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ON POINT

Cultural Identity and Teaching The mission of the National Institute for Urban School Improvement is to partner with Regional Resource Centers to develop powerful networks of urban local education agencies and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices. Embedded within this approach is a commitment to evidence-based practice in early intervention, universal design, and positive behavior supports.

The Office of Special Education Programs (OSEP), of the U.S. Department of Education, has funded NIUSI to facilitate the unification of current general and special education reform efforts as these are implemented in the ’s urban school districts. NIUSI’s creation reflects OSEP’s long-standing commitment to improving educational outcomes for all children, specifically those with disabilities, in communities challenged and enriched by the urban experience.

Great Urban Schools: Learning Together Builds Strong Communities 1

ON POINT SERIES

Cultural Identity and Teaching

Kim Kennedy White, Metropolitan State College Shelley Zion, University of Colorado at Denver and Health Sciences Center Elizabeth Kozleski, Mary Lou Fulton College of Education, Arizona State University

October, 2005 2

This On Point is the second in a series of three On when they are with others. Other teachers are Points that explore issues around and energetic and lively around their students, but teaching. The first On Point operationalizes the need down time to refuel and ground themselves. way in which NIUSI defines culture and how to Some teachers routine and predictability, think about educational settings and scenarios while other teachers become particularly from the point of view of culture. While this On excited when routines are interrupted and Point focuses on teacher’s identity, the third On they can act spontaneously. All of this is Point in this series addresses how classrooms are shaped and reshaped by daily experiences in enriched by the funds of knowledge and assets the classroom. The longer teachers teach, the that children and their families bring with them more their beliefs and knowledge are from their homes and communities. reorganized and sculpted by experience.

One thing becomes clear enough. Teaching Experience, culture, and personality are just part as the direct delivery of some preplanned of who teachers are, and they go wherever curriculum, teaching as the orderly and teachers go—including their classrooms. For scripted conveyance of , teaching teachers from dominant cultural backgrounds as clerking, is simply a myth. Teaching is (white, middle class teachers in the United much larger and much more alive than that; it States), their own culture may not be something contains more pain and conflict, more joy and they are immediately aware of because it fits intelligence, more uncertainty and ambiguity. so seamlessly with prevailing opinions, beliefs, It requires more judgment and energy and values, and expectations about behavior, intensity than, on some days, seems humanly education, and life choices. Yet, many choices possible. Teaching is spectacularly unlimited that teachers make are determined more from (Ayres, 2001, p. 5). their cultural background than from individual beliefs. The expectations that teachers hold for teaching and learning are grounded in cultural Culture matters beliefs that may be unfamiliar to students and families from non-dominant . Teachers bring themselves—their life experiences, , and cultures—into the Teachers continually express their culture; the classroom. They bring their assumptions and danger is being unaware of that expression. beliefs about what a good teacher is and does, Coming to an understanding of the ways in their knowledge of education theory, research, which one’s beliefs, experiences, values, and and development, and their love and assumptions are linked to culture is an essential knowledge of content areas. They bring their feature of culturally responsive practice. As personalities and teaching styles that are Giroux (1992) says, “Teachers need to find ways shaped by social and cultural interactions. of creating a space for mutual engagement of Some teachers are extroverted and come alive lived difference that does not require the 3

