Denee’s Inquiry: Cultural Diversity & Expansion of Worldview

This inquiry focuses on how to honour cultural diversity and promote expansion of worldview in the classroom.

Access a concise pamphlet here.

 

Teacher Education Core Competencies:

Personal and Professional Preparations: Develop awareness of worldview and how it relates to others

Collaboration and Community Engagement: Practise respect for all learners from all cultures including, specifically, indigenous

 

What is Culture?

The customary beliefs, social norms, and material traits of a racial, religious, or social group, also the characteristic features of everyday existence (such as diversion or a way of life) shared by people in a place or time. (Merriam-Webster)

Everyone has different cultural norms, standards that they live by, expectations and rules that guide behavior…this is reinforced largely by home (parents, family) but also different society members (teachers, friends, country culture).

Culture is a dynamic (constantly changing) system of social values, beliefs, ways of thinking and standards for behavior. These give order and meaning to life and are used to interpret everything. (Rogoff, 2003)

These beliefs and values tend to be held implicitly, like the air we breathe. We are not necessarily conscious of them. (Diana Nicholson)

 

What is Worldview?

A comprehensive conception or apprehension of the world especially from a specific standpoint. (Merriam-Webster)

This standpoint is influenced by the culture that person has been raised in (at home, country, religious, social, etc.)

 

Why did I choose this inquiry topic?

I spent my elementary and middle years going to a small international school and my school mates were quite literally from all over the world. Obvious diversity was the norm. There weren’t any obvious minorities in the school. There were so many different cultures and religions and home cultures present and there seemed to be an understanding and acceptance that everyone naturally had for each other. We all related to each other in that we weren’t in our birth country. There was a lot of learning from each other’s cultures, and borrowing of words and slang from different languages. I believe our school focused on celebrating that kind of diversity.

I was curious about how to foster this kind of thinking and inclusivity mindset in a non-international elementary/middle classroom in North America. I have not experienced how that is done in this kind of setting, as most of my elementary/middle school experiences were in this international school setting.

My question falls under the theme of creating an inclusive classroom, but my focus is on the cultural and worldly aspect of it – celebrating diversity and promoting acceptance of people who have different backgrounds/beliefs/etc. than you.

 

Why honour cultural diversity?

In order to create a safe space in the classroom, individuals must experience their culture and way of being as being respected, or not challenged or harmed. If it is challenged or harmed, a student may deny their assent to learn (protective strategy), which is different than failing to learn. You need to show that you are interested and open to learning about cultures you are not familiar with. (Diana Nicholson)

Establishing equity pedagogy will help people participate as citizens in a democratic society later on in life. “They will have the skills, knowledge, and racial attitudes needed to work with people from diverse groups.” (Banks)

“Wars and violence are often a product of the adults who have differing values and no tolerance for alternate points of view or perspectives. Education is the great leveler and promotes adults who can reason critically and appreciate differences.  Below the surface culture pieces, we are all people living in the human condition.  When we can recognize how we are the same, we can appreciate that the ways in which we are different, which makes us better as a collective.” (Denise Wehner)     

 

What if I don’t have a “culturally diverse” classroom?

“You ask about ‘a situation that is not culturally diverse.’ I’m going to contest that and say that all classrooms are culturally diverse. And we need to uncover that diversity.” (Banks)

(Students from different social class groups, religious groups, ethnic / white ethnic groups, home cultures … even in a seemingly homogenous classroom it is imperative to teach about groups of colour and different religions)

Porteous Jones (2013) found that teachers in both high-diversity and low-diversity classrooms taught about equity when they saw a student need. If teachers did not encounter certain visible differences in their local communities, they were likely to miss teaching more broadly about diversity. Research findings support the need for anti-racist, anti-oppressive, and multicultural education for teachers in all learning environments, not just areas with high diversity (Porteous Jones, 2013)

 

TAKE-AWAYS

 

Six Orienting concepts on culture (Diana Nicholson)

• Culture isn’t just what other people do
• Understanding one’s own cultural heritage, as well as other cultural communities, requires taking the perspective of people of contrasting backgrounds
• Cultural practices fit together and are connected so that an understanding of connections is required for an understanding of culture
• Cultural communities continue to change, as do individuals
• There is not likely to be One Best Way
• There is always more to learn

 

Worldview Education

… aims to help learners to become aware of their similarities and strengthen their common values (Bartz & Bartz, 2018)

