Diversity is not a Strenth

Module 2 addresses the subject of Student Diversity. Course Learning Outcomes expect we, students to describe strategies for addressing student diversity as defined in InTASC 2; CEC 2.

The Module Introduction quotes InTASC 2j: “The teacher understands that learners bring assets for learning based on their individual experiences, abilities, interests, talents, prior learning, and peer and social group interactions, as well as language, culture, family and community values.”

How is that possible when you have 34 students in 5 periods and they all have to have a passing test score in their state tests?

“School populations are becoming increasingly diverse in the United States. Learners vary widely according to gender, sexual orientation, ability, learning style, socioeconomic status, religion, ethnicity, language, and culture. Effective teachers celebrate diversity and use their understanding of individual differences to ensure inclusive learning environments that enable all learners to reach their fullest potential.”

Same questions, how is that possible when the teacher has 34 students in 5 periods and all the students have to have a passing test score in their state tests?

"Culture is often difficult to define, as it consists of intricate interactions among individual human beings. It is understood through observation of a set of shared attitudes, practices, and behaviors of particular institutions, organizations, or groups, in relation to their environment. In its simplest definition, culture can be defined as the behavior, beliefs, traditions, and values that exist among a certain group of people. These characteristics are governed by rules that differ among different groups. Rules existing in cultures are learned throughout life and form part of the subconscious, so that individuals of a given society usually function without thinking about the rules (Samovar, Porter, & McDaniel, 2009)." (Lynch, 2014, p. 30) 

This is wrong.  Culture is easy to define.  Oxford Dictionary defines it as the customs and beliefs, art, way of life and social organization of a particular" people. This definition begs the question: what governing principle exists by which a people organize their arts and other manifestations of human intellectual achievement collectively?

Religion.  That's why it's hard to define.  Even Oxford skips over that detail.

Art, music, literature, and thought are the products of culture.  George Weigel quotes the late John Paul II in stating that culture not "politics and economics" drives "historical change. . . . At the heart of culture . . . is cult, or religion.”  (Weigel, 1998 para 3) The late Pontiff accurately explains that "At the heart of every culture lies the attitude man takes to the greatest mystery: the mystery of God." Thus every relationship man has with himself, others, things both visible and invisible, all cultures culminate toward and originate from cult (Pope, 1991 para 24).  

The Pope teaches us "All human activity takes place within a culture and interacts with culture"  (Pope, 1991 para 51). And despite all the professions to the contrary, teaching is a human activity.  The problem is that teaching religion at school is illegal (Arizona Legislature).   Lynch solves this problem by ignoring it entirely relying on a politically vaccinated view of history (Lynch, 2014, pp 30-37) .  And bending the knee, the axiom that diversity is our strength (Lynch, 2014, p. 44).     

But diversity is not a strength.  Ask any English speaking teacher who has had linear expressions to a Spanish only student, it’s not a strength.  Diversity is a rather significant obstacle.  Nonetheless, our prevailing culture pounds “Diversity is a strength” to first year teachers.  With the same straight face, we expect that teacher to wear two faces that unify their classrooms toward successful test completion but accommodate diverse cultures whose practices sometimes conflict with that unity.

I had a colleague that taught at our sister campus.  The campus administration allowed a transitioning student to use the girls bathroom and locker room. Justice Gorsuch may want to legislate this figleaf morality  (SCOTUS, 2020). But what about parents for whom this newly minted protected class through judicial fiat disrupts the education process?  My colleague had to quit her job.

Culturally Responsive Pedagogy – What characteristics are displayed by teachers who are effective in teaching students from cultural backgrounds that differ from their own? How do you envision teaching to be different in 10 or 20 years with respect to the role of culture in education?

2) How do you envision teaching to be different in 10 or 20 years with respect to the role of culture in education?

In 10 years, teaching will be very different with respect to the role of culture in education.  The state serves as a clearinghouse for a voucher system by which parents educate their children in collectives - microschools, charter and parochial schools.  In adolescence, parents send their children to work and study in apprenticeships and internships.  Some parents will send their children to preparatory schools.  Public schools may exist in some form but only the strong will survive. Politicians and civil servants respect parental education decisions and serve at their behest.

1) What characteristics are displayed by teachers who are effective in teaching students from cultural backgrounds that differ from their own?

Teachers  who are effective in teaching students from cultural backgrounds that differ from their own display  characteristics of empathy, competence, and color blindness. These teachers try to set an example of good conduct though they know that all men sometimes fail.  Students say to their teachers “I want to know what you know, Mister.”  They respect their teachers.  Teachers must love their students and students respond to that love on their own time.

References

Arizona Legislature. (n.d.). § 15-535 Sectarian instruction prohibited. Article 3 Certification and Employment of Teachers. https://www.azleg.gov/viewdocument/?docName=https%3A%2F%2Fwww.azleg.gov%2Fars%2F15%2F00535.htm. 

culture. culture_1 noun - Definition, pictures, pronunciation and usage notes | Oxford Advanced Learner's Dictionary at OxfordLearnersDictionaries.com. (n.d.). https://www.oxfordlearnersdictionaries.com/us/definition/english/culture_1 . 

Gershenson, S., Holt, S. B., & Papageorge, N.W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of Education Review, 52(6). 209 – 224.

Ladson-Billings, G. J. (2009). The dream keepers: Successful teachers of African American children. Indianapolis, IN: Jossey Bass.

Lynch, M. (2014). The call to teach: An introduction to teaching. Upper Saddle River, NJ: Pearson.

Nelson-Kauffman, W. (2011, September 8). Wendy Nelson-Kauffman on culturally responsive teaching. [Video]. YouTube. https://www.youtube.com/watch?v=_xxSZe0Sfrs

Pope, J. P. I. I. (1991, May 1). Centesimus Annus (1 May 1991): John Paul II. Centesimus Annus (1 May 1991) | John Paul II. https://www.vatican.va/content/john-paul-ii/en/encyclicals/documents/hf_jp-ii_enc_01051991_centesimus-annus.html. 

Rong, X. L., & Preissle, J. (2009). Educating immigrant students in the 21st century: What we need to  know to meet the challenge. Thousand Oaks, CA: Sage-Corwin.

Supreme Court, U. S. (2020, June 15). BOSTOCK v. CLAYTON COUNTY. Cornell University. https://www.law.cornell.edu/supremecourt/text/17-1618. 

Weigel, G. (1998, February 1). John Paul II and the Priority of Culture: George Weigel. First Things. https://www.firstthings.com/article/1998/02/john-paul-ii-and-the-priority-of-culture.