Tackling Multiculturalism in the classroom

It would then be seen that culture holds an obvious role in the classroom, as not only “a place where culture is produced, consumed and regulated” (Wadham, Pudsey & Boyd, 2007) but also where cultural differences and misunderstandings between teachers and students occur and create divides in a classroom unable to properly function. It is thus important that understanding is met by both students and teachers for such issues to be resolved, particularly when Australia is known for it’s variety of cultures.

To escape the negative issues that often arise in the classroom due to cultural misunderstanding, teachers should take steps to educate their students as well as themselves about the particular cultures in which they are encountering and act to dismiss views of ‘orientalism’ towards different cultures seen as unusual and less functional (Phillips, 2006). Teachers should also become aware of the certain “cultural tendencies” students may exhibit in the classroom and to shape their teaching methods in a way that leaves all students on a relatively equal level of understanding (Rosenberg, Westling & McLeskey, 2011). Some of these cultural tendencies may include the generally higher levels of value felt towards education among Asian Students and their parents due to cultural values of the importance of Education, as a “key to social success and advancement” (Leaney, 2013).

Education and schooling has an important role in helping to enhance a students understanding of their own and other cultures, being key to this through teaching students about the “ways in which we learn to live within and contribute to our own cultural lives” as Schools can be seen as “a site of cultural struggle” (Wadham, Pudsey & Boyd, 2007).

Resulting from this is the increased popularity in studies and practices of ‘Multicultural education’, particularly for primary school teachers who feel the need to establish this earlier in a child’s development. Beliefs that “such approaches help children feel more welcomed, validated, integrated, and able to cooperate with others in their classroom” (Levy, 2012) make them a key issue to integrate in the classroom.

The four main approaches that are taken under this program include “multicultural education, anti-bias curriculum, global education, and international education” (Levy, 2012) and hold obvious importance, particularly in Australia where multiculturalism is a defining feature, deeper understanding into issues of cultural difference and similarity are needed for adolescents to grow to form more cultured and un-biassed views about the wider world as well as the views and depth into their own culture, helping to attack and eliminate cultural misunderstanding and racism at it’s routes.

Resources:

Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2011). The Impact of Culture on Education. Special education for today's teachers: an introduction (http://www.education.com/reference/article/impact-culture-education/ ed., pp. 63-64).

Leaney, G. (Director) (2013, August 14). EDST1104, Social Perspectives in Education. Context of Australian Education. Lecture conducted from University of New South Wales, Sydney.

 Wadham, B., Pudsey, J. & Boyd, R. (2007). Culture and Education. Sydney: Pearson Education. Chapter 1: What is culture?

Alison Levy - http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=141

Adolescent identities and Social Media

There is no doubt or confusion as to why Generation Y has been called the Social Media generation, as we are characteristically known for our increased dependence upon technology as opposed to raw human-contact. This can be seen as having both positive and negative effects on an adolescents development, however it is widely accepted that social media communication may “pose more threats than benefits to adolescents” (Zheng, Burrow-Sanchez, Drew, 2010) in regards to social development and identity formation.

Whilst traditional understanding of adolescent involvement with social media devices can be seen as through it as an emerged popular culture in which they choose to interact, it would seem unjust to simply label it as so. Studies done by Robert Zheng and company (2010) have found that social media has become a prevalent routine activity taken part in daily by teens, with 80% of our generation participating in social media daily (Ishbel Macleod, 2013), unsurprisingly 12% logging on even when on the toilet.

The real issue with this is that teens are now shaping their identity through and from their interaction with these media technologies, be this self-formulated online identities or their physical ones. Students identify with these objects, and first hand experience has allowed me to see the negative effects this could have on an individual. Anonymity as well as the chance to develop your own identity from the start leaves adolescents facing a clear split in identity – what we identify ourselves online, as opposed to physically.

