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Unformatted text preview: EDCI 2030
Brooke Stuart “The Public School and the
Immigrant Child” by Jane
O Main ideas:
O Public schools do not
accommodate to various
cultures, especially for
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
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
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
secure basket strapped to his mother’s
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
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
by of your earliest
O Dr Tatum asks adults to,
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
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
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
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
O Race needs to be introduced into the home before
they begin to ask questions about it. This would
result in a better understanding in racial
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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This note was uploaded on 10/19/2011 for the course EDCI 2030 taught by Professor Feliciao'neal during the Spring '10 term at LSU.
- Spring '10