Entries must be word-processed
and formulated into complete sentences and complete thoughts (unless other
arrangements have been made). Please
include the questions asked with our answers.
Part I Autobiography
Complete the Cultural
Autobiography examining yourself from your date of birth to today.
Part II Autobiography : Cultural Journey
Reflect upon your experiences
with this course as you answer the following questions.
Describe: A clear description of how the Pen Pal
experience, school visitation, readings, and discussions have impacted your
thinking about education and diversity. Use examples to clarify your response.
React: What was the effect of this experience? How did it make you feel affectively
(personal reactions, thoughts, feelings, etc.)?
Interpret: Compare the information you gained for your
experience to the information discussed in the text and in class. Did situations and experiences mirror what
was in the text/class presentations? Did
you find contradictions? Be sure to
reference the text and individuals.
Apply: What are the lessons you’ve learned that can
be taken into a classroom setting? What
knowledge have you gained about yourself?
What do you still need to work on? What will you do and how will you
increase your skills in working in a classroom setting?
Reflect back on your Cultural Autobiography and assess what parts, if any, have changed as a result of you experiences in this course.
FETE
201 Cultural Autobiography
Rationale: It
has long been known that teachers bring their own perspectives, values,
prejudices, and misconceptions into their classrooms (gist, 1970). Teachers'
values and perspectives interact with the curriculum to influence how messages
are communicated to their students. Because teachers mediate messages and
symbols communicated to the students through the curriculum, it is important
for teachers to understand the impact their own cultural values and identities
might have on the students they teach. An examination of the research on
teacher expectations and student success-suggests that
teachers' beliefs about studentslead to
differential expectations and treatment of those students. The expectations
teachers have of students and the treatment students receive based on those
expectations are related to teachers' stereotypical beliefs about race and
ethnicity (Cummins, 1986; Guttman & Bartal, 1982), gender (Sadker
& Sadker, 1982), social class (Rist, 1970), physical and mental ability (Turnbull,
Turnbull, Shank, & Leal, 1995), and sexual orientation (Unks,
1995). Based on research such as this, teachers need to clarify their own
philosophical positions regarding the education of students from a variety of
cultural backgrounds if they are to endorse an ideology consistent with
cultural pluralism (Banks, 1994; Bennett, 1995; Campbell, 1996; Kivel, 1996).
Objectives: Listed below are the course objectives designed
to help you meet the state standards on diversity and exceptionality,
The
learners will be able to ...
·
examine the impact their own cultural values and identity
may have on students.
·
map an awareness of personal cultural history,
prejudices, ethnocentric, and stereotypical thinking.
·
demonstrate understanding, skills, and competency in addressing
the effects various systems including peers, groups, families, and communities
have on them.
Overview: In an
attempt to understand and reflect-on the person you are today, you will be
describing your current self based on your geographic and historic origins,
values, and beliefs. Remember, this autobiography focuses on you as the primary
character. Any background information you provide is to help the reader
understand you through your past experiences.
Personal Objectives:
What do you hope (think) will be gained from this experience?
DESCRIBE:
Brief
Historical Background
Describe your family beginnings under the categories
of Geographic Originsand Historical Origins. Try to go back a minimum of two generations and progress to your current
locale. Provide links between the past and the present.
Cultural Autobiography
Describe your Current
Locale/Environment. Where do you live? Who
do you live with? How has this living arrangement influenced your life
/lifestyle? How has this arrangement affected your relationships with your
immediate family? Extended family? Why are you
attending university?
Language Origins and Communication Patterns Describe your-family's-language
origins. Try to go back -a minimum of two
generations and progress to your current
use of language providing links between past language use and current language
use. Language descriptions can be based on geographic origins, regional
dialects, slang, Standard American English (SAE), family or "old
world" terminology used, languages learned, etc.
Discuss also if language served a special purpose in your family (i.e. bonding,
to keep the children from understanding what adults were talking about, etc.).
Communication patterns relate to both verbal and
nonverbal messages sent to (and received by) others. Descriptions of
communication patterns can include movements, expressions, and gestures
(kinesics); personal space (proxemics); physical
contact (haptics); who is
comfortable speaking to whom and about what
topics; etc. How is language, proximity, and physical
contact practiced in your family?
Also included in communication patterns is the role
of Formality and Informality within
your family history. Was there and/or are there "rules" for
addressing adults, peers, teachers, people in authority, strangers?
