WHY DOES SHE WEAR A HIJAB? WHY IS HER HAIR SO KINKY? The Importance of Cultural Relativism and Social - Identity In Early Learning Programs
WHY DOES SHE WEAR A HIJAB? WHY IS HER HAIR SO KINKY?
Mar 30, 2023
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WHY DOES SHE WEAR A HIJAB? WHY IS HER HAIR SO KINKY?
The Importance of Cultural Relativism and Social-Identity In Early Learning Programs
Culture is a very broad and wonderful social factor that human beings engage in every
day. Differences in culture creates diversity in society. It is important to celebrate cultural
diversity and cultural relativism in our classrooms to positively affirm our children and
their self- identity.
In this course students will understand the significance of culture relativism and
self-identity in early learning environments. Alongside, students will learn how to
identify ethnocentrisms, cultural biases, and refrain from negative social factors that
affect early learning environments. Moreover, students will learn how create fulfilling
culturally enriched learning environments, ideas, and systems that will promote
cohesive learning environment for all children.
What is Culture ?
• Culture is a matter of making distinctions. It is a way not only of signifying inclusion but also—by extension—of signifying exclusion. Culture connotes some kind of collective systems of meaning and it is on the nature of the collective that much attention has been focused
The compares culture as an iceberg. “The 10% above the water is really visible to everyone who looks in that direction, and the 90% below the water
DIFFERENT TYPES OF CULTURE
created by mankind with meaning
• Examples of material culture • Clothing • food • tools • architecture
Non-Material • Nonmaterial culture are abstract ideas
and not physical objects
• Examples of Non Material • Social roles, rules, ethnics, and beliefs are
just some examples. All of them are crucial guides for members of a culture to use to know how to behave in their society and interpret (hopeschoolofleadership.org, n.d., p.6).
Family Culture • Family life is the most important factor in
socialization and most important role of our children’s social development.
• Family life begins our • set of values • norms • beliefs
THE DOMINANT CULTURE: WASP
• The white Anglo Saxon Protestant image of the “real” American or the WASP is the dominant culture in our society. (i.e Blonde hair, blue eyes, white skin, slender, tall).
• The WASP are immigrants that came to the Western world from various European countries such as England, Holland France, and Scotland.
• The WASP are white hegemonic class (mostly male)/privileged group in our society
• They are also considered as the “Elite” or wealthy- owing major corporations, business, seated in powerful political and military positions. These persons are theorized in C. Wright Mills’ “Power of the Elite”
Famous WASP: The Kennedys, George W. Bush,
WASP inspired clothing line: Ralph Lauren
• They also make up the decisions of our educations systems, school policies, and regulations affecting the lives of many children, teachers, school administrators, and families in our society.
VALUES OF THE DOMINANT CULTURE: THE AMERICAN DREAM
The American dream is not only about democracy, freedom and equality, but also about the dream of success by struggle (Zhang, 2014, p.1453)…People believe in middle class’s dream: only by working hard, can one get social status and a happy family”
Success and
CULTURAL RELATIVISM
Cultural Relativism is looking at a culture from their perspective or scope without biases to understand the natural of a culture’s behavior, tradition, attitude, and other social factors different from one’s own cultural understanding.
Example: of Cultural Relativity: Some cultures believe in polygamy or men marrying several wives. In our culture, we shun marital attitudes that condom marrying multiple wives.
In this example, purpose of cultural relativism is to investigate and understand why cultures engage in this martial behavior in that group and cultures' perspective.
It’s ok not to agree with this type of martial status, but it is right to understand the reasoning and behaviors of other cultures and not to give into generalizations (Rosado, 1990)
CULTURAL RELATIVISM IN OUR CLASSROOMS
Collaborative learning environments allows students to have different perspectives about other cultures, groups, ethnicities, and races different from their own
CULTURAL RELATIVISM IN THE CLASSROOM
https://youtu.be/-S_S463fiF4
Let’s Talk! Why is it important to use the concept of Cultural Relativism in your Classroom?
