Running head: CULTURE AS A CONSTRUCT OF IDENTITY 1
Culture as a Construct of Identity and
Cultural Implications for Education
Cynthia W. Czerwonka
Gwinnett County Public Schools
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CULTURE AS A CONSTRUCT OF IDENTITY 2
Culture as a Construct of Identity and
Cultural Implications for Education
According to Noel (2008), “each culture provides its own particular styles of
communication, patterns of interaction, and ways of knowing”(p. 15). She believes these
patterns of living shape ones’ actions and expectations of the actions of others. Communication
involves how one organizes words as well as how one expresses oneself. High or low emotion
or energy when speaking are particular to certain cultures. Noel mentions that “In the
participation patterns most commonly associated with White Americans, emotions are kept
separate from the message, and the physical expression of one’s ideas is kept to a minimum” (as
cited in Shade, 1997; Bennett, 2006; Pai and Adler, 2006). The opposite is true for African
American cultures. Additionally, Noel mentions that Native American children possess a
communication style based on observation and reflection before speaking (as cited in
Pewewardy, 2002). Clearly, a variety of communication patterns exist and will look and sound
different in most US classrooms.
According to Noel, (2008), “Cultural background strongly shapes communication style
because we learn to participate with others through family and community traditions of
communication” (p. 17). As an example of communication, an examination of the bedtime book
reading habits of White and Black families, shows differences in the ways parents and children
interact with the text. Middle class white parents read stories from books and teach by example
that their children are expected to make meaning and talk about the book. However, working
class white families focus “on letters of the alphabet, numbers, names of basic items pictured in.
books, and simplified retellings of stories in the words of the adult” (as cited in Heath, p.59).
For Black children of working class families, the bedtime story is oral storytelling time as
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CULTURE AS A CONSTRUCT OF IDENTITY 3
opposed to actually reading books (as cited in Heath, p.59).
In reflecting on the meaning of the chapter on culture in Jana’ Noel’s text Developing
Multicultural Educators, I see that students come to school with a great variety of learned
cultural identities, many of which are not of the prominent culture valued in the school.
Schools, whether directly or indirectly are a key vehicle for disseminating the culture for society.
Functionalists believe that cultural socialization exists to keep the society functioning in the
future as it is in the present by using hidden curriculum not in textbooks; the critical perspective
says that those in power in the culture desire to keep power and thereby socialize students to that
end (Noel, 2008, p.33). I was unaware of these theories.
My purpose for taking this course is to be able to effectively reach students of different
cultures and meet them where they are and teach to their individual needs. I believe, as Noel
(2008) states, “A major role for schools, including the teachers who work in them, is to
recognize the cultural socialization of students, to understand the effects on students’ identities,
and to determine the steps to take to provide an educational and social experience for students
that does not harm students’ socially constructed identities (p.37).
The information presented on communication, organization, and intellectual styles
resonated with me the most. I will use this information in my classroom as part of my
instruction, particularly in the Reader’s and Writer’s workshop models. I have been interested in
the theory of beginning writing instruction for youngest writers presented by Martha Horne and
Mary Ellen Giaccobe (2007). I used this approach last year and this year; it begins with
students’ oral storytelling to introduce the writing process. In this way, all children, regardless of
cultural background or early written language abilities see that they do have stories to tell and
that they are valued by their classmates. This oral storytelling has enabled me to become
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comfortable with allowing students use talk as a vehicle for learning not only in workshop
lessons, but in other subject areas. Listening to my students’ talk informs my instruction as to
their needs and strengths. I see that it can also give me a window into their particular life
experiences within their cultures. This in combination with the course content will be
informative as I continue on with the education of my kindergarten students.
CULTURE AS A CONSTRUCT OF IDENTITY 5
Bennett, C. I. (2006). Comprehensive multicultural education: Theory and practice, 6thed. Boston, MA: Allyn & Bacon.
Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11 (1), 49-76.
Horn, M. and Giacobbe, M.E. (2007) Talking, drawing, writing. Portland: ME: Stenhouse Publishers.
Noel, J. R. (2008). The concept of culture. developing multicultural educators. Long Grove, IL:
Waveland Press, Inc.
Pai, Y., & Adler, S.A. (2006).Cultural foundations of education, 4th. ed. Columbus, OH:
Prentice-Hall.
Pewewardy, C. (2002). Learning styles of american indian/alaska native students: A review of the literature and implications for practice. Journal of American Indian Education, 41 (3), 22-56.
Shade, B. J. (1997). Culture, style, and the educative process: Making schools work for
racially diverse students. Springfield, IL: Charles C. Thomas.
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