Challenge 7: How can we transform cultural diversity into valuable resources at home?
Learning outcome:
by end of this challenge participants will be able to...
...understand key concepts related to cultural diversity
...classify multicultural learning environments using James Bank's model
...argue own viewpoint on how and why to establish multicultural learning environments for children
...use teaching methods designed for multicultural learning environments
activity 1:
We were handed out a picture( 3 small monkeys and 1 with long legs) we had to talk about in the groups and after that we had to move around into different group to compare the outcome.
Outcome: diversity is a plus we can learn from it.
Activity 2:
Went outside in the hallway to create a line and were suppose to take a step ahead if we agreed on the questions and one step back if you didn't agree.
Outcome: line was ruined and it showed us that there is always diversity if you are two in a group.
Activity 3:
make a brainstorm for how to make an activity for students to teach them about diversity.
- draw different body parts individually without knowing what the person before you drew.
- continue the story ( recorded on audio)
- class divided in groups and the teacher playing songs from different countries/cultures and placing the songs to the right country.
- creating a "society" from the individuals diversity.
- Creating posters from your own background and sharing it a classroom.
Movie-New boy
1) What does this have to do with diversity?
- background of the new boy
- story behind the new boy
- ways of handling situations
- different school background
- different ways of respecting the teacher
- different appearance
2) What did the teacher try to do?
- She treated him equally
- showing him "their rules"
3) What could/should the teacher have done?
- Should have given a better introduction of the "new boy"
- give a class buddy; someone who could " take care" of him, show him around etc.
Movie: http://www.teachers.tv/videos/ks1-ks2-english-the-multilingual-school
C. Prejudice reduction
1. Is the classroom ( materials, books) free of cultural stereotypes?
- The book which were shown in the movie wasn't from a typical stereotype point of view. It was a regular children's book translated in different languages.
2. When they occur, are misconceptions examined and clarified?
- No misconceptions were shown.
3. Is the teacher proactive and not " color blind" when situations arise?
- Definitely, They work with each students' personal background.
4. Are positive attitudes toward diversity modeled and encouraged?
- yes, They welcome the students and their parents with open arms by including their culture in the classroom and lessons.
5. Does the classroom atmosphere inspire respect and tolerance?
- yes, the respect is mutual because the teacher make sure the parents are a part of their kids education by "using" their ways; like one of the teachers said hi in their language to one of the students.
tirsdag den 29. marts 2011
tirsdag den 15. marts 2011
challenge 6
What is the third world, and why are some countries developing while others claim to be developed?
Marcus Balslev
- Given out question paper to answer in 5 minutes, individually.
Agenda for challenge 6:
- Foucault's perspective on discource.
- What is a developing country?- From a micro and a macho perspective
- What are the challenges for a teacher or a social educator from the west to work in a developing country?
Ways we use our language can divide people into groups, examples:
- Straight or gay
- Huts or Houses
- Civil war or tribal war
Peer work one: Identify discourses
A. American: Copper-colored, choleric, hair black, straight, thick; nostril wide; face harsh; beard scanty; obstinate; content free, paints himself with fine red lines. regulated by customs.
- Description red Indians, which wouldn't be a typical american today. Have a lot of prejudices.
B. European: Fair, sanguine, brawny, hair yellow, flowing, eyes blue; gentle, acute, inventive. Covered with close vestment. Govered by laws.
- Doesn't cover all european but the majority of them will look like this. But seems like the writter of this is a european.
C. Asiatic: Melancholy, rigid. Hair black, eyes dark; servere, haughty, covetous. Covered with loose garments. Govered by opinions.
- Seems like only the lower class is descripted.
D. African: Black, phlegmatic, relaxed, hair black, frizzled; skin silky; nose flat, lips tumid; crafty, indolent, negligent. Anoints himself with grease. Governed by caprice.
- fine description but of a slave?
- The writter is from Sweden and the text was written 1735, which might have an influence of his descriptions of the people around the world.
Macro development discourse:
- Read the introduction to Escobar's Encountering Development'.
- Identify the three main discourses:
1. The Truman discourse: Truman is about sharing to increase progress, he wants to show people the American dream and make them want to achieve greater things in life, like; industrialization, urbanization, technicalization of argriculture, growth of material production and living standards.
