KGM3 - KGM3 Task 1

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School

Western Governors University *

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168

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Sociology

Date

Apr 3, 2024

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docx

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Uploaded by mollyalancaster29

KGM3 – KGM3 Task 1: Critical Commentary: Incorporating Diverse Cultures and Communities of Learners A. The three videos I chose are Building Classroom Community through the Study of Chinese Art and Culture, Determining the Influence of Media on American Culture and Stereotypes, and Learning about Cultural Identity. B1. In all three videos you can see how each teacher effectively incorporated the needs of each individual including their cultural, social, and emotional needs. Using resources within the classroom to actively engage the students in thinking about things they might not have been asked by their teachers. In the video, Building Classroom Community through the Study of Chinese Art and Culture, the students are fully immersed in each of their groups, each group is working on something different, some students are looking at different outfits and completing a Venn-diagram with each other, another group is working on a poster as a group, the need being met in this video is a social need as well as a cultural need. Students are learning about China and the country as well as working as groups, collaborating with each other, and building those skills together. They are building routines they will use inside and outside of school, learning how to respect each other and help when some students are confused about something. The next video, Determining the Influence of Media on American Culture and Stereotypes, the emotional need is being met. You can see the first female student is upset about the voices of the hyenas in the children’s movie, The Lion King and how those voice actors are “feeding into this racial stereotype.” The teacher then begins to ask questions and tries to help the student understand why they did this even though they did not mean to do it on purpose, by saying “they were building up into an already existing culture of racial stereotypes” ( Determining the Influence of Media on American Culture and Stereotypes ). The teacher does an excellent job of making the students feel heard and felt. The teacher decided to use Disney as a main topic because Disney is such a big company. This style of debate was chosen for one main reason, to show the students if they are college ready when in a debate, can they connect with the topic with a real-world example, are the emotionally able to handle debates with not feelings but facts. The last video, Learning About Cultural Identity, was recorded during a kindergarten puppet show. The puppet show tells the story of a Chinese story similar to Cinderella. Using a story that most students already know, the culture of China can be heard loud and clear, instead of a party the girl goes to a parade, instead of when the clock strikes midnight, it is when the fireworks go off. The students are actively engaged in the story but are also learning about another country's culture. After the puppet show there is a discussion where they talked about the differences between the United States and China, some differences include, what language is spoken, what utensils are used, and what kind of symbols represent China. The discussion then moves into

how the countries are similar. This is something important; it shows just because people and countries are different from others it does not mean they are any less important. The students were engaged during the whole puppet show and had great responses during the talk. B2. In the video, Building Classroom Community through the Study of Chinese Art, and Culture the teacher did an excellent job with incorporating most of their needs, one need that could have been improved was the social need. Students at the end of their group could have worked on their speaking skills and presented the information they found either to another group or to the whole class. In Determining the Influence of Media on American Culture and Stereotypes, the teacher again handled the emotions of the students well. At the end of the discussion to even go that extra mile, the teacher could have done one last check in with her students to see how they felt after the discussion, this would help their emotional needs and their social needs, after a debate it is important to leave the debate where it is and respect each other and make sure everyone is doing alright at the end. Lastly in “Learning about Cultural Identity,” the teacher had restated the facts that were given to her by her students, one way this could have been improved is having the students take one fact, not their own, and written it down. This way the students will remember one take away better rather than just the teacher restating their answers, it makes it, so the students are held accountable for listening. B3. In “Learning about Cultural Identity,” the teacher uses a fairytale that students have more than likely heard before but tells the Chinese version, this then instructs the students about diverse cultures but still acknowledging the similarity between the fairytales. “Determining the Influence of Media on American Culture,” the Disney company is the biggest topic of the video. The Disney movies that were talked about had connections with diverse cultures, Aladin is based on Arabian culture, and The Lion King is based on African culture. Using these movies, it allows the students to acknowledge and identify the distinct cultures that they might not have before. B3A. Within my future classroom, I want to include books from all over the world, and retellings of classic fairytales. This will let the students know that just because we do not see these cultures every day does not mean they do not exist or that they are not as big or important as our own culture. Using Disney movies can also show these types of cultures that they might not actively seek out when watching at home. B4.

The school where I worked last year had a high ELL (English Language Learner) population. We had students from Argentina, Germany, China, Vietnam, Colombia, and many more. These students would still be able to connect because we would make sure they feel heard, and they can share their own cultures. I would ask parents to be involved by inviting them in on special days to teach us a lesson from their country, this could be a small Chinese New Year activity, or just a read aloud from a book that is a national favorite from their country. Then the parents can also feel welcomed and involved in their student's education. B5 The school library as well as a public library is the best way to go when trying to find new texts for the classroom, asking the local library for specific educational books can also show students how easy it is to find new information on new cultures. Utilizing your diverse friends is also a way that can help engage students. Asking either reliable friends or even asking teachers who have a wide range of students from diverse backgrounds to come in and talk to the students. Utilizing the school community is important as it shows the students that there are cultures everywhere you look. References Building Classroom Community Through the Study of Chinese Art and Culture . ATLAS. (n.d.- a). https://atlas.nbpts.org/cases/586/ Determining the Influence of Media on American Culture and Stereotypes . ATLAS. (n.d.). https://atlas.nbpts.org/cases/203/ Learning About Cultural Identity . ATLAS. (n.d.-c). https://atlas.nbpts.org/cases/150/

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