Review:
“Culture is a way of seeing, perceiving, and believing” (Noel, 11). In the book Developing Multicultural Educators, Noel explains that culture is like a tree. This image allows us to better understand that culture goes deeper than laws, art, linguistic patterns, art and clothing. These ideals are just on the surface as a result of the roots of beliefs, perceptions, and language. The roots of culture are built through social construction. Culture is influenced by family, community, religion, schools, and even media (Noel, 9).
Noel further explores the three components of culture (communication style, organization, and intellect). These pieces influence how people interact with each other. The organization component impacts how we view time as well as personal space. Intellectual style determines whether oral or written language is more valuable. Noel goes on to explain than certain styles are “privileged,” meaning that they are the styles commonly accepted in our schools. She calls attention to some common expectations from the classroom: direct answers, speaking one at a time, doing your best, and the use of written text (Noel, 15-22).
Teachers and schools have a role in the socialization of students into the dominate culture. There are two views of this socialization. The functionalist view is that we are preparing them to function in society. The critical view argues that those who are in power use socialization through the schools to maintain their power. Regardless of the perspective taken, students will experience social discontinuities. The students, their peers, and their teachers will experience times when there are disconnects between the culture of school and the culture of home (Noel, 29-31).
Reflect:
Culture is much deeper than what you wear, eat, or do. This chapter has helped to create a deeper definition of culture for me. The things once thought of as culture are merely the result of culture. It makes me think of “Multicultural Night” at school. How often did we just serve the “cultural food” and dress in traditional clothes without exploring the deeper meanings that lie beneath the surface?
Noel’s discussion of organizational style and intellectual style reminded me of some experiences I have had with parents and students in the past. The concept of time is one difference between my own culture and that of many of my students that often causes some frustration for me. Parents may have an appointment for a conference and come in half an hour late or a day early. Personal space is also an issue that has caused me some discomfort in the past, but I had never thought of it as a cultural issue. I had just perceived the parent that kept stepping in close as being pushy. The idea that some cultures value written and oral communication differently was also interesting. I had not realized that how or the amount that we communicate with others may vary based on our culture. For example a student that I have this year has trouble forming sentences. I have recently come to understand that there is very little conversation between adults and children in the home. I am now exploring whether this is a cultural issue.
Refine:
This chapter has made me aware that sometimes I rush to the wrong conclusion. For instance, a student that I had a few years ago had trouble forming sentences in English and in her own language. I talked to the parents through an interpreter and tried to encourage them to engage her in conversation at home. They looked at me like I was crazy. Their family had a tradition that education was focused on the boys in the family. The fact that their daughter needed some help was of less concern than helping their son excel. My personal reaction was to be appalled, but in their culture the man has to provide for the family, while the woman takes care of the home. I still have difficulty accepting such ideas, but I hope to become more patient when dealing with such differences in cultures. Noel cautions that culture does give us our identity, but that it can also create a strong feeling of “us” and “them” (Noel, 14). As I continue to meet children and parents of various backgrounds, I will look for ways to appreciate and respect our differences while striving to create a sense of community and belonging in the classroom.
References
Noel, J. (2008). Developing Multicultural Educators (2nd Edition)
Casey,
ReplyDeleteYou really had some great reflections on the chapter. I see that it caused you to reflect on differences in your expectations with parents and their time organization compared with yours. I have had both of those things with missed or late conferences happen to me. I also liked your reflection on the conference with the translator. The parents of that culture were not concerned with their daughter being verbal. That was not valued as much as with their son. So interesting. You handled the imporant details of the chapter very well. I enjoyed reading your reflection.
I liked your reflections on this chapter. It made me think of some similar experiences. I too have had parents show up for meetings early, late, or even on the wrong day. One parent showed up about a week early and was upset when I told him our meeting was scheduled for another day. He acted like it was my fault because I was a woman. Now that I think about it, his response was based on his own views of culture. I also have noticed the personal space issue. Since I have become an ESOL inclusion class, I have many parents that like to hug when leaving the classroom after a meeting or conversation. That is something I am not used to at all. It has taken awhile for me to accept that as part of their culture and to embrace it.
ReplyDeleteReading about your conference about your struggling student made me upset too. It is sad that some cultures do not value education for their children equally. That is a very challenging situation since we have to hold that child to certain expectations. It is hard without parent support. Like you said, we still have to try and appreciate these differences and support them as best as possible.
Casey,
ReplyDeleteYour reflection really made me think about some students in my class. Most of me ELs have trouble writing sentences, at this point (a few of my English speakers, too), but you made wonder what their home situations regarding participation in conversations are. Are they given opportunities to talk with other family members? What about reading? I have a couple of students who say that their parents never read with them. Could it be that their cultures don't put value in reading with their children?