• Teachers play an important lead role in assuring children, families, and their perspectives are key to understanding how communication works in cross-cultural learning environments.
• Cultural Relativism reduces inequalities in the early childhood classrooms and life chances of students that are not privileged or fit into the white hegemonic culture
Let’s Talk! Why is it important to use the concept of Cultural Relativism in your Classroom?
• Cultural Relativism allows educators to collaborate and focus on other groups, individuals, and cultural perspectives of children and families they serve
• Cultural Relativism allows you to be culturally sensitive of other cultural beliefs and understandings
THE FLIP SIDE OF CULTURAL RELATIVISM:
ETHNOCENTRISM
• Panamanians are economically unstable
• They are wasteful with money and spend the majority of their money on social activities
• Panamanians are lazy people
3 LEVELS OF ETHNOCENTRISM
individuals
HIJAB
In this picture a woman wearing a Hijab. A Hijab is a headdress that covers the neck and head. It is worn by women and girls in the Muslim religion.
In our society, this image for some could be very controversial and cause ethnocentrisms about Muslim women and the culture as a whole.
• What are some ethnocentrisms that could arise when seeing a woman or even a child wearing this type of headdress?
• Why is this image controversial in our culture?
• How are ethnocentrisms created?
• How could ethnocentrism about Muslims, other groups, and individuals affect the classroom environment, children, and families we serve?
• What are some ways to overcome negative ethnocentrism about people of Islamic faith?
Teacher’s View : Ethnocentrism & Afro Textured Hair
The Afro textured hair is extremely controversial to the dominate culture. Some view ethinic hair political, cultural, rebellious. Black women for centuries have been stigmatized for their phenotypical differences in hair type (Jones, 2014).
At the age of three or four years old young black girls understand socio cultural meaning of the hair hierarchy (Jones, 2014). Racism amongst the African-American race has been a crucial experience and has been for many generations and years (Chao et al., 2014).
• What are some ethnocentrism associated with kinky hair?
• Why are ethnocentrisms damaging to our society?
• Self-esteem is the overall self evaluation or appraisal of self (Chao et. al, 2014), Can stereotypes and ethnocentrisms affect a child’s self-esteem and learning ability based upon their phenotypical differences of the dominate culture? If so, how?
• What are some ways that we can eliminate ethnocentrism in our professional and personal lives?
TEACHERS ARE THE MOST POSITIVE IMAGE OF SELF- IDENTITY AND POSITIVE SELF-ESTEEM
This video is an excellent example of a teacher promoting cultural affirmation, positive self-esteem, and self-identity in the lives of her students. Let’s watch!
SOCIAL IDENTITY
WHAT IS SOCIAL IDENTITY?
Social identity is the process by which we define ourselves in terms and categories that we share with other people (Deaux, 2001, pg. 1). Social identity is how we connect with other people, groups, and sub-groups within society.
TYPES OF SOCIAL IDENTITY
SOCIAL IDENTITY THEORY (SIT)
• The social identity theory is a person’s sense of who they are in a group
• Individuals define their own identities with regard to social groups and that such identifications work to protect and bolster self-identity (Islam, 2014, par. 1).
• SIT is a social psychological theory explains how people individually define themselves in a group(s).
• This theory was coined by Henri Tajfel
SELF IDENTITY: I THINK, THEREFORE I AM
The term self often refers to a warm sense or a warm feeling that something is "about me" or "about us” (Leary & Tangney, 2012, p. 71).
I THINK, Therefore I AM – John Locke
• It is important to mold our children in positive self-identity and self-image.
• Children conceptualize “self” through family members, socio-cultural insistences, friends, caregivers, and other important people (Leary & Tangney, 2012).
You are Smart
You are Funny
You are Cute
Your are kind
IDENTITY SAFETY CLASSROOMS
Identity safe classrooms are those in which teachers strive to ensure students that their social identities are an asset rather than a barrier to success in the classroom (Identity Safe Classrooms, n.d., par. 1).
