Reading Response Week 5 Post

The author argues that American education needs to start focusing more on teaching students all cultures and

By the time students in Britain and the United States are in eleventh grade, their Chinese counterparts are three years ahead in Mathematics. The documentary-television show on the BBC, “Are Our Kids Tough Enough? Chinese School,” hopes to investigate whether the Chinese method is truly better. In the process, the program highlighted major differences between Western style of education and the Chinese way. Chinese teacher Yang Jun states at the beginning, “Discipline is very important, without discipline you don’t learn well.” The theme of discipline of Chines students to study versus motivation of Western students to learn is a common theme throughout.

For Asian Americans who do decide to pursue teaching K-12 as a career, however, these feelings of personal inadequacy still persist. In Nguyen’s (2008) article focusing on five Vietnamese-American preservice teachers, who did some or all of their K-12 education in Vietnam, Nguyen (2008) found that her participants saw that “their distinct cultural and physical characteristics did not fir those of a traditionally defined American teacher,” which caused parents, but not students, to look down on these teachers (p. 127). Like Gordon (2000), Nguyen (2008) found many of her participants were trying to live up to the Confucian model of a teacher they were used to having in Vietnam but were struggling to apply their perception of teaching within a United States context. Asian Americans who would become teachers, then, seem to struggle with wanting to try to assert themselves as experts in the classroom while also feeling alienated from the teaching profession because of the typical notions of teaching in the United

Teachers can begin by incorporating Banks’ five dimensions of multicultural education. In addition teachers must take into consideration DuPraw and Axner’s six fundamental patterns of cultural differences. Then, parents and the community will need to be educated on the cultural differences. However, the parents will need their voice to be heard in order to decrease cross cultural miscommunication. As our country’s population diversifies, it will be our responsibility to not only educate ourselves but our students as well as our parents in order to have a successful

Teachers must learn about their student’s cultures if they want to educate them to the best of their ability. Many of the students in culturally diverse classrooms will want to learn in different ways. Some will want to learn in pairs, groups, as a class, or just alone. If the teacher is educated in their culture then lessons can be adjusted to appeal to every student as much as possible instead of forcing some to forget about their culture and learn like others. Students from

After reading Geneva Gay’s article Preparing for Culturally Responsive Teaching I realized my pedagogy is culturally responsive in many ways. For one, I always

Throughout this course, I learned about different education systems around the world, reflected on how they compare to Canada, and the divide that exists between them. As the course comes to an end and I’ve reviewed everything I learned, I have realized the sequences of the lessons serve as a story that builds up the foundation in leaving the students with the ideas, drive and the responsibility to creating a global society.

Throughout this Cultural Anthropology class, one consistent theme was the concept of the state. This is essential because the state is one of the core societal structures that influences people. In the context of anthropology, the state is studied as an institution because it holds a substantial amount of power over its citizens. Additionally, the role of the state is perceived in different ways depending on the culture. In this article, entitled “Ambiguous States: Confucius Institutes and Chinese Soft Power in the U.S. Classroom,” by anthropologist Jennifer Hubbert, the idea of the state is explored from the perspective of a Chinese initiative, the Confucius Institute. During these programs, Chinese teachers came to the United States to

He then explains that while the US department of education has taken steps to include global knowledge in its curriculum, many schools are underprepared to teach it given the current set up of our education system, with standardized testing and traditional achievement consuming too much of the student’s time to allow for broader thinking. He then addresses the ideals that should be cultivated in our classrooms and introduces the program World Savvy. He explains what it is, how it has been largely successful, and some of the ways in which teachers are using it in their lesson planning. He concludes the article by including quotes from a couple of the founders of World Savvy, who argues that our “aversion to complexity in our education system” is a hurtle that we must overcome and that “the condition we live in is fundamentally global”.

In this paper, it will be looking at the culture and education practices of Finland, Canada, and China. Education varies from country to country as well as does one's culture, lifestyle of the people who live there. In doing so will review their culture and the role of their education policies that are used to motivate schools and teachers to improve student learning along with how their culture plays into learning. Furthermore, children should be taught with respect to their culture. However, we can also learn from one another. In addition, we have similar and different educational practices from one another. Such as when it comes to the Finnish, Canadians, to the Chinese as, we all learn in different environments because of our

Educating students to contribute to their culture includes acquainting them with social forces and trends and helping them learn to analyze and criticize contemporary problems. No one expects

As is known to all, Confucius and Plato are two of the most remarkable educator, ideologist and philosopher in the world, whose thoughts have profound influence to th9e east and west world. In this paper, we’ll study some of their famous pedagogy thought to explore what influences they have brought to the Chinese and westerners’ cognition and behavior, which will help us do a better job in cross-culture communication.

China has long been under the educational reform for decades, and the result brought by this reform is defined as decentralisation, which is described by Hanson (1997) and Bray (2003) as a process in which the power is distributed from central government to individual educational institutions. This process also triggered power redistribution. The decentralisation also results in the issues such as ‘managerialism’, ‘accountability’, and ‘competition’, which forced educational institutions paid more attention to the teachers’ role in educational context (Wong, 2008). This is the origin for teachers’ extended professionalism in China. This extended professionalism for Chinese teachers seems to be beneficial since is theoretically delivered more right to teachers to be involved in the decision-making or managerial process, and even gave them more power to decide the teaching content and method in their own classrooms. However, Chinese educational context is also market-oriented, academic performance and efficiency is regarded as commodity that is used by educational institutions to compete with each other. Under such circumstances, teachers’ voice and students’ needs have been ignored, and instead, principals overly stress the students’ outcomes, which is regarded as the core value to strengthen their reputation and to improve their competitive ability. The result of this is that the theoretically stipulated extended

The role educators, play in the development of global citizens is the values and attitudes they bring to the classroom as this relates to the component of human behaviour, teachers values, attitudes and beliefs can influence and benefits students own values, attitudes and beliefs (Marsh 2008). Teachers “Incorporate global and multicultural perspectives into their teaching, thereby engaging all students in their learning” (Department of Education and Early Childhood Development, 2009, p.8). In addition teachers maintain a safe and inclusive classroom in which learning is for all and students are treated with respect, regardless of their culture or

In this article, Weiqiang Mao (2009) examines the factors that necessitate and influence the teaching of culture in EFL classrooms. Though the focus is on English language classes in China, I believe the core message can be applied to second language classes anywhere. The EFL community now acknowledges the importance of culture, however, it’s presence in the curriculum remains sparse for a number of reasons including “lack of time, uncertainty about which aspects of culture to teach, and the lack of practical techniques” (Mao, p. 144). Additionally, the majority of language proficiency tests that score and identify students’ abilities are mainly testing for mechanical knowledge and examinees’ skills at sitting for tests, leaving cultural knowledge untouched.