Other clear negatives reveal that adolescent dependence upon the Internet has seen the rise of Cyber Bullying, unwanted exposure to content and images usually under rating systems, as well as social issues and anxiety that have left teens feeling disconnected towards others physically. This relationship with media technologies has also been seen as having detrimental effects on a child’s attitude towards education and school attendance (Zheng, Sanchez & Drew, 2010). The banning of mobile phone’s in a punchbowl girls High School recently raised the point that although phone usage during breaks were discouraged, the school acknowledged that they were a “normal part of modern life," being a societal act in which they can’t help but take part. Their cause for banning phone usage highlighted the fears that teens are “losing the art of conversation” due to such immediate and emotionless response through social media, as well as their way of offering easy distraction (The West Australian, 2013). Abolishing such things however seem difficult, due to constant involvement in media technologies in every aspect of a teens life. The only clear way for teachers to attack the issue of social media’s effects on adolescents is gain a better understanding into the issue, a recent example being Victoria’s ‘Social Media Guide’ that seeks to provide teachers with understanding into Social Media and it’s affects on student development.

Whilst generally popular cultures can be used as an advantage in the classroom in regards to better results (Collins 2012), social media creates a certain barrier. As Wadham, Pudsey and Boyd raise the point that our identities are tied with what we consume, (2007) students act through how social media teaches them to act. Whilst implementing media technologies such as youtube and blogger may help teachers to level with students and engage them in deeper activites and tasks, the distractions and issues with it out weigh the positives.

 http://au.news.yahoo.com/thewest/a/-/wa/19570730/school-bans-phones-at-breaks/

http://www.thedrum.com/news/2013/09/26/infographic-80-gen-y-log-social-media-daily-12-logging-while-toilet

Collins, Karen. (2012). ‘Strategies for using pop culture in sport psychology and coaching Education’. Journal of Physical Education, Recreation & Dance, 83(8), 20-23.

Zheng, R., Sanchez, J. J., & Drew, C. J. (2010). Adolescent online social communication and behavior relationship formation on the Internet. Hershey, PA: Information Science Reference.

http://www.education.vic.gov.au/school/principals/spag/governance/pages/socialmedia.aspx

How should teacher deal with multi-culture classroom?

How should teacher deal with multi-culture classroom?

The racism in school has been underestimated. Discrimination in schools was despised, in this article demonstrates some students did not get the attention from teachers because of their different cultural backgrounds. Teachers do not pay attention to their emotions or culture, so they feel helpless in school. In fact teacher should consider students’ culture background and believe every student were capable of academic success that in order to improve their educational outcome and increase their confidence (Ladson.G, 1995).

  Especially the Arab-Australians students believe that even if they discuss highly emotional issues with their teachers, they would not get a response from the teacher or mercy. They feel very lonely and eliminating, and questioned where they would fit in. Commonly these students with different cultural backgrounds are minority in school, thus many teachers choose to ignore their difference, which led to them feel disappoint about school and lose confident of themselves. For example, female students of Islam despair of their turbans and the boys as suspects by the police due to their identity which make them feel distrust. In addition, because of their parents speaking little English, it is difficult to help their children in their studies. The project conducted by Deakin's Centre for Citizenship and Human Rights was sparked by reports about cultural tensions in schools (Cook.M, 2006).

The project is focusing on communication between students, schools and parents. The purpose is to improve the current problems of racial discrimination in school and help minority students out of anxious. This includes employing a cultural diversity facilitator to help parents understand the education system. In 2005, 79 per cent of students said relations between ethnic groups were good or excellent compared with 48 per cent in 2003 (Cook.M, 2006). The number of parents who said they were interested in and supported their children's education grew from 19 to 54 per cent during that period after the communication between teachers and students. Obviously, if teacher understand the students culturally, teacher would have better relationship with students. Better relationship help teacher guide them better in studies and make them feel they are involved. Therefore it is important that teacher treat every students equally and understand them culturally is helpful for teaching. 

Australia is a multi-cultural country, and as a teacher in Australia, they are faced different cultural backgrounds students in the classroom is a very common event. In my point of view teacher should not directly choose to ignore this small part of the population in class. When teachers treat the different culture background population in school, they should believe all the students were able to reach academic success and see students as unpredictable group, always in process of knowledge. Teacher also ought to saw all the students as members of the community, whatever their culture or identity is (Ladson.G, 1995). So as to teacher help multi-culture class process successfully in school. 