Historically in this country, education system is created from a racial hierarchy. Allowing the offspring of the dominate culture to be at the pinnacle to receive the best education and life chances, and to discriminate against African American children and other children of color (Cohn-Vargas, 2015). Safe Identity classrooms helps to bring a positive change in our education system by closing the achievement gap, cultural, and racial divide within academic settings.
Identity safe classrooms • helps to exclude stereotypes, ethnocentrism, discrimination, racism, alienation, limitations, and other factors that disdain a sense
of belonging
• Identity safe classrooms celebrate and engage in multiculturalism, ethnicity, culture, and celebrate each child’s social identity and uniqueness in the classroom.
• Create Classrooms that values and celebrate race, culture, ethnicity, and other social identities that children and families identify with! “Acknowledging students’ identities, rather than trying to be colorblind, can build the foundation for strong positive relationships (Identity Safe Classrooms, n.d. par.1).
• Identity Safe Classrooms promote positive relationships amongst students, teachers, families, and the educational system as a whole.
IDENTITY SAFETY CLASSROOMS
IDENTITY SAFETY CLASSROOMS
As educators, it is important to seek out ways to eliminate negative factors that will negatively affect our students and their education. All children deserve quality education that is biases free and culturally inclusive that will build positive character, self-esteem, and value social identity.
Dr. Cohn-Vargas (2015) suggest 4 major ways to create identity safe classrooms.
• child-centered teaching
• classroom relationships
CHILD-CENTERED TEACHING
Child-centered teaching promotes autonomy, cooperation and student voice.
• Listening to student affirms their value and contribution in the classroom
• Autonomy is important because it promotes responsibility and belonging in the classroom.
• Cooperation allows students to learn from each other and with each. It dismisses the competitor mode in learning environments.
(Cohn-Vargas, 2015)
• Using diversity as a resources allows children to learn with high expectations with a curriculum that challenges children.
• Using diversity as a curriculum helps students to understand the views of other peers and their lives culturally.
CULTIVATING DIVERSITY AS A RESOURCE
CLASSROOM RELATIONSHIPS
• Classroom relationships are important and promote positive interactions between students and teachers.
• Teacher warmth and availability helps to foster trust and encouragement for academic success and achievement.
• Creating a classroom climate that is positive, bully free, and avoids social cruelty promoting healthy relationships amongst students.
• Emotional and physical comfort are vital for a comfortable and safe environment.
• Having an orderly and meaningful learning environment is very important
• Prosocial development is important in a caring classroom environment. Teaching children social emotional learning (SEL) is an important skill set.
CARING CLASSROOM ENVIRONMENTS
IDEAS FOR MULTICULTURAL ENRICHMENTS
• I am a family childcare provider. The name of my company is The House of Genesis Early Childhood Global Learning. It is located in Norcross, Ga. The demographics are mixed, but the Hispanic community has a greater number of residents that live in the area.
• In my childcare, I have a greater number of African-American cliental and one Hispanic family with two children. There is a blend of cultures that I gleam from when teaching my children.
MULTICULTURAL IDEAS :
CREATE A SOCIAL SCIENCE CENTER
In our childcare we have a multicultural center with different artifacts, books, puppets, and other learning tools to expose children to different cultures and celebrate their own cultures as well. I think this would be a great enrichment in classrooms for all age groups.
Deep Culture: Connecting Home and School Culture
One of my families, the Delgados, have a special dinner every Tuesday, “Taco Tuesday”. The children even made up a little chant they sing when Tuesday comes. The family has a Puerto Rican and Black ancestry.
Ms. Delgado shared their traditions with me and expressed their excitement for Taco Tuesday. In this sense, we adopted “Taco Thursday” to carry out the family tradition and share their tradition at The House of Genesis. Again, all the children look forward to Taco Thursday just like the Delgados!
KUSOMA • Here at the House of Genesis, I have started a program called,
Kusoma.
