Chapter 1: Developing Multicultural Educators

1. Review – What did I learn?

            After reading chapter one of Jana Noel’s book, I learned that the larger idea of culture can be broken down into three parts: the concept of culture, the components of culture and the characterizations of culture.  Breaking culture down into smaller entities helps examine and describe what such a very broad topic actually means.

            The concept of culture refers to how we perceive the world.  Our perception of the world is influenced by many things, such as our language, our religion, and our upbringing and other practices within our particular community.  Our understanding of the culture we live in is important because it gives us a sense of belonging, provides a degree of safety, and helps us define and recognize what is important to ourselves and those around us.

            The components of culture, as described by the author on page 23, refer to the multiple ways in which people within a culture communicate, organize and think.  Some cultures may emphasize oral communication over written and vice versa.  In some communities it might be expected that you develop the skill of storytelling orally and in others you may be expected to record in writing anything that is considered worthwhile to pass on to the next generation.

            The characterizations of culture refer to the idea that various cultures share some practices in common and then also have some characteristics that are unique.  The author points out in the third paragraph on page 28, that assigning a unique set of characteristics to a culture leads to the danger of stereotyping all individuals within that group.

2. Reflect – What did it mean to me?

            The idea that how we think is largely influenced by our culture is profound to me.  I am aware that my culture has helped shape the manner in which I interact with others, the gestures that I use, and even the things that I value, but to think that my culture has had a significant impact on how I process information is profound.  I consider myself to be an analytical person who thinks before acting and likes to consider all options.  Had I been raised in a different culture, I might act more intuitively, trusting my instinct and relying less on reasoning.

3. Refine – How will I use the information in my classroom?

            I reflected a great deal on one particular idea that was referred in the last paragraph of page 21 dealing with styles of communication that are privileged in schools.  The author points out that clear and deliberate forms of communication are expected and valued in European American schools.  Students who practice this form of speaking are at an advantage over others and their experience in school is more positive.

            I think the author, who offers plenty of research to support this idea, makes a very good point.  Certainly, as teachers, we need to be aware of this cultural difference.  As I reflected on this point; however, I wondered just how this should translate into the classroom.  I certainly don’t want to assume that a student has less understanding than another because they are not inclined to share their knowledge in the form of oral communication.  At the same time, I do want to teach students the ways of our culture so that they have the tools and skills necessary to succeed here in our country.

            At this point, I feel like I will need to find a balance.  As I observe students to determine their level of understanding, I will need to make sure that I don’t assume a student lacks understanding just because he or she is not inclined to provide verbal evidence of what they know.  I will have to provide more opportunities and a greater variety of avenues to show mastery of the content they are learning.  I will also have to be sure not to assign feelings of disrespect, apathy or any other premature assumption to a student when they are not eager to share their thinking through verbal communication.

            I also want to make sure that I do expose students to the expectations of our culture and provide them with gentle guidance and practice of these cultures.  I do think their needs to be a balance and I am curious if and how my feelings will change as I continue with this class and continue reading the remaining chapters of this book.

             

References.

Noel, J. (2008). Developing Multicultural Educators.  Longrove, Illinois:  Waveland         

          Press Inc.