The cultures of Peley and Raji are not valued in school, and they are not used as a catalyst for learning with the other classmates. In chapter three, Ruggiano-Schmidt says, "neither child was introduced to literature relating to their cultural backgrounds" (page 36). In Chapter Four, regarding snack time, Ruggiano-Schmidt states that in response to Ravi's favorite foods, classmates exclaimed "Yuck!" or "I don't get it!" (page 44). If the teacher does not familiarize the students with the varying cultures represented in the classroom, then the majority culture may threaten the minority cultures.
This cultural tension is manifested in student relations. Repeatedly, Ruggiano-Schmidt mentions how incidences relating to the children's discomfort or skill go unnoticed. For instance, Raji's intricate drawing of the rocket ship, or Peley's apparent physical sensitivity to touch and textures. When there is animosity from other students there is not adequate intervention. The teachers act on a day-to-day basis and because they are focused only on daily interactions, the cumulative effect of the negative social-cultural interactions between the students, the unhappiness of Peley and Raji, is untraceable.
What is clear is that Ruggiano-Schmidt believes that without social interactions, students cannot fully display literacy learning; without cultural recognition, social interaction is nearly impossible. This is where the teacher comes in, to bridge the gap of understanding. However, Mrs. Starr never relates the social problems of Peley and Ravi with the cultural differences between home and school (page 36). "When the school program ignores or rarely makes cultural connections between home and school, cultural conflict and struggle become apparent" (page 40).
I agree with this. The social component in language and literacy learning has been stressed as an important feature for developing strengths in cognitive development. The tension is there, and ignored. I really think it is a missed learning opportunity and that sharing the cultures of these students would teach something new and interesting to all students. As well as help to bridge the gap of misunderstanding which brought the kids at odds with Peley and Raji. Peley was only sucessful at making fun of herself or her culture to amuse the other kids. What will this do to her sense of self? Shouldn't just that element alone have drawn in teacher attention!?
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I think we have to keep one thing in mind when questioning Mrs. Starr, hind-sight is 20/20. Us looking in as observers see the short comings of her teaching methods but she is a young teacher. I think this is something that us as young and up coming teachers need to keep in mind, be flexable. Did anyone else notice how she continued in the same way through out the first four chapters and seems to not deviate from it? I have a feeling she is very stuck in her ways, as many of us become in our lives.
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