• Kusoma is the word read in Swahili. This program promotes literacy, phonological awareness, and the inclusion of African American male volunteers to come out and read to the children. Majority of my students are African-American.
• They are asked to spend time with them for about 30-60 mins or longer if they wish. Bryan and Browder (2013) states “Thus, the inclusion of more males in the early years has the potential to benefit society, the profession, and children” (pg. 142).
In this photo, was our first day of Kusoma! I was very excited and the children had a ball. Our guest was a father of two daughters. He is active in the lives of his daughters and enjoys speaking to the youth in a positive way.
Our guest reader was Mr. Rodericqus Reed
CREATIVE IDEAS FOR MULTICULTURAL CLASSROOMS
CASE STUDY: CULTURAL AND LINGUISTICS
https://www.youtube.com/watch?v=IuarRz688es
MULTICULTURAL IDEAS
• It is important to have diversity within the classroom setting. Bilingual teachers should be included within the learning environment to promote biliteracy for second language learners.
• Male teachers are important to have in educational environments. Diversity in gender representation is vital.
• Included multicultural literate for children such as A Cool Drink of Water by Barbara Kerley or I Like Myself by Karen Beaumont
• Create Multicultural displays in your classroom or hallways to celebrate diversity! Culture is everywhere!
Thank you for your time and I hope that you were enlighten by the informative information given on today.
If you would like more information on trainings, consultation, mentorship, coaching, classroom management services, and other services visit the Knowledge Giver website at http://thehouseofgenesi3.wixsite.com/jocelyndjones
“Enter to Learn Depart to Serve” –Mother Mary McLeod Bethune
REFERENCES
Arabs in America. (n.d.). What is the Hijab and Why do women wear it. Retrieved from
http://arabsinamerica.unc.edu/identity/veiling/hijab/
Ashreeem. (2011, May 3). Cultural relativism. [Video file]. Retrieved from
https://www.youtube.com/watch?v=-S_S463fiF4&feature=youtu.be
Barnett, R. (2014). The very idea of academic culture: What academy? what culture. Human
Affairs 24 (1):7-19 Retrieved from http://www.degruyter.com/downloadpdf/j/humaff.2014.24.issue-1/s13374-014-0202-4/s13374-
014-0202-4.xml
Buzzle. (n.d.). 10 examples of ethnocentrism to help you understand it better. Retrieved from
http://www.buzzle.com/articles/10examples-of-ethnocentrism-to-help-you-understand-it-better.html
Chao, R. C., Longo, J., Wang, C., Dasgupta, D., & Fear, J. (2014). Perceived racism as
moderator between self-esteem/shyness and psychological distress Among African Americans. Journal Of Counseling & Development, 92(3), 259-269. doi:10.1002/j.1556-6676.2014.00154.x
Cohn-Vargas, B. (2015, April 20). Identity safe classrooms and schools. Retrieved from
http://www.tolerance.org/blog/identity-safe-classrooms-and-schools-0
Deaux, K. (2001). Social identity. In J. Worell (Ed.), Encyclopedia of Women and Gender 2.
Retrieved from http://www.portmir.org.uk/assets/editors-choice/social-identity--deux.pdf
de la Luz Reyes, M. (2012). Spontaneous biliteracy: Examining Latino students' untapped
potential. Theory Into Practice, 51(4), 248-255. doi:10.1080/00405/841.2012.726052
Elkhider, T. (2009, October 23). Cultural differences national geographic. [video file]. Retrieved
from https://www.youtube.com/watch?v=BT0kzF4A-WQ&feature=youtu.be
Epstein, J. (2013, December 20). The late, great American WASP. Retrieved from
http://www.wsj.com/articles/SB10001424052702304367204579268301043949952
students. Gifted Child Today,33(1), 50-53. Retrieved from http://files.eric.ed.gov/fulltext/EJ874024.pdf
Griffith, L. M., Griffith, C. S., & Peden, J. H. (2015). Tribes or Nomads: A comparative
study of collaborative learning frameworks. Teaching Anthropology, 5(1). Retrieved from file:///C:/Users/Owner/Downloads/324-1761-1-PB%20(1).pdf
Gorksi, P.C. (n.d.) Social Justice, quips and quotations. Retrieved from
http://www.edchange.org/multicultural/language/quotes_alpha.html#A
Hope School of Leadership. (n.d.). What is culture? Material and nonmaterial culture. Retrieved
from http://www.hopeschoolofleadership.org/upload/8/6/4/7/8647749/sociology_section_2.pdf
Howard, G. (1993). White Americans in a multicultural society: Re-thinking our role. Retrieved
from http://www.workforcediversitynetwork.com/docs/article-whiteamericans01-03.pdf.