silencing of a multiplicity of voices by a single Teachers who understand and their own dominant discourse” (p. 201). Cultural cultural identities recognize culture as a responsiveness requires teachers to acknowledge complex construction. In doing so, they and understand their own cultural values and create the possibility for deeper connections how this impacts their own teaching practice. with their students and families. Cultural responsivity comes from understanding self Cultural disconnect can occur when individuals and others so that different values are from different cultures interact. Schools in understood and respected, rather than one which the cultural backgrounds of teachers of values being imposed on all. Culturally differ significantly from their students because responsive teachers can build robust learning of ethnic, racial, linguistic, social, religious, or environments in which students and teachers economic reasons are especially vulnerable to can build richer and deeper understandings of cultural disconnect. For example, consider a themselves and each other as they investigate situation in which both a teacher and the family and uncover the school curriculum. of one of her students value education and family. The teacher’s beliefs include a principle that children should always attend school Variation in cultural because of the learning and continuity that takes identity place in the classroom. The family, however, takes the student out of school for two weeks in Recognizing that everyone has unique traditions, order to visit a grandmother who lives out of the values, and beliefs that are important to them country. The family feels the trip is important (ethnic identity, , and formal/ for the student to learn and connect with the informal community, neighborhood, and family’s elders. For them, this trip is part of their family connections) helps us to see how we are child’s education and does not hinder their connected. Researchers like Eleuterio (1997) child’s education. Conflict arises between the and Hoelscher (1999) observed that classrooms teacher and the student’s family even though filled with teachers and students who openly both value education and family. share their lives, their cultural identities, and their life experiences build trust and foster So, who is to say one is wrong and the other is stronger relationships. This climate leads to right? The dominant cultural perspective will student engagement and excitement about prevail unless teachers are able to create space learning together. Getting to this place requires to discuss and explore a variety of values, beliefs, an understanding of the factors that influence and expectations with the family. Teachers, individual cultural identity. Consider the students, and families may disagree on the nature following three teachers. and value of schoolwork; work ethics may differ in definition; and the role of home, family, and Jane, Michael, and Frieda, are in their late community may diverge in respect to school. twenties and work together in an urban middle 4

school. It would be easy to assume that Jane and became convinced that teaching was a way to Michael share similar cultures, values, and beliefs unlock doors for other children like her. She because both are white, while Frieda identifies prepared to be a teacher with a strong set of herself as Latina; but teachers have particular personal beliefs about the value of education, experiences and cultural traditions—in addition hard work, and persistence. As an adult, Jane to their national identity. They may live in the actively participates in the Irish community; same country, but their individual cultural she organizes activities for her local church and identities connect them to various parts of the spends her free time studying genealogy and world, , and family histories. Even teaching Irish step dancing. cultures that seem related on the surface may vary significantly. Think about Jane’s experience. Michael’s cultural background is less clearly defined. Michael’s ancestors are a Jane identifies herself as Irish American and combination of French, German, Dutch, and grew up in a large Roman Catholic family. The English. Michael’s parents were both ancestors of both of her parents came to the professionals. His mother was a respected United States during the Irish potato famine in architect in urban design and his father was a the 1840s. As is common with many teachers, partner in a major law firm with a passion for Jane is the first family member to have civil rights. Michael went to Mexico in fifth attended college. Her father was a factory grade and developed a strong interest in worker, subject to the unstable employment service learning to give back to the conditions of the market, and her mother community. He graduated magna cum laude stayed home to take care of her seven children. from a private liberal arts college in the When Jane did well enough in school to think Midwest and is currently attending a master’s about college, her family was divided. On the program in social work. Since high school, one hand, some members of her family felt that Michael has been a fluent Spanish speaker and Jane had an obligation to earn money when she leads tours to Costa Rica in the summers. He graduated from high school to support the is adept at helping his tour group to family. Going to college seemed like a way to understand the local ecology, connect with avoid that responsibility. On the other hand, local artisans, and explore the culture. her father knew that Jane could have greater Growing up, he attended a Methodist church opportunities if she went on to college. Her with his family, but currently, he is exploring father prevailed, and Jane attended the local Eastern . He volunteers at a local public college on a scholarship. There she environmental group and spends his weekends learned to set her own goals, rather than always working in a community garden project. defer to her family’s needs. She learned to plan for the future and create high expectations for Frieda is the first in her family to herself. She was amazed at how her education grow up in the United States. Her parents began to unlock doors in the community. Jane emigrated from El Salvador to escape political 5