Reference:

1.     Cook.M (2006), Racism in schools 'underestimated', http://www.theage.com.au/news/education-news/racism-in-schools-underestimated/2006/05/26/1148524893047.html review 27/10/2013

2.     Ladson.G (1995).Toward a theory of culturally relevant pedagogy. American Educational Research Journal, American, American Educational Research Association, p478 http://aer.sagepub.com/content/32/3/465 27/10/2013

Preserving Asia and the Pacific's cultural traditions

Preserving Asia and the Pacific's cultural traditions

The Asia Pacific occupies one quarter of the world’s languages and they are at the risk of disappearing, Australia universities are assisting preserve the traditional culture of this region. The University of Sydney, the University of Melbourne and the Australian National University are involved in the project of cultural protection which called PARADISEC. They recorded some small -lingual recording to prevent this language disappear, and some recordings even up to 7596 hours long. However, not everyone think it is worth to carry out the PARADISEC. The Australia government does not give enough support on this program as well. In my opinion, I believe these endangered languages should be recorded, as it can be used to tell us our future generations what kind of language does our ancestors speak as well as their culture.  

Here is an example about how PARADISEC helping preserve the traditional culture. Alamenk is the only man who lives in a small village in Papua New Guinea four years ago, and he knows how to make traditional artifact. Prof. Nicholas Evans had an interview with Alamenk in 2009. He recorded Alamenk was doing the traditional artifact one by one meanwhile Alamenk explained each artifact’s functions and how to make them in his languages. Alamenk insist on doing traditional artifact because he wants his children know the valuable things that his ancestors left behind. Prof. Nicholas Evans explained the aim of PARADISEC is to digital preservation and access to endangered language and music from the Asia Pacific, which includes music or includes story telling it includes a lot thing other than just language itself (2013). Whereas Dr. Nick Thieberger from the University of Melbourne does not agree with that, he thinks doing this is price lessens, they are unique often. The disappearance not only in those minority languages, but also the culture that related on those minority languages would disappear as well. “The most important relationship between language and culture that gets to the heart of what is lost when you lose a language is that most of the culture is in the language and is expressed in the language” (Fishman.J, 1996). Sometimes a small languages ​​disappear, perhaps imply a tribal cultural extinction. Nowadays, due to the rapid development of economic globalization and English as the international communicate language, it lead to western culture has become the mean stream culture. In our process of learning English, in fact, we are also studying and absorbing western culture and our own culture is slowly being forgotten. 

My personal idea is, as mentioned above, the development of economic globalization leading English as main communicate language. Many minority languages ​​will gradually disappear, and this region's culture will slowly disappear as well. I believe that PARADISEC program is a good way to preserve the endangered languages and its traditional culture. After several years later, some of these extinct languages can be tell to the next generations by PARADISEC website, let them know their ancestors left them some precious culture. The Australian Research Council should give more support to PARADISEC for funding and technology. It is important to protect the minority language, they gradually extinct indirectly and thus leading some culture disappeared. If the vanishing of languages is continuing, one day cultural diversity will slowly disappear, and the world would be boring. 

Reference  

1. Arnott.K, 2013, Preserving Asia and the Pacific's cultural traditions, Australia, Australia Network news, http://www.abc.net.au/news/2013-10-24/an-preserving-asia-and-the-pacific27s-cultural-traditions/5042756 26/10/2013 
2. Cantoni.G (Ed.) (1996), Stabilizing Indigenous Languages-What Do You Lose When You Lose a Language Joshua Fishman, Northern Arizona University Center for Excellence in Education, Flagstaff, P71-81 http://www2.nau.edu/jar/SIL/Fishman1.pdf, 26/10/2013 

A Reflection of my own experience of Culture and Identity in relation to Education

I am a Singaporean Chinese born in multi-racial Singapore. Although my parents are bilingual in the English and Chinese language, English is the main language used in my home environment. When I was younger, I used to think that I was an "English" girl and would question my parents when they tried to converse with me in Chinese.