• Worldview diversity has an influence on teaching in inclusive classrooms – a heterogeneous learning group brings heterogeneous personal worldviews with it
• “Social and cultural backgrounds of both teachers and learners unconsciously influence the subterranean learning process and must be taken into consideration when planning and conducting lessons”
• Assume worldview diversity as the standard case. Create a safe space in learning environments that are sensitive to worldview diversity.
  • “learning about” – no starting points for constructive transformation, impart differences objectively
  • “learning from” – communication of different worldviews at eye level
  • “learning in/through” – in an atmosphere of mutual trust, learners can dare to mutually immerse themselves in the worlds of faith and identity

 

Religion

Religion is an intrinsic element of the cultural mindsets of people and this impacts how people communicate. There are a variety of ways that religion and culture affect communication and leadership in work and learning contexts, so different religious and cultural norms may impact student-teacher and student-student interactions (Warner-Soderholm & Kriger, 2014)

• Focus on the surface level of religion and on what is celebrated (Denise Wehner)
• Five-point plan with practical guidelines for teachers to apply (Warner-Soderholm & Kriger, 2014):
  • Have you questioned your own values?
  • How can you act ethically?
    • Act with authenticity, avoid shifting behavior and values, you cannot be all things to all people
  • How can you encourage respect for others?
    • Respect the beliefs of others, actively show professional curiosity and openness for religious practices, values, and beliefs of others
  • How can you act as a role model?
    • Be a role model of how to trust Wheel analogy = each individual is travelling on his or her own path from the circumference of the wheel to the same truth (down the spokes to the middle). Actively avoid holding on to feelings of frustration.
  • How can you develop personal mindfulness?
    • Actively seek out interaction with others from different spiritual cultures, practice what you preach

 

*Important before implementing any teaching strategies

Teachers have to engage in a process of self-transformation. Start with yourself. This is a process of engaging with the other and understanding that the other is us and we are the other. (Banks)

Teachers ought to do three things and teach kids to do these three things: to know, to care, and to act. (Banks)

Know that “teaching is cultural work” (Diana Nicholson)

Do not get overwhelmed by trying to specifically honour every single possible culture.

Think: cultural humility instead of cultural competence (Diana Nicholson)

 

STRATEGIES FOR THE CLASSROOM

 

Objects to include in your classroom:

• A variety of books that show different parts of the world, clothing, foods, skin colours, and experiences. (Carolyn & Lindsay, ELL teachers) — Literacy is important!
• Multicultural crayons and construction paper (Carolyn & Lindsay, ELL teachers)
• Many schools have welcome posters or murals in a multitude of languages represented in their schools (Denise Wehner)
• See list of book suggestions in pamphlet

 

Know your students well

… both as a group and as individuals as much as you can outside of the classroom walls (Hoosein, 2014)

• Incorporate the funds of knowledge of your students into the classroom. Funds of knowledge are the essential cultural practices and bodies of knowledge that households use to survive and thrive (Anderson et al. 2017)
• Allow the students and yourself to share cultures and construct knowledge together in the classroom. Learn about each other’s cultures, but also about other cultures you all don’t know together.
• Nurture sense of belonging and help students get to know each other (Berg et al. 2010)
  • Learn their names (pronounce correctly) and backgrounds
  • Activities (ball-toss name game, sharing stories, balancing exercises)

Teach about diversity but also teach about maintaining unity  these are paired. “A way to build unity is to reconstruct the center – build a new center that recognizes diversity, and gives voice to the voiceless, not by ignoring it, because that’s what was done in the past.” (Banks)

Do empathy-building exercises (Carolyn & Lindsay, ELL teachers)

Work with other classes to have a “Cultural Day” presentation in the gym or do heritage projects in which students explore their own culture, language, heritage, food, clothing, etc. (Carolyn & Lindsay, ELL teachers)

Teach students to use Google Translate to help them connect with a non-English speaker (Carolyn & Lindsay, ELL teachers)

Programs like Pen Pals – Write to people in different cities or countries. Create international partnerships with schools (Berg et al. 2010)

Building on students’ knowledge in their language of origin increases success. (Berg et al. 2010)

• Students can lead their peers in learning numbers, or phrases in their languages (they become the expert with valued knowledge) (Denise Wehner)

 

James A. Banks’s 5 Dimensions of Multiculturalism & Strategies for Each:

CONTENT INTEGRATION

This is how teachers get started, making sure everyone, various ethnicities and cultures, are seen in the curriculum. “With this dimension, the LA and Social Studies teachers can obviously do more than the Physics teacher … of course the Physics teacher can display famous physicists that were minorities or people of colour, but that’s not really what multicultural education is about.”

