“Historically, schools have served to promote mainstream cultural values and expectations and have disregarded the experiences, languages, and cultural understandings of American Indians and other underrepresented groups” (p. 206). This was certainly the case with both Daniel’s and Zonnie’s school experience. The Native American culture that Daniel and Zonnie both belonged to was not represented or embraced by their predominantly white school. As a result, both students felt disconnected from the curriculum and were viewed as poor students. Daniel’s teachers felt that his poor performance in school was due to disorganization and a busy life outside of school. They did not take into consideration his inability to relate to the curriculum, particularly in his civics class. Zonnie did not enjoy doing school work and felt as though her time could be better spent writing poetry.
I feel that this happens quite frequently in classrooms today. We teach in schools that are filled with students from diverse backgrounds and cultures. Instead of incorporating these cultures into our curriculums, we teach mainstream values and expectations and, as Noll points out, the cultural and linguistic differences that students possess are often viewed as deficiencies. This was obviously the case for the parents in the study as well, since they wondered if the literacy club was going to be remediation for their children’s supposed deficiencies. Often, we do not take the time to get to know our students like we should. We do not delve into their interests or seek to engage them in academics by creating lessons that revolve around these interests.
As educators we have an obligation and a responsibility to understand and respect the cultures of our students. We must use this knowledge to make connections, identify student interests, and create a “culturally relevant curriculum” for our students. As I read about Daniel and Zonnie’s literacy experiences in school, I began to question my own classroom practices. While I do recognize and respect the many cultures present in my classroom, am I truly integrating these cultures into my literacy curriculum?
I have begun to use more multicultural literature in my classroom. However, I do not feel as though I have adequately integrated these cultures into my curriculum. I have not utilized the cultural knowledge of my students or my community to the extent that I should. I realize that I must do a better job of building the bridge between school and home in order to foster greater feelings of self-worth and belonging in my students. This can be accomplished by creating a “culturally relevant curriculum” and validating the “expression of cultural knowledge, perspectives, and personal experiences” (p. 230) through the use of multiple literacy activities.
Leslie Rothenberger
Comments (7)
I very much agree with you, Leslie, Daniel’s and Zonnie’s mediocre school experiences, despite their obvious intelligence, points to the fact that they did not relate to the curriculum, to the teacher, OR to many of their classmates. And if students feel that their lives are irrelevant at school, it follows that their interests and efforts will not develop there, either.
The question you asked yourself, “While I do recognize and respect the many cultures present in my classroom, am I truly integrating these cultures into my literacy curriculum?” was thought-provoking. Often we are overwhelmed with the demands of our state curriculum and of the requirements set forth by our local school system, and I know from experience that, in planning to meet those requirements, it is easy for those other efforts to take a back seat. Clearly, though, developing a full library of multi-cultural literature is one of the most important tasks for us as educators. We need to realize what an impact it can have on a child’s engagement with the school process.
Posted by Marlee Wright | June 10, 2011 1:50 PM
Posted on June 10, 2011 13:50
Leslie, I think you are on the right track with incorporating more multicultural literature into your classroom. All the positive movements you want to make won't be able to happen overnight, but little things like adding more multicultural literature will start the ball rolling.
I was glad that you mentioned the parents in your post. While reading the article, I was originally surprised by the parents' reaction to the "Literacy Club." After reading the rest of the article, I better understood their concerns. I think if you are successful in integrating mutliple cultures in your curriculum the positive effects will extend beyond your students to include your classroom parents as well.
Posted by Andrea Schlobohm | June 10, 2011 4:19 PM
Posted on June 10, 2011 16:19
Leslie,
I think that you are so right with the statement that it is our job to relate to the students and learn thier culture. For some teachers it is thier natural nature, but I don't think all do take the time to connect and learn. Integrating multiculture is important to make those connections with students and give them a place in the classroom to know that they are important. We may not always do the studies justice, but we are all learning in education.
Posted by Kara | June 10, 2011 5:33 PM
Posted on June 10, 2011 17:33
Leslie,
Your post made me think about incorporating different cultures into your curriculum. I think you're right in that you need to incorporate YOUR students cultures into you classroom but I think it's important to also expose them to other cultures that they might not be aware of. You are already taking a step in the right direction by exposing them to multi-cultural literature. I remember when I tried to organize a multi-cultural fair at school when the Olympics were happening. I thought...what a great opportunity! The teachers weren't interested because they were more concerned with testing coming up. I was thinking, "you don't think they are going to be asked any questions or have to read any texts on alternate cultures?" I was enraged. Students such as mine in an inner city environment, need to be exposed to as many other cultures as possible. And learn to recognize the differences and similarities between their own culture and another's. Finally, they need to learn to embrace those differences and similarities. It is our job to teach them how to do that!
Posted by Carrie Brown | June 10, 2011 10:59 PM
Posted on June 10, 2011 22:59
Like you, I feel as though I could do more to integrate other cultures into my lessons. We read multicultural books during my guided reading lessons, and the students always enjoy sharing about their culture, traditions and family. I know I could expand on incorporating their backgrounds much more, though.
Posted by Carol Holt | June 11, 2011 10:24 AM
Posted on June 11, 2011 10:24
Leslie,
Yes we do have a responsibility to incorporate a more culturally responsive curriculum in our classrooms. In Title I, we are required to use research-based programs and strategies with our pull-out students. I will admit the materials avaialable are not always high interest, multicultural and culturally responsive. I do incorporate read alound that include multicultural childrens books. When making new purchases I do look for more high interest and multiculturally based texts.
Posted by Karen Gold | June 11, 2011 10:20 PM
Posted on June 11, 2011 22:20
Leslie,
I am glad that the Noll article has engendered such an insightful self-reflection on your part! Your use of words and phrases such as "integration" and "building bridges" shows that you have really taken to heart the lessons learned from Zonnie and Daniel. Well done!
Posted by Dr. Jackson | June 15, 2011 9:48 AM
Posted on June 15, 2011 09:48