Identity Safe Classrooms. (n.d.) What is identity safety. Retrieved from
http://identitysafeclassrooms.org/what-is-identity-safety
Jones, J. (2014). Happy and nappy ... or not? African American women wearing natural hair
experience stigma. Unpublished manscript.
Lundberg, A. (2014). Teachers talk: A case study of the experience of working across cultures
with immigrant children and their families. Retrieved from http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1224&context=dissertations_2
My Natural Sistas. (2013, November 28). [Video file]. Long hair don’t care/why I cut my hair.
Retrieve from https://www.youtube.com/watch?v=BKKdgVl73V0
Pirie, A. (2010). Material cultures, material minds: The impact of things on human thought,
society and evolution. The Antiquaries Journal, 90, 469-470. doi:http://dx.doi.org/10.1017/S000358151000017X
Rosado, C. (1990). The concept of cultural relativism in a multicultural world. Retrieved from
http://www.rosado.net/articles-relativism.html
Queensland Curriculum and Assessment Authority. (2014, July 15). [Video file]. Cultural and
linguistic diversity: Case study. Retrieved from https://www.youtube.com/watch?v=IuarRz688es
Queensland Curriculum and Assessment Authority. (2014). Queensland kindergarten learning
guide. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/qklg_pd_cald_cs_int_teach.pdf
StandfordScope. (2014, April 17). [Video file]. Identity safe classrooms are places students can
belong, learn. Retrieved from https://www.youtube.com/watch?v=wSlHmd5TNAk
Texas A&M. (n.d.). Culture. Retrieved from
https://www.tamu.edu/faculty/choudhury/culture.html
Xu, Y., Farver, J. M., & Pauker, K. (2015). Ethnic identity and self-esteem among Asian and
European Americans: When a minority is the majority and the majority is a minority. European Journal Of Social Psychology, 45(1), 62-76.
Yildirim, H. (2015 May 10). Culture is not like an iceberg. [Blog post]. Retrieved from
http://www.afs.org/blog/icl/?p=3385
Zhang, M. (2014). An analysis of the disillusioned american dream in gish jen.s typical
american. Theory and Practice in Language Studies,4(7), 1452-1457. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1547333175?accountid=14872
The Importance of Cultural Relativism and Social-Identity In Early Learning Programs
Culture is a very broad and wonderful social factor that human beings engage in every
day. Differences in culture creates diversity in society. It is important to celebrate cultural
diversity and cultural relativism in our classrooms to positively affirm our children and
their self- identity.
In this course students will understand the significance of culture relativism and
self-identity in early learning environments. Alongside, students will learn how to
identify ethnocentrisms, cultural biases, and refrain from negative social factors that
affect early learning environments. Moreover, students will learn how create fulfilling
culturally enriched learning environments, ideas, and systems that will promote
cohesive learning environment for all children.
What is Culture ?
• Culture is a matter of making distinctions. It is a way not only of signifying inclusion but also—by extension—of signifying exclusion. Culture connotes some kind of collective systems of meaning and it is on the nature of the collective that much attention has been focused
The compares culture as an iceberg. “The 10% above the water is really visible to everyone who looks in that direction, and the 90% below the water
DIFFERENT TYPES OF CULTURE
created by mankind with meaning
• Examples of material culture • Clothing • food • tools • architecture
Non-Material • Nonmaterial culture are abstract ideas
and not physical objects
• Examples of Non Material • Social roles, rules, ethnics, and beliefs are
just some examples. All of them are crucial guides for members of a culture to use to know how to behave in their society and interpret (hopeschoolofleadership.org, n.d., p.6).