Look at historical unit from different perspective (e.g. indigenous or “opposition”)

Teach PE games and dances from around the world (Carolyn & Lindsay, ELL teachers

Use variety of texts – let students make the choice on what they study

Include content from a variety of cultural groups

Science: incorporate different theories of how we named our constellations … (e.g. Orion’s belt has a different story in First Nations)

Geography: talk about landmarks based on Indigenous peoples ways of knowing rather than Euro-Western way of telling location – mountain names are different, etc.

English: every culture has different stories about how they view world, include some of those stories

Exposure to different types of media and representations of culture

Math: design word problems to reflect things that are more relevant to students in the class

 

EQUITY PEDAGOGY

This is where teachers change their methods to enable kids from diverse racial groups and both genders to achieve. Example: Physics teacher not so much adding content about women and minority physicists, but rather changing the way they teach so that everyone can learn physics. This requires paying attention to the cultures students are coming from and personalizing the learning so that it fits them better. Caution: avoid stereotyping – modify your teaching styles so you are using a wide range of strategies and techniques to help everyone.

Decorate rooms or walls in a way that illustrates valuing diversity and honouring multiple cultures

Ask students how they learn best or how they can best represent their learning

Be aware of different communication styles

Use teaching strategies and resources that reflect students’ cultures (Berg et al. 2010)

Cooperative learning activities – e.g. jigsaws, inside-outside circles, carousels, world cafes (Berg et al. 2010)

Use examples of indigenous peoples as models

Have high expectations of all students, but be a “warm demander” (Diana Nicholson)

Give students freedom to choose how to present information

Give frequent feedback on learning samples and allow students to revisit

Assessment: use a variety of assessment practices. Remember a wide range allows you to cater to more students and their learning styles, which, you may discover, ends up respecting a variety of cultures and home cultures (e.g. use portfolio assessment – holistic assessment)

Bring in positive, diverse role models and challenge dominant paradigms

Share your own background, ethnicity, family history, etc.

Give opportunity for students to explore their own experiences and share

Incorporate aspects of family and community culture into teaching practice

Recognize difference between equity and equality

Have an understanding of the histories and intragroup differences among cultural groups in Canada

  

PREJUDICE REDUCTION

“Research suggests that adolescent prejudice is very real and kids are coming to school with prejudices toward different groups.” All teachers should be sensitive to this whether they are observing it or not, and use methods to help kids develop more positive racial attitudes

Multiple perspectives and stories in the classroom (Refer to TEDtalk by Chimamanda Adichie – “The Danger of a Single Story”) 

Cooperative activities – e.g. jigsaws, inside-outside circles, carousels, world cafes (Berg et al. 2010)

Authentic content integration will help reduce prejudices by not tokenizing contributions of a non-dominant group

Uncover our biases – do activities that require students to analyze their own bias

• Example: use ambiguous images that require students to pass judgment without knowing the context. Once the context behind the photo is revealed, students become more aware of their intrinsic biases
• Incorporating each student’s funds of knowledge can help with uncovering unconscious biases and confronting them, as we ensure that all types of knowledge are valued in learning spaces (Anderson et al. 2017)
• In middle and high school, students could take an anonymous survey in which they rate western values such as the importance of leadership, looking people in the eye when having a conversation, the importance of individualism, etc. Then you could have a conversation about how different cultures have different values. (Carolyn & Lindsay, ELL teachers)
• Start with conversation about bias. Explore in age-appropriate ways:
  • Younger grades: biases towards foods and other concrete surface culture items
  • Older grades: more philosophical biases
• Beginning to have students reflect on their biases when they are young with ‘safe’ topics provides this mindset for when they are older, they can respectfully reflect on biases on more personal topics that may have value conflicts. (Denise Wehner)

Be a model by not taking a “colour-blind” approach to racism (believing that racism and race privilege no longer exercise the power they once did)

Never assume – ask students what they feel and think

Be specific about naming types of difference rather than couching your language in vague ideas of diversity, culture, multiculturalism (Berg et al. 2010)