My parents believe in the importance for their children to maintain their Chinese roots and identity. When I was about four, my parents enrolled me in a Chinese cultural dance school.  They hoped that I would be immersed in a Chinese-speaking environment as the teachers' medium of  instruction would be in the Chinese language. I remembered performing Chinese cultural dances in ethnic Chinese costumes. In one public performance put up by the dance school, my role was as a rabbit, one of the animals in the Chinese zodiac. I learned that I was born in the year of the monkey!  Looking back, I appreciate that my Chinese identity has been cultivated from an early age by being exposed to the Chinese culture in music, dance and language. The Chinese language helps me to access my roots, culture and identity.

I was enrolled in a primary school with a strong Chinese identity. In this school, besides the government policy of bilingualism in English and Chinese, there is emphasis on the teaching of Chinese culture and traditions. The  school curriculum  incorporates the teaching of  Chinese moral values. On reflection, I think the school's pedagogy has imbibed in me important values some of which are filial piety, hard work and placing importance on the family. It has nurtured my identity grounded in Chinese values.

After graduating from primary school, I chose to go to an all-girls Catholic school where there are Chinese, Malays, Indians, Eurasians and other nationalities. There is religious tolerance as non-catholics are not required to participate in religious activities like masses and prayers. Besides celebrating the country's multicultural festivals, the school celebrates Racial Harmony Day where students reflect the success of the country as a harmonious nation built on a rich diversity of cultures. In this multicultural school, I have the opportunity to interact with different races every school-day. This gives me a cultural advantage as I acquire skills for communicating with different races, learn and  appreciate their cultures, customs and beliefs. In light of what I have learned this semester, this school is an ideal micropublic for cross-cultural engagement. This is because multicultural schools "throw people from diverse backgrounds, compelling them to engage in the everyday negotiations of sharing a social space" (Amin, 2002). Ho also highlights that  "schools are hosts to conflict and harmony and this teaches young people to negotiate across differences and to respect the legitimate presence of the other" (Ho, 2011). 

                                   

Based on what I learned from the Ladson-Billings article (1995) and reflecting on the teachers who had taught me, I feel they were culturally relevant in their pedagogy. They helped me in my academic achievement. They  nurtured and supported cultural competence in the classroom. One example would be that the teachers arranged for the mother of a student of Thailand to teach us Thai cuisine for our enrichment class. We were also  encouraged to develop critical consciousness by  participating in community involvement programmes.

Giddens (1991) says that identity is not an essentialized fixed product. In fact, the schools I have attended, my teachers and pedagogy all play an important role in influencing the process of my identity formation.

References:

Amin, A., (2002). Ethnicity and the multiculturalcity: living with diversity. Environment and planning A 34 (6), 959-980.

Giddens, A., Modernity and Self-Identity., Standard University Press.

Ho, C., (2011).  Respecting the Presence of Others: School micropublics ad everyday multiculturalism. Journal of Intercultural Studies, 32(6), 603-619.

Ladson. Billings G,2013  "Towards a Theory of  Culturally Relevant Pedagogy" American Educational Research Journal

Cultural understanding required for Indigenous education

What does it mean to allow students to learn effectively in Australia, where multiculturalism becomes the main context? Is it the amount of work you give them? or is it the classroom discipline you apply? Personally I believe that in a multicultural society such as Australia, student's success does not only depend on these factors, but also on teacher's understanding of different cultures and relationship with the student. According to Irvine (1990), the concept " cultural synchronization" is a very important element behind student's success in learning. What she meant by "cultural synchronization" is that when it comes to teaching students with different cultural background, teachers shouldn't just focus on speech and language interaction, but instead they should develop relationship and get to know the student's culture, such as student's morality, responsibility and spirituality etc. (Irvine, J. 1990) Indeed, with the lag of understanding of student's culture, there would be a gap created between teachers and students, resulting in teaching students with methods that they are not use to and misunderstanding created from stereotyping. Billings (1995) suggests that an effective pedagogy should have a balance between student's achievement and the "fit" between home and school culture. (Billing, L 1995) Therefore, not only is it important to focus on student's achievement in school, but it is also important that there is a connection between the school and the student's culture.

