The Classroom as a Culture of Peace 2
The Classroom as a Culture of Peace
The classroom is the first actual setting that shapes multiculturalism for young children. This is where they feel that they are a part of a real setting with different people, ideas and resources to help them understand the world they live in. “It is important to recognize that providing multicultural activities and experiences is not a choice, but a right. The world is made up of diverse cultures and each culture should be accepted and celebrated in the way that they choose” (Giugni, 2008, p. 2). The curriculum attempts to incorporate this phenomenon into the lessons but the teacher must take an active stance to carry it out for further understanding. The teacher can extend the activities of how children in different cultures celebrate Christmas, religious holidays and even how families mourn the loss of a loved one.
The curriculum ties in daily life with reflection on different cultures and how they live their lives. The cultures are seen in how students dress, address behavior problems and in the foods that they eat. “One of the great risks to meaningful work around multiculturalism and anti-bias work is ‘The Tourist Approach’. Instead of observing differences one should observe how people
who work with children can meaningfully share cultural experiences, stories and ideas (Giugni, 2008, p. 15). Children play, interact and share stories regardless of their culture. This is how they
learn facts and information about other cultures. Hands on activities that relate to a child’s cultural experiences and interests are books, toys, dolls and games. Play and interaction are considered hands on for children. “On one hand this might be looking at the ways children include and exclude each other, on another hand it may be participating in preparations of diverse community cultural events. Events could include how they celebrate life and death (Giugni, 2008, p.20). Children are very determined to make contact and interact with other children at an early age. Differences and culture are not necessarily a
