Cultural Diversity. Understanding our differences through an examination of the Karen Tribes People. University of Alberta EDPY 413 Cheryl Law, Sephora Sookram & Meagan Fleming. Activity: Tell a Story as a Group.
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Understanding our differences through an examination of the Karen Tribes People.
University of Alberta
Cheryl Law, Sephora Sookram
& Meagan Fleming
“A way of being that allows individuals and organizations to interact effectively with people who differ from them” (Robins, Lindsey, Lindsey & Terrell, 2006, p. 2)
Cultural proficiency model “is proactive, provides tools that can be used in any setting”
Has a behavioural focus
Can be used for both organizations and individuals (Robins et al., 2006).
It is the policies and practices and values and behaviours of organizations and individuals that allow for effective interactions.
The culture promotes inclusiveness and institutionalizes processes for learning about differences and for responding appropriately to differences.
Educators need to welcome and create opportunities to better understand who they are as individuals.
It is important to learn how to interact positively with people who differ from yourself.
Remember that becoming culturally proficient takes time: time to think, reflect, decide and change.
Begin by reflecting on your school and your own individual understandings and values.
(Robins et al., 2006)
Culture is a prevalent force.
People are served in varying degrees by the dominant culture.
People have group identities that they want to have acknowledged.
There is diversity between cultures and within cultures.
Respect the unique needs of every culture.
Think about the different cultures and sources of diversity in your classrooms.
What kinds of diversity do you encounter in your classroom?
Three sources of diversity
(Johnson & Johnson, 2009, pp.443-444)
On the petal, write something that is unique about yourself. In the interior, work with your group to write about similarities between the group members.
Karen Tribes People
(Picture of Karen working in a rice field, Microsoft Corporation, 2005).
The Karen Tribe people are an ethnic minority in Burma, that now consist of one of Thailand’s largest refugee groups.
(Burma Map, Google Maps Canada,2008).
Teachers need an understanding of Karen Tribal Culture:
The Karen are a Burmese hill-tribe people (McGill, 2007).
There are four divisions of culture in the Karen Tribe.
The two main tribal cultures are Sgaw and Pwo Karen.
Sgaw Karen are the largest group of the four.
The two smaller groups (only 1% of Thai Karen population) are the Pa O and Kavgah
(Lewis, E. & P, 1984).Karen Tribe People
(Karen Tribe, Classroom Clipart, 2007)
Buddha, Cardinal Photo, 2008
(Lewis, E. & P, 1984).
Karen core religions:
(Lewis, E. & P, 1984).
(Allott et al., 2007).
(Elder and Young Karen, Mekong, 2008).
“35% of secondary school-aged children are enrolled in school…”
“69% of children enrolled in the first grade at school go on to reach grade five”
In refugee camps:
2/3 of Karen have some type of education, at least elementary
1/3 had no education at all
There is a high drop out rate in refugee schools due to:
lack of materials and
lack of job opportunities
(Allott et al., 2007).Education
(Children in Classroom at Burmese Refugee Camp in Thailand, Kindersley & Robertson, n.d.).
(Some Camp Houses Images, Binkley, 2005).
Characteristics of Karen refugees sent to Canada:
(Backgrounder, Group Resettlement to Canada, 2006).
(Karen Refugee Family Citizenship and Immigration Canada, 2007).
(Binkley, D. & M., 2007).
(Allott et al., 2007)
(Dailey et al., 2007)
(Allot et al., 2007)
(Allott et al., 2007).
“Language and concepts are developed together.”
Implication: Teachers embed English language learning within a meaningful context
Yay!! This is what content-area teachers do everyday
Think social studies, science, mathematics, art, etc.
Now think about how to create a content class that is language-sensitive…
= Illustrative example
Educational Documents: ESL K-9 Guide to Implementation, TESOL Standards
EDPY 413 Course Textbook: 50 Strategies for Teaching English Language Learners (3rd ed.) by Adrienne L. Herrell & Michael Jordan
Local Organizations: Edmonton Public, ELSSC (English Language Support Services Centre), Edmonton Catholic Schools ESL Centre, & EMCN (Edmonton Mennonite Centre for Newcomers)
I have always liked M & M’s.The most diverse multicultural integrated candy in the world.You have your red ones, your yellow ones, your orange ones,your brown ones, and your green ones, (and the newest blue ones).All in one package, all co-existing TogetherOne color doesn’t think that it is superior to the other.One color doesn’t discriminate against the other.All colors are the same size, shape, and weight.All colors look different on the outside, but have the same ingredients on the inside.M & M’s all have the same flavor, and they all taste G-o-o-o-d.Not all M & M’s are perfect though, some have Nuts!!!In the real world we call them racists, and bigots.Would it be nice if like M & M’s our prejudices,melted into the abyss like chocolate melts in our mouth?And all people were judged by what was inside, rather than the color you see on the outside???If candy can be prejudice free WHY CAN’T WE???
