EDCI 2030-powerpoint

EDCI 2030-powerpoint - EDCI 2030 Section 3 Group...

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Unformatted text preview: EDCI 2030 Section 3 Group Presentation Geralyn Schexnayder Hannah Darphin Kelsey Kelin Brooke Stuart “The Public School and the Immigrant Child” by Jane O Main ideas: Addams O Public schools do not accommodate to various cultures, especially for immigrant children. O Teachers need to incorporate each child’s cultural background into the class lessons. Indictments 1. Public school systems separate the immigrant child from his/her parents 2. Public schools fail to prepare students for the real world. 3. Children who were cut off from their parents will not be able to hold a family together as parents. “…Schools ought to do more to connect these children with the bestneed to encourage immigrant O Schools things of the past…” students to accept their native culture. Doing this would prevent rebellion against their parents because of cultural differences. Conclusion “Give these children a chance to utilize the historic and industrial material which they see about them and they will begin to have a sense of ease in America, a first consciousness of being home.” “An Indian Father’s Plea” by Robert Lake O This plea is a letter from a Native American father to his child’s teacher in response to his son being labeled as a slow learner. O Students of different backgrounds are often labeled as slow learners because they do not perform the same as the average American student. Wind-Wolf had a different upbringing, experiences, and O As a young child he was kept in a skill set. secure basket strapped to his mother’s back O “Although you in Western society may argue that such a method serves to hinder motor-skill development and abstract reasoning, we believe it forces the child to first develop his intuitive faculties, rational intellect, symbolic thinking, & five senses.” O Different child-hood experiences have led to different learning styles and skills from Western culture. O Counting O 13 months O Having different cultural experiences led to insecurity in school and at home. O In school he was patronized for his long hair and different name. O At home he turned his back on the traditional Native American beliefs and rituals to try to fit-in more at school. Lake concludes: O “Wind-Wolf, is not an empty glass…to be filled. He is a full basket …with something special to share. Please let him share his knowledge, heritage, and culture with you and his peers.” “Why are All the Black Kids Sitting Together in the Cafeteria?” “ThinkBeverly by of your earliest O Dr Tatum asks adults to, race-related memory.” Daniel Tatum, Ph.D. O The majority of the memories recalled conjure negative emotions. O She explains how, as parents, we can help prevent our children from being uncomfortable with different physical appearances. Preschool Conversations O Parents need to respond to children’s questions concerning race in a positive light early in life, rather than silencing the questions. Unanswered questions become repressed. O Preschoolers cognitive level includes concrete thinking and literal interpretations of language Blackness, Whiteness, and Painful History O Children need to be explained to why there are different skin tones in a scientific way. O When talking about slavery to young children, emphasize this happened a long time ago. Remind them they will not become slaves, African Americans were not passive, and all Whites were not bad people. A Question of Color O “All of these preschool questions reflect the beginnings of a developing racial identity” O Race constancy- that one’s racial group membership is fixed and will not change O Children develop this at around six or seven years old. “It’s That Stuff Again”: Developing a Critical O Race needs to be introduced into the home before Consciousness they begin to ask questions about it. This would result in a better understanding in racial differences. O Stereotypes need to be openly addressed in the home. O Children need to learn how to recognize racism, classism and sexism in media. ...
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  • Spring '10
  • FeliciaO'Neal
  • Public School, public school systems, public schools, different cultural experiences, immigrant child

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