Navigation
This site is designed to explore culturally sensitive discussions from the perspective of the instructor. In order to gain a holistic and well-rounded understanding of such a topic, one must make a multifaceted approach to answering this complex and complicated question. Along the top bar of this site, readers will find several different pages represented. Each of these pages explores a separate yet integral aspect of research to help address the overarching question.
Embracing Cultural Tension
This explorative piece breaks down the ways teachers can prepare themselves to respond to unexpected moments of cultural clashing in the classroom environment.
School Culture
This explanatory piece delves into the detail and cultural relevance of school culture and the presence of harmful attitudes and ideas. It explains the monumental importance of the messages sent in classrooms, regardless of the cultural roots of such comments.
Culturally Sensitive Discussions
This page outlines the ways in which teachers can better prepare their classrooms to handle culturally sensitive topics through mutually agreed upon discussion parameters in the classroom.
Bridging
This piece explores a case study in which Gili Benari discusses ways to promote cross-cultural understanding between groups of people whose cultures may clash.
Activities
This provides readers with a list of suggested activities to help introduce healthy cultural representation in the classroom.
Conclusion
This section sums up our concluding thoughts and conclusions based on the extensive research we have conducted throughout this project.
Resources
This page provides the extensive list of resources referenced and cited in this research project.
Embracing Cultural Tension
This explorative piece breaks down the ways teachers can prepare themselves to respond to unexpected moments of cultural clashing in the classroom environment.
School Culture
This explanatory piece delves into the detail and cultural relevance of school culture and the presence of harmful attitudes and ideas. It explains the monumental importance of the messages sent in classrooms, regardless of the cultural roots of such comments.
Culturally Sensitive Discussions
This page outlines the ways in which teachers can better prepare their classrooms to handle culturally sensitive topics through mutually agreed upon discussion parameters in the classroom.
Bridging
This piece explores a case study in which Gili Benari discusses ways to promote cross-cultural understanding between groups of people whose cultures may clash.
Activities
This provides readers with a list of suggested activities to help introduce healthy cultural representation in the classroom.
Conclusion
This section sums up our concluding thoughts and conclusions based on the extensive research we have conducted throughout this project.
Resources
This page provides the extensive list of resources referenced and cited in this research project.
Introduction: Outlining the Research Focus
“Due to American influences, women in my culture have ‘power’ now”
This quote comes from a student our pre-college writing class (from now on referred to as PCW) during a discussion about cultural values and stereotypes. Although this statement elicited little response from his peers, we were shocked and appalled, both at the student’s words and the sarcastic manner in which he presented them. However, we didn’t know how to respond this comment in the context of our discussion, which was focused on negotiating and divulging sensitive cultural truths and personal opinions. We were concerned that addressing this comment might stifle open communication and potentially offend the student, although we felt that a conversation needed to revolve around this, as well as other comments about homosexuality and sexuality that had come up in class. We recognized that this would require a careful balance between respecting cultural capital and relevancy and the promotion of progressive ideals. How to strike this balance in an educational and professional context has continued to be a struggle, and has led us to engage in the following research project.
In Stirring Up Social Justice, Jessica Singer Early writes that “teaching a truly diverse community is both challenging and rewarding” (viii). If there is any class experience from PCW that revealed to us the challenges and rewards of teaching a diverse community, it was this one. We felt angered by the sarcastic way women were being talked about as “having the power” to choose whether or not to marry, and had also been frustrated by the negative way homosexuals were being discussed by some of these students as well. Yet, we wanted to encourage an open and safe atmosphere for discussing culture, and these students were merely sharing thoughts and values relevant to their backgrounds. It was great to see so many complex issues and cultural values being discussed, but a deeper analysis and unpacking of this must take place as well. This conversation made us realize that although we were bringing up extremely important topics and addressing valuable injustices, there is still much ground to be gained.
Still, we are poignantly aware of the delicacy of these sorts of topics, as well as the sensitivity with which these students must be addressed. Early speaks of her own teenage years: “I was regularly consumed with anxiety about what other people thought of me” (Stirring Up Social Justice, 112). These students are taking risks by sharing their personal experiences and thoughts, as well as the values of their native countries, in a classroom full of people who may not see things the same way. Their creativity and openness to share and actually have a conversation about societal values and ideas is a flame that must not be doused or extinguished in any way – but rather fed with further analysis and mutual respect. Discussing these topics, with the hope of students opening their minds to new ideas and analyzing their perceptions of society is a reward well worth striving for.
Observing this class period, as well as many other conversations from PCW, has surely shed a light on something we value greatly in our futures as teachers: asking questions about society - digging deeper into what is right, what is wrong, and why things are the way they are. We wanted to ask this student: “what do you mean by ‘American influence’? What does it mean to become ‘more powerful’? What role should a woman have in deciding who to marry?” – unpacking the values of his background and encouraging him to explore his own independent thoughts on the topic.
