Class Notes 2/17/09 - Anna Adams

Should religion/multiculturalism be taught in schools?

-Strike and Soltis want us to think about the identities of the students.
-Students are still trying to figure out “Who am I?”
-Religion and culture are at the heart of our identities because they are deep within us.
They are more significant than things such as whether or not you like chocolate ice
cream.

What is the teacher’s responsibility?

-Teachers should present all options and inform their students without bias so each
student can form their own opinions.
-Students should be encouraged to pursue their own definitions.
-Information should be presented in as neutral a manner as possible.
-Questions for thought: Can and ought the teacher remain neutral? Should there be
discussion on the validity of the information presented? What effect are you having on
students by expressing your own opinion (example of the choir class call out)? How
much respect should teachers have for the formation of their students identities (example
of anti-Semitism in history class when discussing the Holocaust)?

Iroquois – Cultural Identity
-Teachers should respect and encourage cultural identities.
-Information that is taught in schools typically confirms and reinforces the majority-white
middle class.
-Minorities suffer because their identities are not recognized or reinforced.
-What is the role of the teacher/school in encouraging multicultural students?
-important to expose students to different cultures and help them understand
-important to expose mainstream culture to non-mainstream cultures so they can
learn to value differences
-possibly start a diversity day
-have students learn heritage and where they came from so they can develop a
respect for different heritages

Arguments for single-gendered classes and classes divided by race:
-Help bolster marginalized groups
-To help teaching cultures not seem superficial
-Example discussed was California wanting to teach Ebonics
-Single-gendered classes
-teacher expectations
-classroom climate (boys more assertive, girls hold back when there are boys
around; boys are called on more by teachers)
-brain/learning differences
Other Questions/Things to Consider

-Valuing cultures-do all cultures deserve to be valued equally?
-teach what students can relate to
-there is no better, just difference
-do we have grounds to question whether things are right or wrong in cultures?
-ex. what people define as success – such as Appalachian people vs. what we
view as success

-Do we have a basis for criticism of other cultures?
-Idea that education should be neutral in respect to cultural differences – acceptance of
diversity
-Truth is always a function of culture
-A way to deal with students who have been taught something incorrect – lead student
away by pulling aside after class instead of calling them out in class and explain why
they are wrong – obligation to lead students to the correct answer (educational
enlightenment)
-The original purpose of schools was to socialize students and make them “American”
(melting pot)
-In order to fit in, what is the student going to have to give up?


Chapter 28 – Appiah
America is a big “melting pot”
-criteria for common culture (pg 255)
-common language, vocabulary
-common value system
-common beliefs
-There is not a common American culture but a dominant culture – English speaking,
Christian, European values/traditions (pg 256)
-Common culture is widespread but not exclusively dominant
-Sub-cultures have different experiences
-You should have some control over what you’re sharing/passing down to others.
-Students, parents, and schools should be held accountable for what is taught/learned.
-We’ve gotten better but it has not been inevitable –progress is a relative concept