Cushner, McCelland and Safford
(2000) explain that students cultural identities are defined by their life
experiences. In all schools there is more likely to be a diverse range of
students from a variety of different backgrounds, as schools are a hub of identities,
which can sustain, modify and create a culture.
The cultural identities of
students are constructed from their experiences with the twelve attributes of
culture identified (Cushner, McCelland and
Safford, 2000). These include;
- Ethnicity / Nationality
- Social class
- Sex / Gender
- Health
- Age
- Geographic region
- Sexuality
- Religion
- Social status
- Language
- Ability / Disability
- Race
It is possible to use some of
these attributes to develop knowledge of cultural geography in the classroom.
Pupils can discuss the religion they follow, the language they speak and the
geographic region from where they or their families originate from. Following
on from this they can talk about the food they eat, what clothes they wear and
their home life. They can then learn WHY different groups of people, from all
over the world have different lifestyles and identities. The more students become
aware of other cultures, by drawing on their own experiences; pupils may be
able to grasp the concepts much easier. The more cultural diversity is accepted
and understood; the greater chance society has at removing social/cultural
discrimination and alienation.
According to Cushner, McClelland,
and Safford (2000), "Culture determines, to a large extent, our thoughts,
ideas, ways of interacting, and material adaptations to the world around
us" (p. 59). In other words culture is what makes us different. Culture
diversity is the differences between people’s cultures. In order to be a
culturally diverse person, one must realize, accept, and interact with cultures
other than theirs. Therefore, teaching cultural
geography has never been more important; with the need for equal societies fundamental
to a sustainable future and global diverse society.
The Power Point attached (Cultural
Diversity) can be used as a teaching resources to aid teaching an introductory
lesson on cultural diversity in the school environment. The Power Point is very
American though! The link below will also help teachers, as well as students understand
the U-Curve Hypothesis on Acculturation proposed by Cushner, McClelland, and
Safford (2000).
References:
Cushner, K., McClelland, A., &
Safford, P. (2000). Human Diversity in Education (3rd ed.). Kent: Kent State University.
No comments:
Post a Comment