"I Didn't Even Know Cultures Were Real": How Children Respond to Learning about World Cultures

Autor/in	Torres, Heidi J.
Titel	"I Didn't Even Know Cultures Were Real": How Children Respond to Learning about World Cultures
Quelle	(2016), (226 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-7570-5
Schlagwörter	Hochschulschrift; Dissertation; Cultural Awareness; Global Approach; Student Attitudes; Rural Schools; Elementary School Students; Grade 3; Consciousness Raising; Stereotypes; Caring; Program Effectiveness; Interaction; Attitude Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cultural identity; Kulturelle Identität; Globales Denken; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 03; 3. Schuljahr; Schuljahr 03; Bewusstseinsbildung; Klischee; Care; Pflege; Sorge; Betreuung; Interaktion; Attitudinal change; Einstellungsänderung
Abstract	"I Didn't Even Know Cultures Were Real": How Children Respond to Learning About World Cultures Much of the scholarship on international and global education has focused on what should be taught, and how it should be taught, from a theoretical standpoint. Few empirical studies have been done in classrooms, and there is little information on how the theoretical ideals translate to the realities of a classroom. This qualitative case study emphasizing student voice aimed to connect theory and practice by exploring what happened when twenty-five rural third graders engaged in a semester-long curriculum focusing on world cultures. Prior to experiencing the curriculum, children demonstrated very little understanding about culture, and what they did know was largely superficial, stereotypical, and focused on ideas of deficit. Nevertheless, students were very interested in learning about culture and in meeting people from other places, exhibiting welcoming, curious, and caring attitudes. After completion of the curricular unit, students made positive shifts in their understanding of other cultures, although results were along a spectrum, from little to substantive development. Among the positive developments were an awareness and understanding of internal culture, cultural assets, and cultural diversity, as well as increased comfort and interest in cross-cultural interactions. Students also exhibited development related to open-mindedness, resisting stereotyping, respect for other cultures, perspective taking, and social justice. In addition, some children indicated a shift in how they viewed themselves and their place in the world, with an enlarged idea of possibilities for their futures. This research indicates that a curriculum grounded in scholarship on children's cultural cognition and international/global education can help children develop the aims indicated in the research, as well as additional positive outcomes, and that young children are capable of engaging in such a substantive curriculum, when appropriately supported. There is a need for schools and universities to collaborate to develop theoretically sound, contextually appropriate curriculum that can be used in elementary classrooms to help students develop global competence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01