2. The UN discourse: Progress is not possible without painful adjustments.
3. Escobar adopts s a critical view on the motives behind the good will, is it just another way of exploit the third world resources.
Micro development discourses:
- Read the Eritrean case stories.
- Identify the different power relations in the two Eritrean cases. Explain your choices.
Mohammed Seid Shemshef Elemtary and junior School:
- Punishments, like; kneeling outside in the heated sun, beating with sticks/wires. This teacher didn't punish the students while he was been observed but since all the other teachers in the teacher's room had something they could use for punishment we are assuming that all of the teachers uses these methods.
Duta Elementary and juniorn School:
- If it's a male teacher he uses sexual favors for letting the female students pass. The Indian teacher uses his power during the lesson when he goes through the math topic exactly like written in book. That indicates that he uses his position to be lazy.
Comparison:
The teacher from Shib village is a very organised teacher, involves the students in the lesson plan, the students enjoys the teaching ( by laughing) and uses his past time on learning English through the radio.
The Indian the is lazy and arrogant and uses his power in every way wrong, especially by using sexual favors. The Indian teacher is paid more than the teacher from Shib village. The teacher from Shib village punishes his students as well but maintains the teacher role by being a teacher in the classroom.
Marcus Balslev
- Given out question paper to answer in 5 minutes, individually.
Agenda for challenge 6:
- Foucault's perspective on discource.
- What is a developing country?- From a micro and a macho perspective
- What are the challenges for a teacher or a social educator from the west to work in a developing country?
Ways we use our language can divide people into groups, examples:
- Straight or gay
- Huts or Houses
- Civil war or tribal war
Peer work one: Identify discourses
A. American: Copper-colored, choleric, hair black, straight, thick; nostril wide; face harsh; beard scanty; obstinate; content free, paints himself with fine red lines. regulated by customs.
- Description red Indians, which wouldn't be a typical american today. Have a lot of prejudices.
B. European: Fair, sanguine, brawny, hair yellow, flowing, eyes blue; gentle, acute, inventive. Covered with close vestment. Govered by laws.
- Doesn't cover all european but the majority of them will look like this. But seems like the writter of this is a european.
C. Asiatic: Melancholy, rigid. Hair black, eyes dark; servere, haughty, covetous. Covered with loose garments. Govered by opinions.
- Seems like only the lower class is descripted.
D. African: Black, phlegmatic, relaxed, hair black, frizzled; skin silky; nose flat, lips tumid; crafty, indolent, negligent. Anoints himself with grease. Governed by caprice.
- fine description but of a slave?
- The writter is from Sweden and the text was written 1735, which might have an influence of his descriptions of the people around the world.
Macro development discourse:
- Read the introduction to Escobar's Encountering Development'.
- Identify the three main discourses:
1. The Truman discourse: Truman is about sharing to increase progress, he wants to show people the American dream and make them want to achieve greater things in life, like; industrialization, urbanization, technicalization of argriculture, growth of material production and living standards.
2. The UN discourse: Progress is not possible without painful adjustments.
3. Escobar adopts s a critical view on the motives behind the good will, is it just another way of exploit the third world resources.
Micro development discourses:
- Read the Eritrean case stories.
- Identify the different power relations in the two Eritrean cases. Explain your choices.
Mohammed Seid Shemshef Elemtary and junior School:
- Punishments, like; kneeling outside in the heated sun, beating with sticks/wires. This teacher didn't punish the students while he was been observed but since all the other teachers in the teacher's room had something they could use for punishment we are assuming that all of the teachers uses these methods.
Duta Elementary and juniorn School:
- If it's a male teacher he uses sexual favors for letting the female students pass. The Indian teacher uses his power during the lesson when he goes through the math topic exactly like written in book. That indicates that he uses his position to be lazy.
Comparison:
The teacher from Shib village is a very organised teacher, involves the students in the lesson plan, the students enjoys the teaching ( by laughing) and uses his past time on learning English through the radio.
The Indian the is lazy and arrogant and uses his power in every way wrong, especially by using sexual favors. The Indian teacher is paid more than the teacher from Shib village. The teacher from Shib village punishes his students as well but maintains the teacher role by being a teacher in the classroom.
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