Family Culture • Family life is the most important factor in
socialization and most important role of our children’s social development.
• Family life begins our • set of values • norms • beliefs
THE DOMINANT CULTURE: WASP
• The white Anglo Saxon Protestant image of the “real” American or the WASP is the dominant culture in our society. (i.e Blonde hair, blue eyes, white skin, slender, tall).
• The WASP are immigrants that came to the Western world from various European countries such as England, Holland France, and Scotland.
• The WASP are white hegemonic class (mostly male)/privileged group in our society
• They are also considered as the “Elite” or wealthy- owing major corporations, business, seated in powerful political and military positions. These persons are theorized in C. Wright Mills’ “Power of the Elite”
Famous WASP: The Kennedys, George W. Bush,
WASP inspired clothing line: Ralph Lauren
• They also make up the decisions of our educations systems, school policies, and regulations affecting the lives of many children, teachers, school administrators, and families in our society.
VALUES OF THE DOMINANT CULTURE: THE AMERICAN DREAM
The American dream is not only about democracy, freedom and equality, but also about the dream of success by struggle (Zhang, 2014, p.1453)…People believe in middle class’s dream: only by working hard, can one get social status and a happy family”
Success and
CULTURAL RELATIVISM
Cultural Relativism is looking at a culture from their perspective or scope without biases to understand the natural of a culture’s behavior, tradition, attitude, and other social factors different from one’s own cultural understanding.
Example: of Cultural Relativity: Some cultures believe in polygamy or men marrying several wives. In our culture, we shun marital attitudes that condom marrying multiple wives.
In this example, purpose of cultural relativism is to investigate and understand why cultures engage in this martial behavior in that group and cultures' perspective.
It’s ok not to agree with this type of martial status, but it is right to understand the reasoning and behaviors of other cultures and not to give into generalizations (Rosado, 1990)
CULTURAL RELATIVISM IN OUR CLASSROOMS
Collaborative learning environments allows students to have different perspectives about other cultures, groups, ethnicities, and races different from their own
CULTURAL RELATIVISM IN THE CLASSROOM
https://youtu.be/-S_S463fiF4
Let’s Talk! Why is it important to use the concept of Cultural Relativism in your Classroom?
• Teachers play an important lead role in assuring children, families, and their perspectives are key to understanding how communication works in cross-cultural learning environments.
• Cultural Relativism reduces inequalities in the early childhood classrooms and life chances of students that are not privileged or fit into the white hegemonic culture
Let’s Talk! Why is it important to use the concept of Cultural Relativism in your Classroom?
• Cultural Relativism allows educators to collaborate and focus on other groups, individuals, and cultural perspectives of children and families they serve
• Cultural Relativism allows you to be culturally sensitive of other cultural beliefs and understandings
THE FLIP SIDE OF CULTURAL RELATIVISM:
ETHNOCENTRISM
• Panamanians are economically unstable
• They are wasteful with money and spend the majority of their money on social activities
• Panamanians are lazy people
3 LEVELS OF ETHNOCENTRISM
individuals
HIJAB
In this picture a woman wearing a Hijab. A Hijab is a headdress that covers the neck and head. It is worn by women and girls in the Muslim religion.
In our society, this image for some could be very controversial and cause ethnocentrisms about Muslim women and the culture as a whole.
• What are some ethnocentrisms that could arise when seeing a woman or even a child wearing this type of headdress?
• Why is this image controversial in our culture?
• How are ethnocentrisms created?
• How could ethnocentrism about Muslims, other groups, and individuals affect the classroom environment, children, and families we serve?
• What are some ways to overcome negative ethnocentrism about people of Islamic faith?
