN EDUCATION:
Hazard,
.in
1977.
and Harry N.
A MANDATE FOR CHANGE
Rivlin.
-'./ _._ ._. l.
"i
1.. .11"\-:.
CULTURAL
,
,
rofts Educational Division Mereoith CorporatIon,