Don’t remain silent when you witness something that should be addressed

Encourage cooperation vs. competition always

Design lesson plans where roles are equally important and assessment requires full group participation

Make use of drama and role-play to step in to the shoes of someone else or different perspectives

Be aware of prejudices in media and address them in the classroom through critical media literacy

Engage families and community (Berg et al. 2010)

• Believe that all families and community members want their children to succeed (be careful of your assumptions on parents’ values)
  • Get to know families
  • Set up learning activities that require and encourage students to share stories with their families
  • Activity: “What’s in a name?”
  • Maintain class website with a family bulletin board where families can contribute
  • Modify parent-teacher night to endure all cultural groups feel welcome and participate
  • “Learn about your families” activity
• Capitalize on the benefits of diversity that families and the community can contribute to the school à think of them as valuable resources
  • Recruit bilingual or bicultural parents to help shape professional development experiences for parents and teachers
  • Have parents mentor students (Carolyn & Lindsay, ELL teachers)
    • They could go in and teach specific skills (different ways to knit, play a traditional instrument, etc.), which would spark discussion
  • Learn cultural protocols from elders or community leaders
  • Activity: “Talking Circle”

 

KNOWLEDGE CONSTRUCTION

“This is where teachers help students understand, investigate, and determine the implicit cultural assumptions and frames of reference and perspectives of the discipline they’re teaching.” Help students understand that when scientists or textbook writers use their words, they are loaded with values and assumptions. Your goal should be to create critical thinkers and readers.

Ask critical questions that you do not necessarily know the answer to … start discussions

Move away from the concept of teaching as “filling up the bucket” to simply give to students, to teachers and students becoming learners together

Discuss what the “new world” or European discovery of America meant from different perspectives (Look at what “western movement” meant from different perspectives)

Include lessons about how implicit cultural assumptions, frames of reference, perspectives, bias, are embedded within “knowledge”

Show students how knowledge often excludes or distorts the experiences, histories, and contributions of marginalized groups of people

Point out biases within discipline/subject areas

Instead of looking for a single/best answer to a problem, encourage students to generate multiple solutions and perspectives

Be open to student suggestions (even if it means more prep work)

Have students question why things are the way they are

 

EMPOWERING SCHOOL CULTURE & SOCIAL STRUCTURE

Look at the total school culture – grouping and labeling practices, disproportionality in achievement, who participates in sports, in the interaction of the staff, what does the staff look like racially? Who are the teachers and the leaders? “A lot of the time, it’s not deliberate racism that is an issue in school culture, it is mindlessness that leads to a practice that is inequitable”

Use dramatic performances to create a school culture to include diversity and encourage it

Notice whether student leadership and participation on teams reflects the cultural diversity in school. Discuss, with staff, ways to address lack of representation of different cultural groups

Educators should participate in cross-cultural events

Constantly adapt and extend school rules/policies about discrimination

Improve communication among staff members, then branch out to improve communication between staff and community through ‘working and learning together’ initiatives

It is important that school administrators are aware of teaching about diversity and incorporate these things into the school environment as a whole (Berg et al. 2010)

Provide student mentorship opportunities in class and school (Berg et al. 2010)

 

CAUTIONS

• Be aware that you also hold cultural biases and assumptions that you may or may not be conscious of
• Careful not to tokenize students
• Ethnocentrism – be careful of imposing a judgment from your own cultural community on the practices of another cultural group without understanding how those practices make sense in that community (Diana Nicholson)
• Avoid stereotyping – modify your teaching styles so you are using a wide range of strategies and techniques to help everyone
• Recognize that there is a relationship between assuming we know about another culture and upholding stereotypes and prejudice — avoid this
• Do not buy into cultural deprivation beliefs about students from low-income families
• Whatever you choose to do, make sure it is age appropriate. Example: focus on the students’ own heritage in the primary grades, then move on to raising cultural awareness within the school. In middle school, begin building worldview. 

 

How might this honour Indigenous peoples?

