"Demonstrate: 1) Knowledge of diversity, equity, and inclusion; 2) Understand the ways in which DEI issues, identity, and privilege influence individuals and their experiences in schools and communities; and 3) Commitment to practices that foster inclusive environments and learning opportunities in your context."
Artifact Description
C&T 807: Multicultural Education
Rethinking Schools on Cultural Capital: A Case Study
This artifact was a group project created in C&T 807 on rethinking cultural capital in schools and attempting to make education more equitable for all. This is something that is important to remember when educating students and ensuring that you are not only responding to the “dominant culture” of what you think is appropriate. Different cultures respond differently in various situations and it is important to remember that in education. Classrooms do not look the same that they did 20 years ago and we cannot expect students to act that way either. They have different mannerisms and ways of communicating that they should be able to express. Cultural capital has an impact on not just education, but in all aspects of life.
C&T 807: Multicultural Education
Rethinking Schools on Cultural Capital: A Case Study
This artifact was a group project created in C&T 807 on rethinking cultural capital in schools and attempting to make education more equitable for all. This is something that is important to remember when educating students and ensuring that you are not only responding to the “dominant culture” of what you think is appropriate. Different cultures respond differently in various situations and it is important to remember that in education. Classrooms do not look the same that they did 20 years ago and we cannot expect students to act that way either. They have different mannerisms and ways of communicating that they should be able to express. Cultural capital has an impact on not just education, but in all aspects of life.
Rationale
C&T 807 was a very labor and time-intensive class and parts of it were difficult due to the nature of the topic. I really had to take a step back and think about myself when it came to cultural capital and how I grew up viewing the world. I collaborated on this project with my classmates by contributing to the portion on "Broadening the Understanding of Social Class, Power, and Cultural Capital." This is where the relevance of The Hunger Games, social classes, and cultural capital are highlighted.
This process of creating this presentation was an attempt at being able to practice instruction that fosters an inclusive environment for all students, which is something that has been strongly highlighted throughout each course in the TESOL program. Being an educator doesn’t just mean we need to teach how we were taught and expect students to learn exactly how we learned. We need to embrace the changes that are being made in society and include those within the classroom walls to make learning beneficial for all. We want students to become successful adults and sheltering them from cultural differences will not help them to be successful when out in the world full of culture.
What is cultural capital? Cultural capital can either be described as "dominant" or "non-dominant," and it refers to the cultural norms of what is acceptable, based on what the dominant culture deems as the standard. The dominant culture refers to the attributes that are necessary for success within the dominant culture. Non-dominant culture is defined by cultural attributes that come from the lower-status groups. There are six forms of cultural capital; aspirational, navigational, social, linguistic, familial, and resistant (Yosso, 2005, p. 77).
This is illustrated by comparing cultural capital to The Hunger Games and comparing how the districts represented the working classes, while the Capital was an illustration of the "elite," which is also referred to as the 1%. It includes a lesson plan for middle on how to teach about cultural capital and getting them to recognize the difference between the dominant and non-dominant cultural capital not only in the book, but in their lives as well. Using the literature, and even the movie of The Hunger Games is a beneficial way for helping students understand cultural capital and try to use it as a reference to see the disparities that can be found in our society and the cultures within it.
This aligns with the learning outcome because it shows the thought process behind integrating all cultures and backgrounds in to the educational process. We have to be cognizant of cultural differences both inside and outside of the classroom. Being able to appreciate a student for who they are and let them be themselves.
Emdin (2016) stated in regards to the understanding between a teacher and their students:
C&T 807 was a very labor and time-intensive class and parts of it were difficult due to the nature of the topic. I really had to take a step back and think about myself when it came to cultural capital and how I grew up viewing the world. I collaborated on this project with my classmates by contributing to the portion on "Broadening the Understanding of Social Class, Power, and Cultural Capital." This is where the relevance of The Hunger Games, social classes, and cultural capital are highlighted.
This process of creating this presentation was an attempt at being able to practice instruction that fosters an inclusive environment for all students, which is something that has been strongly highlighted throughout each course in the TESOL program. Being an educator doesn’t just mean we need to teach how we were taught and expect students to learn exactly how we learned. We need to embrace the changes that are being made in society and include those within the classroom walls to make learning beneficial for all. We want students to become successful adults and sheltering them from cultural differences will not help them to be successful when out in the world full of culture.
What is cultural capital? Cultural capital can either be described as "dominant" or "non-dominant," and it refers to the cultural norms of what is acceptable, based on what the dominant culture deems as the standard. The dominant culture refers to the attributes that are necessary for success within the dominant culture. Non-dominant culture is defined by cultural attributes that come from the lower-status groups. There are six forms of cultural capital; aspirational, navigational, social, linguistic, familial, and resistant (Yosso, 2005, p. 77).
This is illustrated by comparing cultural capital to The Hunger Games and comparing how the districts represented the working classes, while the Capital was an illustration of the "elite," which is also referred to as the 1%. It includes a lesson plan for middle on how to teach about cultural capital and getting them to recognize the difference between the dominant and non-dominant cultural capital not only in the book, but in their lives as well. Using the literature, and even the movie of The Hunger Games is a beneficial way for helping students understand cultural capital and try to use it as a reference to see the disparities that can be found in our society and the cultures within it.
This aligns with the learning outcome because it shows the thought process behind integrating all cultures and backgrounds in to the educational process. We have to be cognizant of cultural differences both inside and outside of the classroom. Being able to appreciate a student for who they are and let them be themselves.
Emdin (2016) stated in regards to the understanding between a teacher and their students:
The effectiveness of the teacher can be traced directly back to what that teacher thinks of the student. If the teacher does not value the student, there is no motivation to take risks to engage with the student. It is easier and safer to remain in the traditional model - even though that model has failed the student. (p. 207)
Citations
Emdin, C. (2016). For White Folks Who Teach in the Hood... and the Rest of Y'all Too. Boston, MA: Beacon Press.
Yosso, T.J. (2005). Who's culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education 8 (1), 69-91.
Emdin, C. (2016). For White Folks Who Teach in the Hood... and the Rest of Y'all Too. Boston, MA: Beacon Press.
Yosso, T.J. (2005). Who's culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education 8 (1), 69-91.
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