EDU3063 CULTURE AND LEARNING TOPIC 3: IMPLICATIONS OF SOCIO-CULTURAL DIVERSITY Dr. CHIN MEI CHIN Jabatan Ilmu Pendidikan Institut Pendidikan Guru Kampus Bahasa Antarabangsa Antarabangsa Kementerian Pendidikan Malaysia, Kuala Lumpur
27 and 29 January, 3 February 2016
OVERVIEW OF TOPIC 3 Implications Of Socio-cultural Diversity 1. 2. 3. 4.
Teacher Student School Hidden Curriculum
OVERVIEW OF TOPIC 3 Implications Of Socio-cultural Diversity 1. 2. 3. 4.
Teacher Student School Hidden Curriculum
LEARNING OUTCOMES •
Analyse the concept of socio-cultural socio-cultural diversity in the school community.
•
Explain the implications of sociocultural diversity in the teaching and learning process in the classroom - the roles of teachers, students, schools and hidden curriculum. curriculum.
Various Views On The Concept Of Diversity Johnson & Johnson (2009) identified 3 sources of diversity: 1) DEMOGRAPHIC CHARACTERISTIC - culture, ethnicity, language, age, gender, social class, religion 2) PERSONAL CHARACTERISTICS - age, gender, communication style, economic background, personality 3) ABILITIES AND SKILLS - social and technical
E-Forum Discussion Paper (2011) “Sociocultural Diversity” is regarded as
• Race, • Ethnicity, • Social Class, • Ability, • Different Learning Styles and Conditions, • Age, Gender, Sexual Orientation, Religion • and other dimensions that make up the identity of the individual student and its impact on his or her learning experience.
√
Malaysian society consists of diverse socio-cultural groups that display a variety of religious and cultural practices among the different races. The diverse composition of the Malaysian population is reflected in most of the Malaysian schools and this offers great challenges to the school administrators. These challenges must be taken seriously so that students from diverse socio-cultural background who are practising unique learning styles are not marginalised in the teaching and learning process.
Among the issues involved in dealing with students from diverse socio-cultural groups are: 1. 2. 3. 4. 5.
Tolerance Respect Conflicts Attitude Understanding
The cooperation of teachers, parents, school administrators and students themselves is very much needed in order to address these issues.
1. TEACHER The role and responsibilities of teachers in addressing students from diverse socio-cultural backgrounds.
Discuss the role of a teacher in creating a culture friendly classroom based on the following aspects:
Attitude Pedagogy Relationship with Students
Classroom Management Knowledge and Understanding of Diverse Cultures
Please refer to Handouts 1 and 2.
2. STUDENT What would be the impact on students who experience a diverse socio-cultural school setting? In other words, what would be the advantages and disadvantages of students who come from a diverse socio-cultural versus a homogenous school setting? Aspects of diverse socio-cultural background:
Individual differences Ethnic group Social class Gender Thinking and learning styles Location: Urban, Suburban, Rural & Interior
Visual (spatial):
You prefer using pictures, images, and spatial understanding.
Aural (auditory-musical): You prefer using sound and music. Physical (Kinesthetic):
You prefer using your body, hands and sense of touch.
Verbal (linguistic):
You prefer using words, both in speech and writing.
Logical (mathematical): You prefer using logic, reasoning and systems. Social (interpersonal):
You prefer to learn in groups or with other people.
Solitary (intrapersonal): You prefer to work alone and use self-study.
Clear thinking, orderly and rational Prudent, humble, reflective and strategic Intellectually tolerant and fair-minded Conceptual, process-oriented and intuitive Efficient, reliable and responsive Independent, tough-minded and sceptical Curious, alert and interested in the surrounding world
Please refer to Handout 3. Source: www.thinkwatson.com/mythinkingstyles
3. SCHOOL Schools play an important role in disseminating the different cultural norms and practices among students. Differing school leadership creates different school cultures giving rise to characteristics based on the following factors: • Teacher-student relationship • Teaching & learning process • Time management • Use of resources • Interaction among members of the school community • Parental involvement
Please refer to Handout 3.
Discussion A better knowledge and understanding of the various cultures in Malaysia should be achieved by all Malaysians to foster unity among all ethnic groups.
(i) Elaborate on ONE challenge that teachers face in managing pupils from various socio-cultural backgrounds.
(ii) Discuss ways in which teachers together with schools can play a role in integrating pupils from different socio-cultural backgrounds.
(i)
Elaborate on ONE challenge that teachers face in managing pupils from various socio-cultural backgrounds.
There are various challenges that a teacher faces in managing pupils from different socio-cultural backgrounds. One such challenge is planning suitable teaching and learning activities that are culture-friendly to all pupils. A teacher should plan teaching and learning activities that avoid cultural and religious sensitivities of pupils from different socio-cultural backgrounds. The teacher should avoid organising activities that touch on their taboos. For example, in a class consisting of Hindu pupils, the teacher should not show pictures or videos of the slaughtering of cows because a cow is a sacred animal for the Hindus. OTHER POINTS • Managing social problems • Using a language that can be understood by all pupils • Understanding the various customs, norms, practices and beliefs of pupils
(ii) Discuss ways in which teachers together with schools can play a role in integrating pupils from different socio-cultural backgrounds.
There are various ways that can be taken by teachers and schools to integrate pupils from different socio-cultural backgrounds. One of the steps that can be taken by the school is organizing activities that involve the participation of all races during festivals. For example, pupils of different ethnic groups are given tasks to prepare for the Chinese New Year celebration. Since Chinese New Year is a cultural festival, it does not touch on any religious sentiment. The teachers can guide the pupils and encourage them to complete the tasks given such as getting involved with traditional dance, music, and decorations. With this spirit of cooperation in knowing and understanding another custom and tradition, the pupils are taking a positive step towards unity.