Teacher’s View : Ethnocentrism & Afro Textured Hair
The Afro textured hair is extremely controversial to the dominate culture. Some view ethinic hair political, cultural, rebellious. Black women for centuries have been stigmatized for their phenotypical differences in hair type (Jones, 2014).
At the age of three or four years old young black girls understand socio cultural meaning of the hair hierarchy (Jones, 2014). Racism amongst the African-American race has been a crucial experience and has been for many generations and years (Chao et al., 2014).
• What are some ethnocentrism associated with kinky hair?
• Why are ethnocentrisms damaging to our society?
• Self-esteem is the overall self evaluation or appraisal of self (Chao et. al, 2014), Can stereotypes and ethnocentrisms affect a child’s self-esteem and learning ability based upon their phenotypical differences of the dominate culture? If so, how?
• What are some ways that we can eliminate ethnocentrism in our professional and personal lives?
TEACHERS ARE THE MOST POSITIVE IMAGE OF SELF- IDENTITY AND POSITIVE SELF-ESTEEM
This video is an excellent example of a teacher promoting cultural affirmation, positive self-esteem, and self-identity in the lives of her students. Let’s watch!
SOCIAL IDENTITY
WHAT IS SOCIAL IDENTITY?
Social identity is the process by which we define ourselves in terms and categories that we share with other people (Deaux, 2001, pg. 1). Social identity is how we connect with other people, groups, and sub-groups within society.
TYPES OF SOCIAL IDENTITY
SOCIAL IDENTITY THEORY (SIT)
• The social identity theory is a person’s sense of who they are in a group
• Individuals define their own identities with regard to social groups and that such identifications work to protect and bolster self-identity (Islam, 2014, par. 1).
• SIT is a social psychological theory explains how people individually define themselves in a group(s).
• This theory was coined by Henri Tajfel
SELF IDENTITY: I THINK, THEREFORE I AM
The term self often refers to a warm sense or a warm feeling that something is "about me" or "about us” (Leary & Tangney, 2012, p. 71).
I THINK, Therefore I AM – John Locke
• It is important to mold our children in positive self-identity and self-image.
• Children conceptualize “self” through family members, socio-cultural insistences, friends, caregivers, and other important people (Leary & Tangney, 2012).
You are Smart
You are Funny
You are Cute
Your are kind
IDENTITY SAFETY CLASSROOMS
Identity safe classrooms are those in which teachers strive to ensure students that their social identities are an asset rather than a barrier to success in the classroom (Identity Safe Classrooms, n.d., par. 1).
Historically in this country, education system is created from a racial hierarchy. Allowing the offspring of the dominate culture to be at the pinnacle to receive the best education and life chances, and to discriminate against African American children and other children of color (Cohn-Vargas, 2015). Safe Identity classrooms helps to bring a positive change in our education system by closing the achievement gap, cultural, and racial divide within academic settings.
Identity safe classrooms • helps to exclude stereotypes, ethnocentrism, discrimination, racism, alienation, limitations, and other factors that disdain a sense
of belonging
• Identity safe classrooms celebrate and engage in multiculturalism, ethnicity, culture, and celebrate each child’s social identity and uniqueness in the classroom.
• Create Classrooms that values and celebrate race, culture, ethnicity, and other social identities that children and families identify with! “Acknowledging students’ identities, rather than trying to be colorblind, can build the foundation for strong positive relationships (Identity Safe Classrooms, n.d. par.1).
• Identity Safe Classrooms promote positive relationships amongst students, teachers, families, and the educational system as a whole.
IDENTITY SAFETY CLASSROOMS
IDENTITY SAFETY CLASSROOMS
As educators, it is important to seek out ways to eliminate negative factors that will negatively affect our students and their education. All children deserve quality education that is biases free and culturally inclusive that will build positive character, self-esteem, and value social identity.
Dr. Cohn-Vargas (2015) suggest 4 major ways to create identity safe classrooms.
• child-centered teaching
• classroom relationships
CHILD-CENTERED TEACHING
Child-centered teaching promotes autonomy, cooperation and student voice.
