Case Study 3.5 in â€œFor Cultural Competence: Knowledge, Skills and Dispositions needed to Embrace Diversity.â€
Examine the scenario through a lens of cultural competence to determine when/how a deeper cultural understanding would have influenced the teacherâ€™s responses.
In a 500-750 word analysis, discuss 2-3 of the following concepts of deep culture in the context of the selected case study: American Indians
- Collective orientation (promoting needs of the group versus promoting needs of the individual)
- Time orientation
- Respect for authority
- Perceptions and value of education
- Priority of family
- Communication (e.g., language development, verbal communication styles, nonverbal communication, physical proximity)
- Value of work/Work ethic
- Peer pressure
- Assimilation dilemma: adaptation versus preservation
In addition, include specific advice to the teacher in your case study to help him or her respond more appropriately to the student/family.
Use at least 2-3 scholarly sources (other than the assigned readings) to justify your responses.
You are required to submit this assignment to Turnitin.
Course Material from text book:
Activity 3.5 (American Indians) Time: 1 Hour Objectives x To review issues of nomenclature with American Indians x To review the demographic data on American Indians x To review the cultural values of American Indians x To review the social and educational experiences of American Indians Activity Description x Ask participants to review the 28-minute video entitled, Teaching Indians to Be White, which examines the educational experiences of American Indians in an historical context. This video describes religious schools with native teachers, residential schools that tear children away from their families and traditional values, and public day schools, where native children find it nearly impossible to balance the White view they are taught in school with the language and values they learn at home. The results are that the Seminoles of Florida resist being integrated, the Miccosukee decided not to fight but to join, and the Cree took back their own schools. Facilitatorâ€™s Notes 1. During the knowledge component of the training, review as many of the exercises on varying racial and cultural groups as possible. 2. Ask participants to determine the largest racial and cultural groups in their school district. Focus on those groups that are most widely represented in participating teachersâ€™ classes. 3. Following the video, assess the participantsâ€™ reactions to the video. Discussion questions might include: x What new information was learned from viewing this film? x What struggles do American Indians confront during the educational process? x What cultural issues are embedded in the teaching and learning of American Indian children? x What strategies might teachers and schools use to enhance the educational outcomes of American Indian children? Ordering information can be obtained from the following website: http://www.films.com or (800) 257-5126 Training Activity 3.5 145 Activity 3.5 (American Indian Case Study) Time: 30 Minutes Objectives x To review the cultural values of American Indians x To review the social and educational experiences of American Indians x To consider culturally relevant strategies for working more effectively with American Indian children Activity Description 1. Divide participants into small groups; ask them them to read the corresponding case study. 2. Once group members have read the case study, ask them to respond to the following questions: x Many American Indians prize groupness over an exclusive focus on the individual. To what extent does this collective orientation impact the teacherâ€™s perception that Sen was cheating. x To what extent is Senâ€™s tardiness a reflection of defiance or his cultural conditioning that the current moment governs the time orientation? x Is it the teacherâ€™s responsibility to teach Sen about being on time? x When Ms. Lilly invites Senâ€™s parents in for a conference, on what issues should she focus? How will she respect any cultural differences that may interfere with Senâ€™s ability to profit from the learning experience? x How should Ms. Lilly deal with the fact that nonverbal communication and cooperation are integral components of American Indian culture? x What cultural information might help Ms. Lilly respond more appropriately to any difficulties Sen may be experiencing at school? x To what extent might Sen be experiencing cultural conflicts between the expectations of his American Indian heritage and the expectations rooted in the mainstream American educational system? x What responsibility does Ms. Lilly have for addressing the teasing that occurs because of Senâ€™s clothing? Case Study Sen Youngblood is a twelve-year-old (6th grade) American Indian boy whose teacher recently requested a parent-teacher conference because of concerns she had about his academic performance in the classroom. Ms. Lilly frequently complains about Sen not completing assignments as instructed and that he neglects to ask for help even when he is completely confused. When he finally asks for help, Senâ€™s questions frequently occur long after an assignment or a directive has been given and often disrupts the flow of the class. More recently, students in the class have been teasing Sen about his clothing. Ms. Lilly has concerns about the fact that Sen may have delayed language skills for his age in comparison to many of his classmates. Additionally, Ms Lilly feels that Senâ€™s habitual tardiness interferes with his ability to profit from the learning experience. On more than one occasion during testing, Sen has been seen discussing questions with fellow classmates. Ms. Lilly has repeatedly spoken to Sen about her concerns but he usually just remains silent. Training Activity 3.5 146 Facilitatorâ€™s Notes 1. Among many American Indians, sharing represents an important cultural value and operates as a method of demonstrating honor and respect for others. In fact, refusing to share is often considered selfish and may be regarded as an offensive act directed toward the donor. Based on this particular cultural value, Sen may not have perceived discussing test questions as inappropriate. Moreover, American Indians value cooperation and interdependence. Discuss strategies that teachers may use to help Sen understand behavioral expectations regarding testing. 2. Silence represents a highly prized cultural value among many American Indians. In comparison to the more verbose styles of Americans, many Indian children are perceived as having delayed language skills. In fact, their receptive language skills may mask their actual performance abilities. Within an American Indian cultural context, children frequently learn by observing a skill enacted and then practicing the newly acquired skill. This modeling approach places less reliance on verbal dexterity, which could in turn be misperceived in the classroom, causing some teachers to make inaccurate attributions about a childâ€™s ability level. Finally, among many American Indian groups there is a preference to carefully weigh and consider all possibilities before talking, because once something is said, words cannot be retracted. If Sen is operating out of his American Indian cultural orientation, his delays in asking questions may reflect a preference for organizing his thoughts before he talks as opposed to an indication that he has delayed language skills. Discuss strategies that teachers may use to accommodate Senâ€™s cultural preference for silence, reflection, and observation. 3. Many traditionally oriented American Indians have a present time orientation which governs life activity. This may mean that strict adherence to rigid time schedules may not occur. In this sense, what occurs in the here and now is far more meaningful than a precise adherence to the clock or a future time orientation. The differences between an American Indian worldview and a mainstream American worldview may contribute to conflicts in the classroom. Discuss what strategies teachers may use to both respect Senâ€™s cultural orientation and the schoolâ€™s need for children to be on time.