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Comunidad y Currículo

Comunidad y Currículo. How home visits influence c ulturally relevant curriculum creation ALLISON HAWKS. Contexto de mi clase y escuela. I am in my second year teaching in the U.S. system of education – 5th GRADE Just east of downtown Albuquerque Title I; K-5

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Comunidad y Currículo

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  1. Comunidad y Currículo How home visitsinfluence culturallyrelevantcurriculumcreation ALLISON HAWKS

  2. Contexto de mi clase y escuela • I am in mysecondyearteaching in the U.S. system of education – 5th GRADE • Justeast of downtown Albuquerque • Title I; K-5 • Dual languagemodel 50/50 • Single strand • 100% Mexican-American • Almost 100% are thefirstgenerationtoattendschool in theUnitedStates

  3. EssentialQuestion: • How do I assure that my students to “see” themselves in the curriculum, commit to engaging them, and inspire them to think critically?

  4. WHY? • literature: Giroux; Dewey; Valdez; Freire; Darling-Hammond; Heath; Cowhey ------------------------------------------------------------------------- • Unequal schooling • culturally irrelevant curriculum --including the hidden curriculum-- • Schools reproduce and maintain the social order “norms”—encouraging assimilation and obedience • lack of dominant cultural capital (class, culture, color minorities) • low expectations (deficit theory) in low income, Title 1 schools • standardization/corporatization of curriculum (teaching to test)= disconnect/disengagement • low graduation & poor performance statistics for “Latino/Hispanic” students • Teaching is a political act

  5. DiscoveringmystudentDiversityviaHome Visits • DisqualifyingDemographics: 100% Mexican-American students – • How do I assurethat I “see” eachstudent as a unique individual with individual needs? • HOME VISITS onlyfor Pre-K?? NO! • All students; All teachers; Rethinking Schools article

  6. Letter home • Desde mi perspectiva podemos lograr mucho cuando trabajemos juntos—los padres y yo—para que avance su hij@ este año escolar. Hice visitas con todas las familias el año pasado con buenos resultados. • Haz me el favor de apuntar el tiempo y días de la semana que estarán disponibles para una visita. También les pido su número celular y dirección para que yo pueda hallar la ubicación de su casa o apartamento. La visita no es nada formal, mi intención es platicar con Uds. sobre su hijo/a, la escuela, sus esperanzas para él/ella, y presentarme. • Espero que estén de acuerdo con mi propósito, • Srta. Allison Hawks • Por cualquier cosa me pueden llamar también: 336-480-5524 • Su nombre: __________________________ Nombre de su hijo/a: _____________________ • Día de la semana preferida para una visita: ________________________ • Hora del día que estarán disponibles: _______________________ • Número del celular: ______________________ • Dirección: ________________________ Número del apartamento: _________

  7. What do home visits look like? • Preguntas para los Padres de Familia • 1. ¿Qué le gusta hacer su hij@ en la casa? • 2. ¿Cómo le va su hij@ en la escuela? (motivación, habilidad, desafíos principales, maestra quien más ha ayudado a su hij@) • 3. ¿Ud. Entiende la tarea que su hijo/a trae a la casa para poderle ayudar? ¿Requiere mucho apoyo? AGENDA • 4. ¿Cómo le puedo ayudar este año escolar para que su hijo/avance y esté preparado/a para la escuela secundaria? • 5. ¿Cuáles son las esperanzas que tiene para su hij@ en relación a su educación? ¿Cómo comparará su educación con la de su hij@? • 6. ¿Estará disponible para ayudarme en la escuela? ¿ Paseos educativos…o cómo?

  8. Cultural Capital and DeficitTheory • The term cultural capital refers to non-financial social assets that promote social mobility beyond economic means. (Bourdieu & Passerson, 1973) • Includes the accumulated cultural knowledge that confers POWER and STATUS and CONTROL. • Deficit Theory: In an attempt to explain the widespread underachievement among students of color and students from lower socioeconomic strata in schools, many locate the problem within the students, their families and communities. This perspective overlooks the root causes of oppression by localizing the issue within individuals and/or their communities.

  9. RethinkingtheDeficitTheoryAND “cultural capital” • Studentsappreciatetherighttoaneducation: Receivethemessagefrom home, “Mij@, tienes que seguir adelante y mejorarse para que no trabajes tan duro como nosotros. Por eso nos mudamos a los EEUU--para que tengas un futuro mejor.” • Parents are incrediblyconcerned and supportive of theirchild’seducation • Strongworkethic • Respectful • Respondtoculturallyrelevantcurriculum • THERE IS POWER and RICHNESS IN THIS CULTURE

  10. Units of study • How do the student diversity discoveries gleaned from home visits inform my teaching? • Adapt the Common Core State Standards (CCSS) to the engaging, culturally relevant material.

  11. Great teachers actively adapt standards (CCSS and state Social Studies/Science standards) to the content they are passionate about teaching. • We combine, cross-over, and make connections across curricular areas as well.

  12. CapitalizingonHistoricalEvents in the Calendar Yeartoteach: human rights, perspective, injustice, and culture • Non-fiction, Informational Texts

  13. Sept. 2 • LABOR DAY (May 1, 1886 – Chicago) • 8 towork; 8 torest; 8 to do whatweneed • 6 died; May 4 - 38 died, 1 police; • blamedstrikers; 6 foundguilty and hung • Celebrated in honor of themartyrsin Chicago

  14. Sept. 16 • MEXICAN INDEPENCE DAY • Sept. 16, 1810 – • Colonialism/maps/protest/ inequality/martyr/independence • Hidalgo – Grito de Dolores

  15. October 14 • COLUMBUS DAY • 1492 • “discovery” simulation; “indian”; historicaltexts are not neutral; communityparagraph; debate • “indian” and stereotypes • EssentialQuestion: ??

  16. Oct. 31 / Nov. 1 • HALLOWEEN / DÍA DE LOS MUERTOS—ALL SAINTS DAY • Nov. 28 • THANKSGIVING

  17. RecommendedResources • PlanningtoChangetheWorld: A Plan Book for Social JusticeTeachers (educationforliberationnetwork) • RethinkingSchools: www.rethinkingschools.org • TeachingTolerance: www.tolerance.org • ZinnEducation Project: www.zinnedproject.org • Dual Language NM: www.dlenm.org

  18. Latin America and Iberian Institute @ UNM: http://laii.unm.edu/outreach/ Professional Development Workshops; Curriculum; Vamos a Leer Blog and Bookclub; LADB-Free News Articles; Culture Boxes; Teacher Dialogue; Classroom Opportunities

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