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Cultural Identity In Education

977 Words4 Pages

Theoretically, culture is one of the many identities put across in communication. Cultural identity turn out to be an evident through social association. However, Jane Collier and Milt Thomas joined the study and the methodical recording of human cultures of communication and social structure of cultural identity. These things refer the way in which members of group talk about their identity.(Bismark, 2010)
Article 23 of the UN Convention on the Rights of the Child demands for effective right to education in a way that is useful to the child attaining their fullest possible social integration and individual growth including his/her cultural and spiritual development(DCYA,2016).
The challenge of cultural diversity and identity in the education …show more content…

I carried out a proofing exercise in my setting to see how children’s background and cultures were valued. These children come from Nigeria and Poland. These children speak their native dialogue and English as an additional language. The children were represented by images of themselves in the home corner. Photos of them at home before they started pre-school and when they dressed up for Halloween. These images are more for staff and parents. Symbols used around the room do not include children’s culture, language, and background. There was no visual imagery to show that these children speak a different language or acknowledged the children’s country or nationality or to give them a sense of belonging. There was a good selection of books for all ages, abilities, and likes but the books didn 't reflect the children’s culture, background or identity. Overall, I felt these children were not very well represented, as their background, culture, language and identity was excluded as this can have a long-term impact on children …show more content…

This applies to education systems, which need to promote inclusion by ensuring the occurrence contribution and achievement of all children, including children with disabilities. Practitioners need to critically reflect on how they provide an inclusive environment for all children. All children should be educated to respect differences in culture, language, religion, beliefs, and values and encouraged to be proud of their own identity and heritage, to eliminate any superior or inferior feelings. (Barnardo’s, 2002, Derman-Sparks and the A.B.C. Task

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