Understanding Cultural Influence in Education
First Reading
Notes
- Life experiences acquired by a child before joining formal learning contribute to their learning differences.
- Before concluding a child’s development, it is essential to consider the child’s environment, age, culture, and life experiences (Learning in a social matrix)
- Infants are born with the basic building blocks of cognition, such as visual recognition, memory, attention, and speed, and these contribute to building on their higher-order thinking skills (Gray & MacBlain, 2015).
- Human behavior exists in a social context
Key Takeaway
Behavior can be learned or unlearned
Question
Do individual differences play a role in behavior learning within culture and society?
Second Reading
Notes
- Funds of knowledge are approaches and tools developed to help households manage their finances.
- However, the approach used by each household depends on varied factors, including the level of earnings, the size of the household, and the resources they possess.
- Information teachers learn in examining their students’ households is considered the student’s funds of knowledge (González et al., 2005).
- This information guides teachers to incorporate culturally meaningful lessons that tap into students’ prior knowledge.
Key Takeaway
It is vital for teachers to understand their students’ varied backgrounds as a way to connect with the child and their families.
Question
How do funds of knowledge approaches differ from other approaches, and what is its usefulness?
Third Reading
Notes
- Various types of wealth could be incorporated to help students succeed academically.
- Aspirational capital is the ability to maintain dreams and hope for the future despite the challenges learners experience (Yosso, 2005).
- Linguistic capital is the ability of students to develop communication skills that are useful in memorization and comedic timing.
- Navigational capital is navigating from one social institution to the next.
Key Takeaway
This wealth is significant because it prepares students to participate in diverse democracy outside the classroom setting.
Question
How can teachers create environments that honor and invite students’ families to participate in their children’s learning?
Podcast/Video
Notes
- Inclusion is an essential aspect of education
- An inclusive classroom should respect the varied cultures
- Teachers should be at the forefront of educating students on embracing differences.
Key Takeaway
When all students feel the urge to belong, they tend to perform better in their academics.
Question
How can all learning institutions create an inclusive learning environment that respects minority and majority cultures?
Questions from the Video
- Practices Portrayed in the Video That Support Children’s Families’ Cultural Ways
- Bronx Community Charter School has created a position of Director of Diversity who ensures students learn about diverse cultures.
- The creation of an all-school “Black Lives Matter” (The High Quality Early Learning Project, 2023).
- Building an all-school museum where families and friends visit each other.
- Resources Needed to Make These Principles Come Alive in the Classroom
- Adaptive technology and sensory materials
- Positive behavior management system
- Visual aids
- Games
- Mentorship programs to build confidence and capacity
Cultural Iceberg Review
My Belief
I believe that all human beings are equal regardless of their differences in race, ethnicity, culture, and other aspects.
How I Learned This Belief
I learned this belief from childhood; my parents taught me the importance of respecting others despite our differences.
Changes in This Belief
My belief has changed over time, primarily due to experiencing discrimination, and therefore, I have learned that not all people believe in the equality of all humankind.
References
Chu, A. T., Hilado, A., & Berry, O. O. (2020). Elevating the voice of underrepresented young children and their families: Reflecting diversity, equity, and inclusion within academic research. Zero to Three, 40(5). https://www.zerotothree.org/wp-content/uploads/2020/05/40-5-Chu.pdf
González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Gray, C., & MacBlain, S. (2015). Learning theories in childhood. Sage.
The High Quality Early Learning Project. (2023, February 13). Diversity, equity and inclusion in early childhood education. https://highqualityearlylearning.org/diversity-equity-and-inclusion-in-early-childhood-education/
Yosso*, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.
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Question 
Understanding Cultural Influence in Education
These assignments are for my homework journal. What I need to do is for you to read both readings and watch the podcast listed below. Take notes for each reading/video/podcast and write 1 “Key” takeaway and 1 Question for each.
Professor instruction: “ Take notes in your HW Journal for each reading/video/podcast: 1 “Key” takeaway and 1 Question—be prepared to share in small group” & Review pdf of the cultural iceberg; focus on the broad category within “deep culture” (i.e., “notions of” or “attitudes toward”…). Choose 1 idea under any of the broad categories and respond to the following questions: 1. Name your belief in one or two sentences. 2. How did you learn/internalize this belief? 3. In what ways, if any, has this belief changed?
1st reading: Gray, C., & Macblain, S. (2015). Learning theories in childhood. 2nd ed. Washington DC: Sage Publications. ( You need to read chapter 6 only in this book and take notes, writing down 1 key takeaway and 1 question. If you can’t find the book, please let me know. Remember you are only reading chapter 6. The chapter is called Vygotsky: Learning in a Social Matrix. After reading, take notes and write down 1 key takeaway and 1 question.)
2nd reading- Funds of Knowledge (Gonzalez, Moll, & Amanti, 2005) take notes write down 1 key takeaway and 1 question.
3rd reading- Community Cultural Wealth (Yosso, 2005)
https://scalar.usc.edu/works/first-generation-college-student-/community-cultural-wealth.10
take notes and write down 1 key takeaway and 1 question.
Watch the videos/podcast then respond to the following questions:
1. In what ways are the practices portrayed in the video supporting children’s and families’ cultural wealth?
2. What kinds of resources/supports do you need to make these principles come alive in your classroom/school? i.e., materials, policies, professional development, etc.
Videos/podcast: https://highqualityearlylearning.org/diversity-equity-and-inclusion-in-early-childhood-education/
Answer the questions above after watching the videos or podcast. Also, take notes and write down 1 key takeaway and 1 question.
Review pdf of the cultural iceberg; focus on the broad category within “deep culture” (i.e., “notions of” or “attitudes toward”…). Choose 1 idea under any of the broad categories and respond to the following questions:
1. Name your belief in one or two sentences.
2. How did you learn/internalize this belief?
3. In what ways, if any, has this belief changed?