Presentation Title

"Where are you actually from?" Cultural Diversity and Pedagogical Practice

Presenter Information

Kayla LimFollow

Faculty Mentor

Mary Christianakis

Start Date

23-11-2019 10:15 AM

End Date

23-11-2019 10:30 AM

Location

Markstein 213

Session

oral 2

Type of Presentation

Oral Talk

Subject Area

behavioral_social_sciences

Abstract

Immigrant students are diverse, not only in their ethnic-racial heritage, but also in their educational experiences, generational status, and the degree to which they maintain cultural and linguistic ties to their family’s country of origin. The negotiation between teaching about the richness of diverse cultures to students, while also delivering a “culturally relevant” (Ladsen-Billings, 1995) and “culturally sustaining” (Ladsen-Billings, 2014) curriculum merits further inquiry to understand the potential impact on diverse student populations. This ethnographic case study conducted over an entire summer school program aims to examine how one elementary school teacher used a variety of technological and curricular resources to develop a “multicultural” curriculum for her diverse summer school students in the Crown City School District. The questions include: How do teachers address the diversity of their classroom and engage their students in a multicultural curriculum? What assumptions do teachers make about students that come from different cultural backgrounds? How do teachers try to engage with students who are not familiar with an Americanized style of teaching? The present study will include thick descriptions of the ways in which multicultural education, aided by technology, focuses on surface level teachings of other cultures while incorporating exotification to the teachings of certain cultures. Findings explore how the case study teacher (an immigrant herself) constructed other cultures with the use Google and YouTube searches of geography, animal representations, cuisines, holidays, and traditions into their curriculum in order to demonstrate variations in culture. Additionally, the treatment of the students did not reflect that they viewed all students capable of equal academic abilities due to perceived personal notions of different races. As the teacher highlights different holidays and cuisines, the multicultural curriculum ignores colonialism, inequalities, and racial tensions ultimately excludes the very children it purports to include and validate.

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Nov 23rd, 10:15 AM Nov 23rd, 10:30 AM

"Where are you actually from?" Cultural Diversity and Pedagogical Practice

Markstein 213

Immigrant students are diverse, not only in their ethnic-racial heritage, but also in their educational experiences, generational status, and the degree to which they maintain cultural and linguistic ties to their family’s country of origin. The negotiation between teaching about the richness of diverse cultures to students, while also delivering a “culturally relevant” (Ladsen-Billings, 1995) and “culturally sustaining” (Ladsen-Billings, 2014) curriculum merits further inquiry to understand the potential impact on diverse student populations. This ethnographic case study conducted over an entire summer school program aims to examine how one elementary school teacher used a variety of technological and curricular resources to develop a “multicultural” curriculum for her diverse summer school students in the Crown City School District. The questions include: How do teachers address the diversity of their classroom and engage their students in a multicultural curriculum? What assumptions do teachers make about students that come from different cultural backgrounds? How do teachers try to engage with students who are not familiar with an Americanized style of teaching? The present study will include thick descriptions of the ways in which multicultural education, aided by technology, focuses on surface level teachings of other cultures while incorporating exotification to the teachings of certain cultures. Findings explore how the case study teacher (an immigrant herself) constructed other cultures with the use Google and YouTube searches of geography, animal representations, cuisines, holidays, and traditions into their curriculum in order to demonstrate variations in culture. Additionally, the treatment of the students did not reflect that they viewed all students capable of equal academic abilities due to perceived personal notions of different races. As the teacher highlights different holidays and cuisines, the multicultural curriculum ignores colonialism, inequalities, and racial tensions ultimately excludes the very children it purports to include and validate.