Susan Maricle wrote:

> Maybe race matters, and maybe race doesn't matter. But
> I can tell you, cultural awareness definitely does
> matter. Not that acting a fool is part of anyone's
> culture.  But kids tend to act the fool when they feel
> the teacher (or any other adult in authority) is out
> of touch.

Jim Bernstein wrote:

> How can we possibly expect teachers to "know the cultures" of the
> students they teach.  Last spring, at a class in the Lehman Center I
> spoke to students who were born in:  Russia, Bulgaria, Vietnam, Laos,
> Somalia, Ethiopia, Kenya, Mexico, Guatemala, El Salvador, Philippines -
> and those are only the ones that I know for sure! Not to mention the
> "cultures" of native born students!  

In a funny kind of way I agree with both of these positions. First, as 
a teacher I know that understanding the cultural backgrounds (plural) 
of my students will help me be an effective teacher.

On the other hand, the assumption of Institutionalized Multiculturalism
that we have to carter to a multiplicity of individual backgrounds
is impractical and ultimately not in the best interests of students.
Functional literacy in the dominate culture is important for both
academic and professional success.  Speaking and communicating primarily
in the parlance and perspectives of a minority cultural only insures
that students will be dropped at the doorstep of estrangement. 

At the onset of the 20th century parents understood this and pushed 
children to conform to the expectations and mannerisms of mainstream 
America.  Contemporary Multiculturalism misleads students into the
idyllic misconception that Industrial and Cooperate America are
accommodating to individual differences, when in reality their 
behavioral expectations and cultural mores are extremely rigid.

Successful teaching requires both an awareness of both the thought
processes of one's students and instruction in mainstream
cultural literacy.

Michael Atherton
Prospect Park





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