In schools, teaching students with indigenous background is a very good example supporting the importance of cultural connection between teachers and students. In response to the low improvement on attendance of indigenous students, a news article on 18th Sep 2013, found on http://www.couriermail.com.au/news/breaking-news/schools-should-consider-aboriginal-culture/story-fnihsfrf-1226722232796, argues that it is necessary for schools to understand and consider aboriginal culture when teaching. The article argues that there is a different between western and indigenous education system and it is ineffective to teach indigenous students in the western way where "... Kids don't take risk don't learn..." applied. Therefore, the article stresses, it is very important that teacher understand indigenous culture and teach in their context in order to improve the learning of indigenous students.

I understand and agree to the fact that student's achievement is very important in learning, but it is also very important that teacher understands students culture and teach them accordingly, because it is more effective to teach students in their context than having them to struggle and follow yours. A lag of connection between student's home and school culture will significantly decrease the effectiveness teaching and i have seen this personally when a friend of mine completely lost interest in learning due to the fact that there is a major difference in how hes being taught in china and in Australia.

Reference

Billings, G.L. (1995) "Toward A Theory of Culturally Relevant Pedagogy" "American Education Research Journal" 32(3), pp. 465-491

Irvine, J. (1990) Black Students and school failure. Westport, CT: Greenwood.

http://www.couriermail.com.au/news/breaking-news/schools-should-consider-aboriginal-culture/story-fnihsfrf-1226722232796

Low grades for casual teachers in NSW schools

http://www.smh.com.au/national/education/low-grades-for-casual-teachers-in-nsw-schools-20131004-2uyct.html

The article “low grades for casual teachers in NSW schools” by Anna Patty has questioned the quality of casual teachers who carry up to 10 per cent of the teaching load at public school. In the past several years, the shortage of casual teacher had left some schools unable to supervise their classes. In 2003, the department of Education established a call centre to reduce the short notice of the casual teachers in government school.  While the short notice of the casual teacher has been improved, a survey of school principals has found the teaching quality of the casual teachers was a concern. “Schools that were unhappy with a casual teacher’s performance did not re-hire them. However, those low grade casual teachers were sent to other school. One quarter of the casual teachers registered by the call centre has not worked recently and some are no longer seeking casual work.” (Anna, 2013)

According to Ken, “the quality of teaching and learning provision is by far the most salient influences on students’ cognitive, affective and behavioural outcomes of schooling—regardless of their gender or background.”(Ken, 2003) Teaching quality is the critical factor that affecting the student’s experiences of school and their educational outcomes of schooling.I am doing my professional engagement in this year, and I observed the difference between a low grade casual teacher and a highly professional casual teacher. Based on my observation, I found the difference between the low grade casual teacher and the highly professional casual teacher falls into three categories: unprepared, responsible and experienced. 

A well prepared teacher whom arrives early at school, spend some time to prepare for the class such as read through the class teacher’s lesson plan and have work sheet ready. For teachers who arrive unprepared and unorganized will found themselves without any progression from their students. For example, a casual teacher I observed last week, whom just hand out the work sheet from the class teacher without introduce himself and any instruction.A responsible casual teacher will guide students and improve the student’s knowledge in whatever area they teach. They follow the classroom teacher’s lesson plan and work hard to possibly change the lives of their students on their casual time. A low grade teacher doesn't feel responsible for students. They just spend their time at school and wait to leave at 3:15 with their pay-check. A highly professional teacher is often the teacher who had many years’ experience and continues to update their own education. Having a degree in teaching doesn't mean professional in teaching. Without further training or adaptation of the changing nature of students will found themselves fail to engage and motivate students to learn and participate in class activities.

I have seen the difference between a highly professional casual teacher and a low grade casual teacher on my professional engagement. And have noted the different behavior of their students.  It is obvious to see the students follow instructions and respect to the teacher who are prepared, responsible and experienced. The low grade casual teacher should be removed from the Department of Education’s register. It is time to focus on providing quality casual teachers. 

Reference:

http://www.smh.com.au/national/education/low-grades-for-casual-teachers-in-nsw-schools-20131004-2uyct.html

Ken, R. (2003). The importance of Teacher Quality as a Key Determinant of Students' Experiences and Outcomes of Schooling.  Background paper to keynote address presented at the ACER Research Conference. Melbourne.