Other points
• Being fair in implementing rules and regulations • Creating multiracial classes • Using a standard medium of instruction • Holding extra-curricular activities • Inculcating values
HIDDEN CURRICULUM The hidden curriculum concept is based on the recognition that students absorb lessons in school that may or may not be part of the formal course of study. The “formal” curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students. The hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school.
In other words, hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. For example: What ideas and behaviours are considered acceptable or unacceptable
How students should interact with teachers, other adults, and peers
The hidden curriculum is described as “hidden” because it is usually unacknowledged or unexamined by students, educators, and the wider community.
Please refer to Handout 4. What is n o t formally taught in school can be as influential or formative as what i s taught. Sometimes, the hidden curriculum can be more impactful than the formal curriculum.
School Culture and Students’ Achievement In 1982, Harvard researcher Ron Edmonds, often regarded as the father of the "effective schools" movement, included "safe, orderly climate conducive to learning" on his influential list of school level factors associated with higher student achievement. "The school's atmosphere is orderly without being rigid," he observed, "quiet without being oppressive, and generally conducive to the instructional business at hand." A truly positive school climate is not characterized simply by the absence of gangs, violence, or discipline problems, but also by the presence of a set of norms and values that focus everyone's attention on what is most important and motivate them to work hard toward a common purpose.
Elise Trumbull (2005) defines culture as the system of values, beliefs, and ways of knowing that guide communities of people in their daily lives. Every school has a culture — a positive, healthy one that promotes learning for both the students and the adults in the building; or a negative one that is steeped in conflict and is resistant to change. Terrance Deal and Kent Peterson (1999) define school culture as an ―underground flow of feelings and folkways wending its way within schools in the form of vision and values, beliefs and assumptions, rituals and ceremonies, history and stories, and physical symbols. Source: Jimenez, J.A. (2011). Riding the wave of gentrification: Selected principals‘ perceptions of gentrification‘s imp act on leadership and school (Unpublished PhD dissertation). Loyola University Chicago, Chicago, llinois. culture
CASE EXAMPLE John Capozzi, the principal of Elmont Memorial JuniorSenior High School near Queens, New York, explains:
“In addition to a close emphasis on classroom instruction, we have what we call our 'hidden curriculum,' which develops personal relationships between faculty and students and deliberately works at developing character .”
CHARACTER BUILDING Source: http://www.readingrockets.org/article/school-culture-hidden-curriculum
Case Example 1: Dato’ Seri N.S. Selvamany
Case Example 2: Poem Dedicated to IPGKBA Semester 8 Students in August 2015
CONTEMPORARY EXAMPLES OF HIDDEN CURRICULUM
From the Poem – Student 1 taught by Dr. Chin in the 1990s responded via WhatsApp from America in the year 2015:
But I have never forgotten your teaching. You really made it so interesting that I still remember today. The strongest impression of your teaching is that you related real life experience with your teaching. You not only taught us about Asian History, you actually taught us how to be a better person. Esp. we were at the late teens, we were so lucky that you guided and advised us so we did not go down the wrong path.
Continuation For me, I only liked subjects that do not need memorization. That is why History was always my lowest priority subject. And I only worked hard in things I liked. But when I listened to your teaching, I realized I could not have this attitude. So, I made myself to study the Asian History paper so that I did not waste the chance away. Esp. Form 6 for our time was the ticket to local university. That is why I said not the wrong path.
Continuation
“Even though we fail once that doesn’t mean we need to give up. We just have to try again to work hard to achieve our goals.” I have never forgotten your words . You actually inspired me in Form 6, which was a huge milestone for me personally before stepping on to the next level. Because of your teaching I could say that I actually did study for my History paper even though that was my weakest subject. Just feel fortunate and grateful that you were my teacher.
From the Poem – Student 2 taught by Dr. Chin in the 1990s responded via WhatsApp from Malaysia in 2015:
From the Poem – Student 3 taught by Dr. Chin in the 1990s responded via WhatsApp from Malaysia in 2015:
Continuation
…
Continuation
Student 4 (WhatsApp conversation on 28 November 2015)
Student: Thank you ma'am, without ur patience in teaching us, i would not be able to be at the first class. Dr. Chin: I was only your tutor in Sem 8. You have been consistently giving your best since Sem 1. I did not contribute much to your success, actually. I am very proud of you !! Student: Ma'am, don’t say like that, you inspire me a lot. I learnt to be sincere in everything i do, and your success in life gives me inspiration to strive for the best in everything i do. Your great testimonials with God also strengthened my faith in Him. You taught me a lot although it was just a short time Dr. Chin: Hmmm ... Think i contributed to you via the hidden curriculum Student:
Hahaha yes exactly ma'am
Student 5 (WhatsApp conversation on 2 February 2016)
Dr. Chin: Hope you don't mind if i ask in terms of hidden curriculum, what did you gather from my teaching?? Student: Yes of course, ma'am. For example, the way you treated us to be disciplined, the time management; you were always very keen about punctuality. You inspired us to be better teachers. The most important one is the way you mingled with us. For me, you are a very approachable teacher. Dr. Chin: But i thought your class mentioned i was strict. What did i do to give the impression i was very approachable?? Student: Remember you always shared your experiences about the Orang Asli students. I realized you're a good teacher who treats all your students equally. For me, you're the best teacher