• Listening to student affirms their value and contribution in the classroom
• Autonomy is important because it promotes responsibility and belonging in the classroom.
• Cooperation allows students to learn from each other and with each. It dismisses the competitor mode in learning environments.
(Cohn-Vargas, 2015)
• Using diversity as a resources allows children to learn with high expectations with a curriculum that challenges children.
• Using diversity as a curriculum helps students to understand the views of other peers and their lives culturally.
CULTIVATING DIVERSITY AS A RESOURCE
CLASSROOM RELATIONSHIPS
• Classroom relationships are important and promote positive interactions between students and teachers.
• Teacher warmth and availability helps to foster trust and encouragement for academic success and achievement.
• Creating a classroom climate that is positive, bully free, and avoids social cruelty promoting healthy relationships amongst students.
• Emotional and physical comfort are vital for a comfortable and safe environment.
• Having an orderly and meaningful learning environment is very important
• Prosocial development is important in a caring classroom environment. Teaching children social emotional learning (SEL) is an important skill set.
CARING CLASSROOM ENVIRONMENTS
IDEAS FOR MULTICULTURAL ENRICHMENTS
• I am a family childcare provider. The name of my company is The House of Genesis Early Childhood Global Learning. It is located in Norcross, Ga. The demographics are mixed, but the Hispanic community has a greater number of residents that live in the area.
• In my childcare, I have a greater number of African-American cliental and one Hispanic family with two children. There is a blend of cultures that I gleam from when teaching my children.
MULTICULTURAL IDEAS :
CREATE A SOCIAL SCIENCE CENTER
In our childcare we have a multicultural center with different artifacts, books, puppets, and other learning tools to expose children to different cultures and celebrate their own cultures as well. I think this would be a great enrichment in classrooms for all age groups.
Deep Culture: Connecting Home and School Culture
One of my families, the Delgados, have a special dinner every Tuesday, “Taco Tuesday”. The children even made up a little chant they sing when Tuesday comes. The family has a Puerto Rican and Black ancestry.
Ms. Delgado shared their traditions with me and expressed their excitement for Taco Tuesday. In this sense, we adopted “Taco Thursday” to carry out the family tradition and share their tradition at The House of Genesis. Again, all the children look forward to Taco Thursday just like the Delgados!
KUSOMA • Here at the House of Genesis, I have started a program called,
Kusoma.
• Kusoma is the word read in Swahili. This program promotes literacy, phonological awareness, and the inclusion of African American male volunteers to come out and read to the children. Majority of my students are African-American.
• They are asked to spend time with them for about 30-60 mins or longer if they wish. Bryan and Browder (2013) states “Thus, the inclusion of more males in the early years has the potential to benefit society, the profession, and children” (pg. 142).
In this photo, was our first day of Kusoma! I was very excited and the children had a ball. Our guest was a father of two daughters. He is active in the lives of his daughters and enjoys speaking to the youth in a positive way.
Our guest reader was Mr. Rodericqus Reed
CREATIVE IDEAS FOR MULTICULTURAL CLASSROOMS
CASE STUDY: CULTURAL AND LINGUISTICS
https://www.youtube.com/watch?v=IuarRz688es
MULTICULTURAL IDEAS
• It is important to have diversity within the classroom setting. Bilingual teachers should be included within the learning environment to promote biliteracy for second language learners.
• Male teachers are important to have in educational environments. Diversity in gender representation is vital.
• Included multicultural literate for children such as A Cool Drink of Water by Barbara Kerley or I Like Myself by Karen Beaumont
• Create Multicultural displays in your classroom or hallways to celebrate diversity! Culture is everywhere!
Thank you for your time and I hope that you were enlighten by the informative information given on today.
If you would like more information on trainings, consultation, mentorship, coaching, classroom management services, and other services visit the Knowledge Giver website at http://thehouseofgenesi3.wixsite.com/jocelyndjones
“Enter to Learn Depart to Serve” –Mother Mary McLeod Bethune
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