Social Class, Race, And Values

1576 WordsMar 10, 20177 Pages
Culture is a set of shared ideologies upheld by a community, and how those beliefs and values influence the way a community interacts with and adapts to the outside world. When explored further, culture can be broken down into subunits referred to as identity markers (e.g. social class, race, sexual orientation) that define an individual person’s character. Some markers are regarded as little more than simple facts, “he is in the middle class, she is black, he is gay.” While others are socially constructed, serving a greater purpose in the lives of those who they identify, forming a hierarchy of value (Harewood 2016 pg. 41). One can take great pride in their identity markers, utilizing them to drive their life in a direction deemed fitting…show more content…
By incorporating religion into their musicals, the choral curriculum that Casey experienced followed the goals of LC by expressing creativity and immersion in the arts, while glorifying the Creator in God-honoring productions. Veering away from elective classes, Casey was required to take two years of conformation classes. Twice a week for two months each year, Casey studied important Bible verses and memorized the books of the Bible, the Ten Commandments, and the Apostles Creed. Looking back, she smiles and tells me “I remember each day of class would start with a song and our pastor would play the piano so passionately that it would shake under the energy and Godly force running through him.” Furthermore, in her core academic classes, religion continued to be incorporated into the curriculum. In Casey’s 8th grade science class, she was expected to explore and understand the evolutionary relationships among species and acknowledge the difference between prehistoric and modern life. Additionally, on top of leaning the material listed in the state standards, she was expected to know the creation story. Which lead our interview into the next content area, instruction. Instruction took on a dual-format, teaching first what was expected by the state and then teaching what was believed in their faith. After teaching to the standards
Open Document