persecution. Her family had extended roots in and Frieda share a socio-economic El Salvador and remains connected to family background, and Michael and Jane share a members that were left behind. Frieda prides racial background. They are all teachers, but herself on an extensive art background that is their reasons for choosing that career path particularly connected to pre-Columbian vary. Additionally, they have a variety of sculpture. She took ballet and voice classes as a common interests—Michael and Frieda like to child. Her father is a professor at a garden and Frieda and Jane share an interest in local college, and her mother is an elementary the arts. Getting to know them independently school teacher. After long conversations with helps us to understand how individuals both her mother and father, Frieda recently differ and share commonalities. discovered that her grandparents were among the first activists to promote pride in the We all participate in a variety of cultural indigenous cultures of their homeland. This settings. Membership in communities, creates some interesting conflicts for Frieda groups, and families can be a source of who attended Catholic schools throughout her strength and promotes a sense of belonging; schooling, including a four-year undergraduate they can also be a source of exclusion if we Jesuit college. On the one hand, her religious are not aware of the impact that our various background comes from the church that cultures and beliefs have on our actions. helped to colonize her people. On the other Sharing our lives with others builds hand, she celebrates the traditions of liberation self-esteem, self-confidence, and pride. theology and social justice within the Catholic Church. She chose teaching for the time being while she continues to explore other How can teachers build careers. Frieda aspires to a career in the awareness of their own theater as a set designer but knows this is a culture, especially values difficult commitment. In the meantime, she and beliefs? leads school productions and serves as a docent at the local botanical garden. Understanding your own cultural background and connecting that background As we think about these three teachers, we to the students in your classroom creates a begin to notice shared spaces where their rich learning environment in which the experiences and beliefs overlap and other teacher and students value each other. The spaces in which they hold different following activities can deepen your perspectives. The meanings that each teacher understanding of the ways in which your has made from their individual life culture influences your practice as a teacher. experiences may vary widely, while on the surface they may appear similar. Frieda and • Learn about your own history, heritage, Jane share a religious background, Michael community, family, and culture, as well 6

as other groups to which you belong. that you’d like to explore with your current • Talk to friends and family; share stories, students. Discipline yourself to journal your and listen to the stories of others’ life observations; categorize some of the incidents experiences and family histories. that happen as you move through your inquiry. • Write about your celebrations, Be sure to find someone with whom to share traditions, beliefs, and cultural practices. your experience. Remember that learning is • Reflect on the things you value in your shaped through interaction with others. life including significant artifacts, customs, family events, and the ways in • Write about and reflect on the current which you celebrate them. culture in your classroom. Use the • List some characteristics of your questions as guidelines for reflecting on culture. Consider your communication your own teaching practice: style and other cultural norms. • Embark on a reading program. In the next • Belonging How are students few months, be purposeful about the topics greeted in my classroom? Who is silent and authors that you select for reading. Try and who participates? What kinds of to choose authors who represent cultures adult / student interaction patterns that vary from your own. Read both occur? What about student to student? fiction and nonfiction accounts of border To do this over time, you might want to crossing, a term used to describe moving make a class list and begin to make across racial and cultural groups. Join checks by students’ names as they enter or start a reading club that engages your room. Review this information at readers from multiple backgrounds. the end of the week, and record your • List the things that you do in your observations in a journal. Collect three classroom that come from your cultural or four of these weekly observations perspective. Check your list with a and share them with a colleague. Invite teaching colleague. How are your lists a colleague to observe your classroom, different and similar? and share notes. Are you observing psychological or cultural differences?

How can teachers build • Conduct What are the rules of and present culture in conduct in the classroom? Who knows their classrooms? what they are? How is following them recognized? How are errors corrected? Use reflection and inquiry as you explore What kinds of conduct are allowed, and and examine how your own cultural identity what kinds are not acceptable? What emerges and influences your professional prac- happens to students who follow the rules tice. From the list below, choose some topics and to those who do not? How does this 7

