Karen Paine - Epilogue - Blog #6

One thing we had begun to discuss in our Literature Circle was the purpose of this epilogue. The early edition of the text appears to be a doctoral dissertation by Ruggiano-Schmidt. One of the subjects, Mrs. Starr, was in process of completing a masters dissertation and immediately after the study, created her own text. In turn, Ruggiano-Schmidt made an additional "post-script" study of Mrs. Starr's study. What would have been of more interest to the read is a post-script study of the student subjects, Raji and Peley. Unlike Mrs. Starr, they did not have their own reputation to protect and would not use the post-script to defend, refute, explain, amend, etc. their own situation within the study. The incestuous nature of the studies worries me - how is it possible to remain objective during the process when each participant's role is mutually beneficial?

Karen Paine - Epilogue - Rigorous Researcher

In the epilogue, the "Faltis four level approach" is mentioned as a reference for developing communication with multilingual parents (Ruggiano-Schmidt, page 129). As rigorous researcher, I looked into Christina J. Faltis to better understand the reference. The four step approach is from a book published in 1993 called "Joinfostering: Adapting Teaching Strategies for the Multilingual Classroom." According to the Faltis, joinfostering is "the organization and implementation of conditions to promote two-way communication and social integration within the linguistically diverse all-English classroom" (Faltis, page 1).

The four levels include:

I: early stages of teacher-parent informal contacts in the home and school

II: how to proceed to small informational meetings

III: examples of ways to encourage parent participation and sharing in the classroom

IV: parent empowerment when they are included in curricular decisions

These levels correspond with the more general Faltis framework, designed particularly as a guideline for native-English speaking teachers working in a multi-lingual classroom environment. The framework involves:

1.) two-way communication

2.) social integration

3.) second language acquisition principles

4.) parental participation

Karen Paine - Chapter 7 (Classroom Community)

"Appreciating similarities and differences in the world around us is an important first step in the creation of inclusive social settings" (page 107).

Recently, I read a children's book by Rosemary Wells called "Yoko." She is a girl from Japan whose classmates ridicule her sushi lunch and as a result, becomes emotionally detached from school. The teacher notices and tries to remedy the situation by creating an "International Food Day." All the children bring in dishes from around the world with the instruction from the teacher that they are to try "at least one bite." At the end of the day, Yoko's sushi plate remains untouched, and this is unnoticed by the teacher. Only one students tries the sushi and becomes Yoko's friend.

Sharing food is one of Ruggiano-Schmidt's suggestions for increasing international / multicultural awareness. However, I think the book about Yoko is accurate - this tactic may not automatically increase appreciation of different cultures, but at the very least, it will increase awareness. Creating a climate of welcomeness may not make everyone feel included, but it will get the message across that inclusion is important.

Chapter 7- Illustrator Illuminator

When looking at this image, I cannot think of a better idea than something Mrs. Starr could have done. This is just one illustration of the many suggested by Patricia Schmidt. Have the children sit in groups and discuss on a globe where India, Cambodia and Vietnam are and who they are in our world.

chapter 7 vocab

Ethnography: the study and systematic recording of human culturesalsoa descriptive work produced from such research

culturegrams: is a company that stays up to date on the world's cultures and holidays

ethnocentricism: the feeling that one's group has a mode of living, values, and patterns of adaptation that are superior to those of other groups. It is coupled with a generalized contempt for members of other groups. Ethnocentrism may manifest itself in attitudes of superiority or sometimes hostility. Violence, discrimination, proselytizing, and verbal aggressiveness are other means whereby ethnocentrism may be expressed.

Chapter 7 blog 5 : Susan Schuler

"children by age four have developed racist views through the media as well as through the dominant community culture. Often schools unknowingly contribute to these attitudes by ignoring differences."

Out of the whole of chapter seven these sentences stood out most to me. By age four, children have developed racist views. Age Four! My first thought was of the little girl I babysit who just had her fourth birthday a few weeks ago and I wonder what her views on the world and the world's people are. Then I think how life will be for her. A white, blond haired, brown eyes, very pretty little girl. She's very clearly in the dominant culture. I wonder what her reactions would be to children like Peley and Raji. Of course she is a strong personality, so she would probably butt heads with Peley and steamroll over Raji when it comes to doing things her way.
Then I thought about the media. The majority of people are english speaking white people on the television shows watched in the U.S. While more and more it's becoming more diverse the majority of the shows are still about the dominant culture in the U.S. The majority of any religion or holidays shown are Christmas and Christianity. There's very few that show Buddihism (which is what they celebrate in Cambodia) or Hinduism. Therefore all most children may know is Christmas and Hannakuh to some extent. Any holidays Peley and Raji celebrate would be alien to the other children.
Especially since most schools seem to be more and more turning a blind eye to religious and cultural differences as well as society. More and more it's "happy holidays" instead of "merry christmas". I understand the intent behind that, but part of me has always thought if someone were to wish me a "happy hannakuh" I'd take it in the spirit it was intended and not jump down the person's throat "I'm not Jewish". People are so afraid of offending others with their differences that children are losing out on the experiences of diversity, so that when they're exposed to it, they don't understand it and react in ways that show their mistrust and fear of it. This is what is leads to hate groups and bullying of others who are different. This attitude of 'everyone needs to be the same so we don't offend'. It's going to come back and haunt us. Perhaps it already is starting to.
What are your thoughts?