Finally
include your family's view as well as your view on Directness and
Assertiveness. Are all topics open to
discussion? Are all members of the family allowed to "speak their
minds" and encouraged to do so? Are you willing and able to be direct and assertive in your interactions
with those both inside of and outside of your family (i.e. friends, peers,
students, employers, employees, etc.)?
Religious Origins
Describe your family's
religious origins. Try to go back a minimum of two generations and progress to
your current beliefs. Provide links between past beliefs and your current
beliefs. Remember to explain what your religious affiliation means even if you
have none. (i.e. I believe in one God, I do not go to church, I attend church every Sabbath,
I believe God is in everything, etc.)
Describe the Customs,
Holidays, and Traditions you have in
your family (both past and present). Where do these celebrations take place?
Who attends? Who participates? What kinds of foods/ drinks are prepared and
consumed? What rituals do you participate in? Who does the preparation? Who does the clean-up?
Values and
Beliefs
Describe
the roles of the members of your family. Were /Are there definite Family Roles for each member (parents, children, siblings, grandparents, etc.)? What
are these roles? Is there a hierarchy associated with these roles? Is there
authority associated with these roles? What
are the Children's Responsibilities or Work
Responsibilities? How were you
disciplined? How will you discipline?
Describe yourself related to how your family viewed Individualism vs. Group Orientation. Progress to your current ideology
regarding individualism and group orientation by providing links between these
past expectations and your current values. Relate this ideology to yourself and your expectations for others.
Describe how Achievement was viewed and/or rewarded in your family. What were
important goals to achieve? What goals have you achieved? How were those family
members who did not meet the "achievement goals" viewed? What do you
believe are important goals to achieve for yourself? What do you believe are
the goals for the significant others in your life (i.e. family, students,
etc.)?
Describe the importance of W o r k in your family.
Who worked (mother, father, children)? What kind of
work was done? What was the work ethic? What was the purpose of work (to gain
material possessions, to meet the needs of the family, for fun, etc.)? Are you
currently putting yourself through school or being put through school? Will you
or do you follow past work patterns in your current life?
Describe the importance of Material possessions in your
family. What was your socioeconomic history? What is your current socioeconomic
status? How does your socioeconomic history relate to your current values
regarding the need or want of material possessions?
Describe
the value of Time as it relates to your family and for you as an individual. Is
time considered linear or circular? Who or what controls the time of family
functions? Are you and family members typically "on-time" or
"always late" to family functions? Societal functions? What, if any,
are the repercussions?
Describe how you and your family are (or are not) in Harmony with Nature. What is your philosophy on the environment, nature, and its purpose? In
what ways do you utilize and enjoy nature? What are your beliefs about the use
of land, space, or the environment for current and future generations?
Describe the experience of Equality in
your family history (i.e. gender, race, adults vs. children, sexual orientation,
special needs, etc.). Provide also your current ideology regarding equality.
What constitutes equality? Are all people created equal? Should all people have
equal rights? Do/Should all people have equal access to resources? Do all
people have equal rights?
Describe in general,
the Educational Experiences of
your family. What educational level was
attained or expected to be attained? Did any members fail to achieve the
expected levels? Describe the ethnic/cultural/exceptionality make-up
of the schools attended. Was the learning situation equitable? Did/Does anyone
in your family or educational experience have learning, behavioral, or physical disabilities/abilities? What was the impact on the family/school
environment? How were these members treated at home or in school? What are your
beliefs about access and education for people of color and people with
disabilities/ differing abilities?
Optional: Describe any Alternative
Concepts and other Values that did not
fit into the above categories.
Summarize the above
information. Bring closure to the descriptive portion of your autobiography.
React: What was the effect on
you of doing the autobiography ? How did it make you
feel affectively (personal reactions, thoughts, feelings, etc.) ?
Interpret: Explore this activity in light of what you
are learning
Explain how your
background, values, and beliefs may be in harmony with or in opposition to the
current American educational system. Explain how your background, values, and
beliefs may be in harmony with or in opposition to the students you may come in
contact with. Be specific by using examples of past experiences or by
describing situations to which you may possibly react. (i.e.
I get really annoyed by people who are not on time. I may need to look beyond my initial
assumptions to realize that others .... )
Apply: Sum up what you have learned from this
experience. How was the experience helpful to you as a teacher and/or person?
Did you achieve the objectives? Do you see a connection between this learning
and its application to real life? How can you apply this new learning about
yourself to your role as a future educator? Will you and how might you use this
activity (or an adaptation) in your own classroom?