Lecture 3

StudyBlue printing of Lecture 3 html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } What is culture? origin of family traditions principles religion habits past times historical experience language generational shared ideas, patterns of behavior doesn't have to be based on ethnicity can be based on region, religion, sports, habits, hobbies, etc. cultural norms Structure, Culture, Agency Earlier theorists argued that culture was merely a reflection of structural forces culture mediate between micro interactions and macro structures (Mehan) /_\ Culture <-> structure <-> Human action what are the ways culture shapes human action? Culturally Mediating Factors Family values and life experiences peers race and ethnicity gender language background personal aspirations community home-school relationships religion Ladson-Billings on Culture Critiques the overemphasis on psychology (rather than sociology or anthropology) in the preparation of teacher candidates argues that this leads to teacher education candidates knowing almost nothing about culture but using it as an explanation for everything many other departments study on the individual and how we can help them learn but also needs to understand how culture operates in schools people end up "blaming" everything different on culture when they don't learn about it when student teachers encounter student behaviors they cannot identify with, they mistakenly attribute them to students' culture culture is used as a proxy for race and/or for socioeconomic status (SES) Culture is used as a code word for difference white, middle class is seen as culture-free or as "regular" those with "cultural" tend to be people of color and/or non-English speaking Minimizes differences within and among cultural groups also blames it on student self-esteem teachers end up not thinking about other factors they can adjust to help the students (also puts the blame on the students themselves) they don't untangle the meaning of how "culture" affects the students What would assist student teachers in learning about students' culture? interact with students in non-formal settings become careful observers of culture both their own and that of the students become aware of underpinnings of own beliefs go abroad become aware of the differences between own and other cultures correct assumptions What is culture? (Erickson) The term "culture" originated in the field of anthropology a system of taken-for-granted meanings and symbols, implicit and explicit, that are shared among a group's members based on anthropological studies of small villages culture is a collective of knowledge - both small bits and larger conceptual structures - that is continually created in social life not static. people are continually involved with it and changing it there is a variation in cultural knowledge across the group - can lead to conflict how to see culture of school? the climate? distinctive environments How do we access knowledge about a culture? (Erickson) Ethnography the description and analysis of customary action and sense making in a human group make the familiar strange take things that we normally do and question it. question values, motivations, etc. continually imagine alternative ways of undertaking routine activities why is X done this way? make visible the invisible must be studied in context School Culture school culture = the deeply rooted beliefs, practices, and working relationship in a school every school has its own culture which is socially constructed by the members within it while each is distinct, larger culture of schooling produces some homogeneity across sites tendency to emphasize the norms that are held in common, but in fact often a lack of consensus on "what school means" tend to look at (based on interviews, observations, etc.) motivations athletics (if it dominates life or not) student behavior (toward each other and teachers) relationship between the teachers academic and social expectations of students Teacher subcultures likely to be several teacher subcultures in a school can be collegial, cooperative, and reflective, or isolated self-interested and/or embody negative attitudes formed along a number of lines: department/subject areas -- most common ideological similarities or common interests teacher characteristics, such as age, career stage (some have different methods), gender, race, etc. sometimes new student teacher become sucked into the school culture and forget what they have learned Culture of US schooling (Erickson) Guiding cultural assumption of US schools students vary in ability. Ability is relatively fixed - and can be measured there is a hierarchy of skills to be learned, in a set order skills need to be taught and learned in hierarchical fashion reading and writing are distinctive skills learning reading and writing requires assistance on the part of the teacher Enduring features of schools and classrooms come into conflict with attempts to challenge those assumptions theories on how people learn what features have you observed? Reflection #1 Drawing on the Week 2 readings by Ladson-Billings and Erickson (1) discuss how culture is defined; (2) explain why understanding culture would be important if you were working in a school, and (3) explain how you might learn more about the culture of a school or a group of students refer to readings by author name. Use direct quotes as needed maximum of 4 pages double spaced submit via Turnitin on 4/14 at 5pm