affect their status in the classroom, everyone, including you, to tell or portray life school, and their neighborhood? To stories. Work to build a strong culture outside of answer these questions, take some data your classroom. Share plans and ideas with your in your own classroom. You could ask peers, and seek out collaboration opportunities; students to answer these questions in they are often where you least expect them! small groups, and record their responses. Learn about the lives of the teachers, Alternatively, you could observe your administrators, and staff in your building. Be classroom carefully as you go about aware that an inclusive culture is not just about teaching. Notice the number of times sharing cultural experiences, but about using the that you reward and reprimand students. diverse backgrounds, values, and experiences Write these numbers down. Also, you that individual students and teachers bring to may begin to note the gender and race of the classroom to expand our understanding of students. Is there a difference based on how our world works. Understanding our own these characteristics? Watch for patterns and others’ culture is about creating spaces to that emerge from your notes. Invite your not only recognize and value diverse culture, colleague to observe your classroom, and but to support the inclusion of new values and then discuss her observations. beliefs into our everyday lives and activities.

• Learning Pay attention to these issues. Activities: Who is earning the highest grades in your • Create professional development class? Who is engaged in learning? With opportunities that allow teachers time whom do you spend time, and who gets to reflect on their with little of your attention? How much time peers (memoir writing, artifact sharing, do you spend giving feedback and to and shared cultural celebrations). which students? Which students are • Share your experiences, celebrations, suggesting topics for learning and doing? and important events with your Which students wait for you to lead students. Integrate storytelling (writing, them? Notice patterns among boys and speaking, drawing, and creating) into girls, among cultural and linguistic groups, your curriculum. and among students with varying abilities. • Bring in your cultural “artifacts” that may or may not be familiar to students, and have students hypothesize and discuss Be conscious about their purpose, meaning, and value. building an inclusive • Create space that everyone in your culture classroom can access. Together, make a class quilt, student bulletin board, or Share your stories about your life with students. family photo album. Have time throughout the school year for • Integrate celebrations into your classroom 8

in which everyone in the class can share— have the class make up their own! • Use conversations about your own cultural background and experiences to prompt students to share their own backgrounds and heritage.

References

Ayers, W. (2001). To teach: The journey of a teacher. New York: Teachers College Press. Cole, M. (1996). : A once and future discipline. Cambridge: Harvard University Press. Cultural Arts Resources for Teachers and Students (C.A.R.T.S.). Retrieved March 10, 2005, from http://www.carts.org. Eleuterio, S. (1997). Folk culture inspires writing across the curriculum. C.A.R.T.S. Newsletter, 4. Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge Press. Haberman, M. (1995). Star teachers of children in poverty. West Lafayette, IN: Kappa Delta Pi. Haberman, M., & Post, L. (1998). Teachers for multicultural schools: The power of selection. Theory into Practice, 37(2), 96-104. Hoelscher, K. J. (1999). Cultural watersheds: Diagramming one’s own experience of culture. Social Studies & the Young Learner, 12(2), 12-14. Library of Congress American Memory . Retrieved March 12, 2005, fro m http://memory.loc.gov/ammem/amhome.html Teacher’s Guide to Folklife Resources for K-12 Classrooms. Retrieved February 24, 2005, fro m http://www.loc.gov/folklife/teachers.html gREAT URBAN SCHOOLS:

v Produce high achieving students. v Construct education for social justice, access and equity. v Expand students’ life opportunities, available choices and community contributions. v Build on the extraordinary resources that urban communities provide for life-long learning. v Use the valuable knowledge and experience that children and their families bring to school learning. v Need individuals, family organizations and communities to work together to create future of possibility. v Practice scholarship by creating partnerships for action-based research and inquiry. v Shape their practice based on evidence of what results in successful learning of each student. v Foster relationships based on care, respect and responsibility. v Understand that people learn in different ways throughout their lives. v Respond with learning opportunities that work.

Great Urban Schools: Learning Together Builds Strong Communities ON POINT

National Institute for Urban School Improvement

ARIzONA sTATe uNIveRsITY PO BOX 872011 TemPe, ARIzONA 85287-2011 PhONe: 480.965.0391 FAX: 480.727.7012 EmAIL: [email protected] www.NIusILeAdscAPe.ORG

Funded by the U. S. Department of Education Office of Special Education Programs Award No. H326B020002 Project Officer: Anne Smith

Great Urban Schools: Learning Together Builds Strong Communities