Culture and the Teacher
When one refers to the diverse school setting, it typically refers to the community of children within the school system. A majority of research available in this area focuses on diversity within the student base of the school. The culture of the child has a direct impact on their attitudes towards learning and towards the material that is being learned. However, the cultural background of the teacher can also have a major impact on the school and the ability of children to learn. However, at this time, a greater emphasis is placed on the culture of the child than on that of the teacher.
Teachers are members of their own cultural group, and as such have their own cultural biases and attitudes towards others. They may come from a different cultural knowledgebase than the children that they teach. They come into the teaching field as a product of both the educational process and their own cultural background. This can predispose them to have certain attitudes about children of certain cultural backgrounds that are different from their own. Education during the preservice training period was found to be essential to the preparedness of the teacher entering a diverse school setting (Wasonga, 2005). According to the study, exposure to diverse school settings helped to eliminate biases and to prepare teachers for teaching children from cultural backgrounds that differed from their own.
Teachers preparing to enter the field of education consider diversity to be an important issue in their future career. However, only a limited number feel comfortable teaching students of a different cultural background from themselves (Hagan & McGlynn, 2004). Studies such as this suggest that more attention needs to be paid in preparing teachers to teach in a culturally diverse environment upon graduation. This point was reiterated throughout literature on teacher preparation for teaching in an increasingly diverse and mobile society.
The theme of literature regarding the role of the teacher and cultural diversity centered on the need to prepare teachers to perform in a culturally diverse setting. Literature indicates that to date, this issue has not been addressed adequately in the preparatory curriculum for teachers. Both teachers and teacher educators feel that this issue is important, but it has not yet been included in the formal curriculum. This issue needs to be addressed if the system is to produce teachers that can respond to the needs of the diverse population that they will be responsible for in the future.
Cultural Diversity and Social Capital
Cultural diversity in the student and teacher population presents benefits and challenges. When one refers to capital, they often limit the discussion to physical objects, such as tools or money. However, many decades ago, economists began to teach us to see skills and education as a form of capital as well (Putnam, 2004). Social networks embody certain characteristics, such as reciprocity, trust, and a set of ethical rules. These characteristics represent a certain set of "social capital" that an individual possesses simply for being a member, or participant in that society. Studies from several OECD countries have suggested that social capital is an important element in the educational performance of that country (Putnam, 2004). Taking steps to increase social capital has a positive effect on the overall educational performance of the country.
Social capital promotes bonding and cohesion among cohorts in social networks. As long as this bonding is used for good, it can be a positive asset to the educational system of the country. However, as the OECD points out, the bonding produced by social capital can also be a negative force, as with the case of terrorism or gang membership (Purnam, 2004). However, when the force of bonding and networking is used for positive goals, it can be a valuable asset. Promoting positive social capital in the educational system could have a dramatic effect on improving educational outcomes for all students, regardless of cultural background.
The position of the OECD supports the position that simply sitting in the classroom with students from other cultures is not enough. Students must be exposed to experiences both inside and outside of the school setting that promote higher levels of cohesion and bonding among the students. They must develop a sense of closeness with students of different cultural backgrounds, just as they do with students of their own culture.
Social capital stems from many sources including families, friends, civic associations, political parties, religious groups, and other social contacts (Putnam, 2004). Decay in positive community bonds has been blamed for declines in the educational...
It is not they are any less able or proficient. Over the past decade, the schools have become even more driven in this respect. Children at younger and younger ages are expected to read. In the U.S., there are children who go to summer school between kindergarten and first grade because they are unable to read at the necessary level. The fact that these same children show other wonderful traits
35). Information can also be added that relates to families, parents, and others whose primary culture and language are not in the mainstream. Using children's literature to teach diversity: It is not a new idea for teachers to use literature to educate young children. But because Gillian Potter and colleagues assert that teachers are being challenged "as never before" to create experiences that are culturally meaningful to all children --
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Classroom Behavior Management Developing a classroom that takes cultural diversity into account begins with understanding one's own ethnocentrism, that a lot of what we take for granted pertains specifically to our own cultural upbringing. Children who come from other cultures -- and their parents -- may well have different ideas and ideals. It is important to learn about the different cultures that are present in my classroom, as a starting point
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