• Culturally responsive practice honours the First Peoples Principles of Learning in many ways
• Anderson et al. (2017) argue that the study of human development has been largely based on research and theory coming from middle class communities in Europe and North America (largely Western-influenced) — think of ways in which you can incorporate the perspectives of indigenous knowledge that are continually dismissed and marginalized
• Science: incorporate different theories of how we named our constellations … (e.g. Orion’s belt has a different story in First Nations)
• Geography: talk about landmarks based on Indigenous peoples ways of knowing rather than Euro-Western way of telling location – mountain names are different, etc.
• Use examples of Indigenous peoples as models wherever you can
• Ask local people from local settlement organizations to come in and do presentations (Carolyn & Lindsay, ELL teachers)
• From an Indigenous lens, we learn through narrative and storytelling — What is each persons’ narrative to their own learning?  How do they make meaning? What are the beliefs (and biases) that our class community holds? (Denise Wehner)

 

Thoughts from a Grade 3 teacher (Wednesday Placement)

• Use a lot of picture books to tell the “story” that we are all different.
• She finds that kids (younger) don’t see “colour” the way adults do, so she doesn’t draw a lot of attention to it.
• She usually takes the lead from the families. If they bring things like religious preferences, she will honour that for their child.
• In her class, she typically celebrates the “Western traditional” holidays (eg., Thanksgiving, Halloween, Christmas, Easter) but she leaves out any religious component to them.
• In the grade 3 curriculum, the focus is on global indigenous peoples. So they look at how different cultures celebrate holidays, traditional food, housing, transportation, etc.
• At Christmas time, she might do a project where the kids look at their family background and they bring a food to share with the class based on their ethnic background, or do a Christmas around the World project, where they see how Christmas is celebrated in different countries.
• In order to be understanding and accepting of all different cultures and backgrounds you first need to develop a classroom where all students feel safe, comfortable, included, and honoured for who they are. Then it is up to the teacher to talk about and expose children to different cultures and world-views based on what they encounter in their classroom or school or community.

 

References

 

Anderson, J., Horton, L., Kendrick, M., Mctavish, M. (2017) Children’s Funds of Knowledge in a    Rural Northern Canadian Community: A Telling Case. Language and Literacy, 19(2), 20-32.

Bartz, J & Bartz, T. (2018). Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom. Educ. Sci., 8, 196.

Berg, A., Dhillon, S., Kershaw, J., Maheu, B. (2010). Here Comes Everyone: Teaching in the Intercultural Classroom. Edmonton, AB: The Alberta Teachers’ Association. Retrieved from: https://www.teachers.ab.ca/sitecollectiondocuments/ata/publications/human-rights-issues/mon-3%20here%20comes%20everyone.pdf

• 2-3: tree of life activity
• 4-5: diversity exploration activity
• 6: cultural competence checklist
• 10-12: activities
• 30: name activity
• 32: learn about your families activity
• 34: talking circle activity

Hoosein, S. (2014). Teachers’ Perspectives and Instructional Strategies in Multicultural Diverse Classrooms. Retrieved from: https://tspace.library.utoronto.ca/bitstream/1807/68671/1/Hoosein_Sabah_2015506_MT_MT.pdf

IdeasIdees. (2017, December 11). Big Thinking – Blair Stonechild – The Importance of Indigenous knowledge and spirituality. Retrieved from: https://www.youtube.com/watch?v=2QRaCX4l1vw&feature=youtu.be

Porteous Jones, K. G. (2013). Exploring Teachers’ Understanding of Equity and Inclusive Education and Their Pedagogical Choices. Electronic Thesis and Dissertation Repository. 1882. https://ir.lib.uwo.ca/etd/1882

Warner-Soderholm, G. & Kriger, M. (2014). The Art of Dealing with Religious and Cultural Diversity in the Classroom. International Journal of Business and Management, 9(10), p. 149-159.

Culture. 2011. In Merriam-Webster.com. Retrieved November 17, 2019, from https://www.merriam-webster.com/dictionary/culture

Worldview. 2011. In Merriam-Webster.com. Retrieved November 17, 2019, from https://www.merriam-webster.com/dictionary/worldview

Summary of Banks, James A. by Tucker, M. “Multiculturalism’s Five Dimensions.” NEA Today Online, from Diana Nicholson (ED-D 301)

Culturally Responsive Strategies based around James A. Banks’s dimensions of Multiculturalism, adapted from Diana Nicholson (ED-D 301), ELL teachers, and research articles

Interviewees:

• Michelle Bevan (Grade 3 teacher, Wishart Elementary)
• Carolyn Zanichelli & Lindsay Tribe (ELL teachers, Sooke International Program)
• Denise Wehner (ELL, Learning Support, District Middle Team Vice Principal, SD61)