For my assignment, I chose Afghanistan even though I have heard of it before because what little I think I know is probably incorrect. If a child was being enrolled at my center whose family is here either permanently or temporarily, I want to be sure to address them in a way that will help them feel welcome.
How are they coming to the center? Expectedly, through an agency, or unexpectedly, showing up at my door for a tour? Obviously if they were expected, I would research what I could about the country, its political relationship with the U.S. and read up on it's cultures and traditions. By doing some preliminary research, I found that women and men do not touch; I would be sure not to offer my hand for a handshake. I also found that women do not make eye contact with men; I would be careful to avoid this.
Their family ties are very important, and cultural traditions relating to these ties go back many generations. Because these traditions are different than modernist western beliefs, there is much friction between modern generations and elders (Country Studies, 2013). Upon meeting this family and talking with them, I would be interested in their viewpoint. Are they open to western ways?What is the family structure? Are there multiple levels of generations in one home? Are they crowded in a small apartment together, or is it a smaller family in a big house where each child has their own space?A second way I would attempt to be culturally responsive to this family during enrollment would be to explain our procedures and policies as they apply to all families, so no misunderstandings arise as to singling this family out for any reason.
A third way would be to encourage open and honest communication. Answer questions, ask questions, keeping a relaxed and interested demeanor to promote trust.
A fourth way to be culturally responsive would be to encourage the child to be proud of his/her differences and talk about things that make them happy with their family. Encourage comparisons of home living, and encourage families to come to school to participate.
Lastly, a fifth way to be culturally responsive would be to lead by example, showing warmth and understanding if there happen to be struggles in language or learning, providing ongoing curriculum that would address different perspectives (Boutte, 2008).
A question that came to me while reading about some aspects of the culture in Afghanistan was
providing representation in the classroom if the traditions of their homeland do not coincide with western ways. If role playing in dress up brings up multiple wives, how would that be addressed? If a girl subjects herself to being dominated and controlled, because that is how the women in her household are treated, how should this be approached?
References:
Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. Social Studies, 99(4),
Country Studies (2013). Family, Afghanistan. Retrieved from: http://countrystudies.us/afghanistan/57.htm
Renee,
ReplyDeleteYour comments about how to handle issues with conflict between western ways and the traditions of the homeland were really thought provoking. I did not even consider this as a possible issue, but I can see how they could be a lot of differences from some countries. It would be very difficult to know exactly how to proceed. Knowing there could be these issues beforehand allows you to have a procedure in place with colleagues and administration and also the family to have communication.
Jennie
Hi Renee,
ReplyDeleteYou chose a very interesting company with many cons and pros. It also seems that you have some previous knowledge of the country and that is always a plus. I enjoyed reading your posts.
Thanks,
Theressa Lee
Hi Renee,
ReplyDeleteYour idea of learning about cultural norms and customs of that particular family is very interesting. As teachers it is important that we show families that we respect them and one way of doing this is to learn about their norms and customs if they belong from a different culture than ours, as you have suggested. In doing so I believe we will make them feel valued and welcomed in our center that could only open the way for a trusting relationship and open dialogue between teacher and families. I also understand your concern about when there is great cultural differences in values and beliefs and how we are to represent this in the classroom. Smidt (2013) tells us that culture is dynamic in nature and children have an active role in constructing their own cultural identity as they “interact with, contribute to, adopt and change these beliefs and values as they become members of different cultural groups” (p.87). I therefore belief that children can adapt much more easily than we may think of as long as we respect them and validate who they are. Great post!
Reference
Smidt, S., (2013), The Developing Child In the 21st Century, A global perspective on child development, Routledge, 2nd ed, NY
Renee,
ReplyDeleteI think you bring up a very important point. Accepting and encouraging the home culture, in the classroom, is very tricky. I personally do not think it is possible. I work with numerous nationalities and we cannot accept and encourage all their cultural habits into the classroom culture.
Your example if a very good one.
I find that we can accept the child and their ethnicity, but the family needs to accept the school rules/policies/culture in return. Having been an immigrant, I can tell you that it is important to begin understanding and accepting the host country's culture as soon as possible.
Nice post.
Zeina
Renee, awesome post! You brought up some very good points and some good questions. I agree with Zeina that the child will begin to adapt and eventually adopt her own social identity, possibly in great contrast of the family. But the classroom must support the family in the best way without being detrimental to the other children in the classroom.
ReplyDelete