Summing up our thoughts regarding this class, Jessica Singer Early quotes musician Bruce Springsteen. He stated of his ideologies: “over the years I’ve tried to think long and hard about what it means to be American, about the distinctive identity and position we have in the world, and how that position is best carried. I’ve tried to write songs that speak to our pride and criticize our failures” (Springsteen - Early, 99). There is a vast importance and connection to teaching in his statement. In observing the class talking about stereotypes about themselves, identities, and American perceptions, etc., we think so many important conversations are going on, but are also dissatisfied with the lack of depth being reached on some levels. We want to highlight both prideful aspects as well as criticisms of America as well as other cultures, things that dissatisfy students about their backgrounds and America, as well as things and opportunities they are proud of and love. Mike Rose states in Why School?, that as teachers and students, “we yearn for more and as a society deserve better” (xi). As teachers, we feel our role is important in talking about all of these things, opening students’ minds, and explore ‘how that position is best carried’ - how students want the world to be, and what they want to change about America or their home countries. This website features our research, observations, and activities regarding respecting cultural backgrounds, addressing cultural conflicts, breaking down stereotypes, and engaging in respectful discussions. Through these as well as numerous other techniques and approaches, we encourage working with students to learn about our diverse societies; and as Mike Rose puts it, to "yearn for more".
This quote comes from a student our pre-college writing class (from now on referred to as PCW) during a discussion about cultural values and stereotypes. Although this statement elicited little response from his peers, we were shocked and appalled, both at the student’s words and the sarcastic manner in which he presented them. However, we didn’t know how to respond this comment in the context of our discussion, which was focused on negotiating and divulging sensitive cultural truths and personal opinions. We were concerned that addressing this comment might stifle open communication and potentially offend the student, although we felt that a conversation needed to revolve around this, as well as other comments about homosexuality and sexuality that had come up in class. We recognized that this would require a careful balance between respecting cultural capital and relevancy and the promotion of progressive ideals. How to strike this balance in an educational and professional context has continued to be a struggle, and has led us to engage in the following research project.
In Stirring Up Social Justice, Jessica Singer Early writes that “teaching a truly diverse community is both challenging and rewarding” (viii). If there is any class experience from PCW that revealed to us the challenges and rewards of teaching a diverse community, it was this one. We felt angered by the sarcastic way women were being talked about as “having the power” to choose whether or not to marry, and had also been frustrated by the negative way homosexuals were being discussed by some of these students as well. Yet, we wanted to encourage an open and safe atmosphere for discussing culture, and these students were merely sharing thoughts and values relevant to their backgrounds. It was great to see so many complex issues and cultural values being discussed, but a deeper analysis and unpacking of this must take place as well. This conversation made us realize that although we were bringing up extremely important topics and addressing valuable injustices, there is still much ground to be gained.
Still, we are poignantly aware of the delicacy of these sorts of topics, as well as the sensitivity with which these students must be addressed. Early speaks of her own teenage years: “I was regularly consumed with anxiety about what other people thought of me” (Stirring Up Social Justice, 112). These students are taking risks by sharing their personal experiences and thoughts, as well as the values of their native countries, in a classroom full of people who may not see things the same way. Their creativity and openness to share and actually have a conversation about societal values and ideas is a flame that must not be doused or extinguished in any way – but rather fed with further analysis and mutual respect. Discussing these topics, with the hope of students opening their minds to new ideas and analyzing their perceptions of society is a reward well worth striving for.
Observing this class period, as well as many other conversations from PCW, has surely shed a light on something we value greatly in our futures as teachers: asking questions about society - digging deeper into what is right, what is wrong, and why things are the way they are. We wanted to ask this student: “what do you mean by ‘American influence’? What does it mean to become ‘more powerful’? What role should a woman have in deciding who to marry?” – unpacking the values of his background and encouraging him to explore his own independent thoughts on the topic.
Summing up our thoughts regarding this class, Jessica Singer Early quotes musician Bruce Springsteen. He stated of his ideologies: “over the years I’ve tried to think long and hard about what it means to be American, about the distinctive identity and position we have in the world, and how that position is best carried. I’ve tried to write songs that speak to our pride and criticize our failures” (Springsteen - Early, 99). There is a vast importance and connection to teaching in his statement. In observing the class talking about stereotypes about themselves, identities, and American perceptions, etc., we think so many important conversations are going on, but are also dissatisfied with the lack of depth being reached on some levels. We want to highlight both prideful aspects as well as criticisms of America as well as other cultures, things that dissatisfy students about their backgrounds and America, as well as things and opportunities they are proud of and love. Mike Rose states in Why School?, that as teachers and students, “we yearn for more and as a society deserve better” (xi). As teachers, we feel our role is important in talking about all of these things, opening students’ minds, and explore ‘how that position is best carried’ - how students want the world to be, and what they want to change about America or their home countries. This website features our research, observations, and activities regarding respecting cultural backgrounds, addressing cultural conflicts, breaking down stereotypes, and engaging in respectful discussions. Through these as well as numerous other techniques and approaches, we encourage working with students to learn about our diverse societies; and as Mike Rose puts it, to "yearn for more".