Overview This chapter begins by examining the history of Aboriginal and Torres Strait Islander (ATSI) culture in education. Next discussed in this chapter is the gaps and issues that are presented in ATSI culture and the importance of improving ATSI culture in literacy. Following on from this are the intervention strategies teachers can adopt in the classroom to support ATSI students in literacy. History of Aboriginal and Torres Strait Islander (ATSI) culture in Education
First, Objectified cultural capital consists of physical and material objects that a person owns outright or has direct access to. These objects also have symbolic value in that they convey meaning about the status of the owner/buyer/seller. Second,
The diversity in the United States continues to grow, increasing the demand of creating more cultural competent programs. Health outcomes are addressed by race/ethnicity, and socioeconomic status. In research. race and ethnicity are potential predictors for a particular outcome. There is need for more research studies in order to provide an understanding of the different needs among ethnic minority groups.
In chapter twelve culturally relevant pedagogy is defined “an approach to education that requires teachers to be nonjudgmental and inclusive of students’ diverse backgrounds in order to be effective facilitators of learning in the classroom” (Wardle, 2013). Culturally relevant pedagogy has five elements: identity and achievement, equity and excellence, developmental appropriateness, teaching the whole child, and student-teacher relationships (Wardle, 2013). After watching Jeff Bliss video, from my perspective, the student expressed what he thought how teaching should take place in the classroom. Handing out packets and expecting students to learn on their own will never be how teaching should take place in the classroom.
Education: “Higher Education was the privilege of the few, and even upper secondary education was denied to the majority of young people in many countries” (“Fifty Years”). “Today, the great majority of the population completes secondary education. One in three young adults has a tertiary degree” (“Fifty Years”). The importance of education has increased over the years, and has become a number-one priority and/ or main focus moreso today than in the 1960s. Due to this increase, there have been more people attending college, and more opportunities have come out of this better education.
In The Forms of Capital, Bourdieu discusses the foundations of capital and cultural capital. In his book, Bourdieu defines capital as our accumulated labor or work that we put into something that creates profits for the person. According to Bourdieu, these profits don’t have to have an economic value, but can also be embody in the body and the brain. Bourdieu calls this embody form of capital as cultural capital because it can be carry in our bodies as skills and in our brain as knowledge, views and cultural competencies. Bourdieu also mentions that there are other forms of capital: economic capital, which produces economic security for the individual and social capital which involves both social obligations and networks (Bourdieu, 1986).
2.2.5. Cultural diversity in Classroom: There are various cultural differences that teachers are likely to come across culturally diverse classrooms including Gender, Age, Cognition, Norms, beliefs, Primary language, Exceptionality, Cultural heritage, Socio-economic status, Opinions, ideas, Attitudes, Expectations, Behavioral styles, Geography, Learning styles, Communication Styles, Decision making styles, Ways of Communicating Non-verbally, Ways of Learning, Ways of Dealing with Conflict, Ways of Using Symbols and Approaches to completing tasks etc. According to Pratt-Johnson (2005), there are six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. Familiarity with these differences will begin
Students who lack cultural capital have a harder time in school. They tend not do their homework and not to care. They also have a hard time speaking up. Students who live in these poorer communities tend not to have very schools. For example their schools do not have a lot of resources, they do not get a lot of funding and the students tests scores are lower than average.
Culture in the classroom is significant with or without ELL students. Gaining knowledge on numerous cultures, while learning the regular curriculum, can expose student’s minds to different understandings. Having culture within the classroom leads out narrowness and ignorance. After learning about diverse cultures, students may want to travel or volunteer in different areas of the world. This applies to all age groups because every single student can make a difference.
What is the importance of teaching multicultural tolerance? Holtman, Diane. " Culture in the Classroom." Culture in the Classroom. Southern Poverty Law Center, n.d. Web.
The first time they are introduced to a formal education is in a school building. The school system lays out a foundation that develops a child 's mind, nurtures their gifts and teaches about responsibility. These key factors set up a child to become successful and soar high in life because they have learned the basis to society. Children from disadvantaged backgrounds are forced to abandon their education due to health problems related to malnutrition, or work to provide support for their family. In some third world countries the lack of education is scarce and not valued as much.
This particular type of capital can be perceived as having an impact on how the adolescent is treated e.g. bullying, teasing or people’s opinions of them. The Institutionalised state emphasises qualifications and education. Interpreted in a way that the more educated one is the more power they have. Middle class parents view education as an essential infrastructure for the adolescent’s success. ‘The existence of network of connections is not a natural given its constituted by an initial act of institution, represented in the case of family or group’ (Bourdieu, 1986).
They’re 4 type of capitals. Financial capital, cultural, human, and social capital. Each one of them is unique. Financial capital refers to salary, investments, mortgages, pretty much anything to do with money, and lifestyle is a big part of the financial capital. Cultural capital represents the knowledge, skills, and behavior that gets passed down from one generation to another.
In this way inequality becomes justified. However Bowles and Gintis argue that rewards in education and occupation are based not on ability but on social background. The higher a person’s class or origin the more likely they are to attain top qualifications and a top job. See Bourdon (position theory); Bourdiau (cultural capital); and Bernstein (language and class). For Bowles and Ginitis then, school can be seen to legitimize social inequality.
Similarities and Differences between Two Cities A city is a place where a large number of populations resides for the permanent period of time. City’s importance depends upon the size, location, and structure of the area. Cities have the highly organized population which is comparatively bigger than town or village. A city can provide different opportunities to know about the culture and language.