Alberta Education. (2007). English as a second language kindergarten to grade 9 guide to implementation. Retrieved October 3, 2008, from http://www.education.alberta.ca /media/507659/eslkto9gi.pdf
Allott, A. J., Barron, S., Ewers, K., Larkin, E., Okell, J., Swain, A., VanBik, K., & Yin, S.M. (2007, June). Refugees from Burma: Their backgrounds and refugee experiences. Retrieved October 6, 2008, from http://www.cal. org/co/pdffiles/refugeesfromburma.pdf
Anderson, E. F. (1993). “The people of the hills.” Plants and People of the Golden Triangle: Ethnobotany of the Hill Tribes of Northern Thailand. Portland: Dioscorides Press. Pp.22-24.
Arias, J. (2008). Multilingual students and language acquisition: Engaging activities for diversity training. English Journal, 97(3), 38-45.Retrieved October 21, 2008, from ERIC database.
Backgrounder: Group resettlement to Canada: Karen Refugees in Mae La Oon Camp, Thailand. (2006, June). Citizenship and Immigration Canada. Retrieved October 6, 2008 from http://www.cic.gc.ca/EnGLIsh/department /media/backgrounders/2006/2006-06-20.asp
Backgrounder, Karen Refugees. (2007, February). Citizenship and Immigration Canada. Retrieved 10/06, 2008, from http://www.cic.gc.ca/english /department/media/ backgrounders2007/2007-02-09.asp.
Background Note: Burma. (2008, June). Bureau of East Asian and Pacific Affairs. Retrieved October 6, 2008 fromhttp://www.state.gov/r/pa/ei/bgn/35910.htm.
Binkley, D. & M. (2007, March). Why are the Karen Refugees? Retrieved October 11, 2008 from http://www.karenkonnection.org/Why%20are%20the%20Karen%20refugees.php3.
Bowles, E. (1998, August). From village to camp: refugee camp life in transition on the Thailand-Burma Border. Force Migration Review. Retrieved October 9, 2008 from http://www.reliefweb.int/library/RSC_Oxford/data/FMR%5CEnglish%5CFMR02%5Cfmr203.pdf.
Buadaeng, K. (2007). “Ethnic identities of the Karen peoples in Burma and Thailand.” In Inman, P.B., Peacock, J. L., & Thornton, P.M. (Eds.). Identity Matters: Ethnic and Secretarian Conflict. United States: Berghahn Books. Pp.73-98.
Cooper, A. (2008). Course lectures. Presented to EDEL 335, University of Alberta.
Dailey, J., Kemp C., Robinson, A., Smith, J. & Vu, M. (2007). Karen People: A Cultural Profile. Burma Refugees Site. Retrieved October 10, 2008 from http://agapeclinic.googlepages.com/karen_people.
Karen and Lisu.(2008). Guide to Thailand. Retrieved October 12, 2008 from http://www.guidetothailand.com/northern-thailand/northern-hill-tribes-lisu-karen.htm.
Graceffo, A. (2007, October). Shackled by the Kneck. Go A Broad. Net. Retrieved October 4, 2008 from http://www.goabroad.net/Brooklynmonk/journals/795.
Johnson, D. W., & Johnson, F. P. (2009). Joining together: Group theory and group skills (10th ed.) Upper Saddle River, NJ: Pearson Education, Inc.
Karen Website. (2000). Retrieved October 3, 2008, from http://www.karen.org/.
Lewis, E., & P. (1984). “Karen.” Peoples of the Golden Triangle: Six Tribes in Thailand. New York: Thames and Hudson Inc. pp. 68-99.
McGill, D. (2007, February). The Town that Loves Refugees. Christianity Today. Feb2007, Vol. 51 Issue 2, p96-103.
Mekong. (2008). Sgaw Karen Profile. Retrieved October 9, 2008 from http://www.infomekong.com/karen.htm
Mortimer, A. A. (2004, August). An Examination of Current Provision of Education for Children with Special Educational Needs in Karen refugee camp schools at the Thai-Myanmar border. Retrieved October 20, 2008 from http://www.eenet.org.uk/keyissues/refugees/karenrefugees.doc
News Release: Canada to welcome 2,000 more Karen refugees. (2007, February). Citizenship and Immigration Canada. Retrieved October 6, 2008 fromhttp://www.cic.gc.ca/english/department/media/releases/2007/2007-02-09.asp
Prasad, S. (2008, October 3). Lecture. Presented to EDEL 435, University of Alberta.
Robins, K. N., Lindsey, R. B., Lindsey, D. B., & Terrell, R. D. (2006). Culturally proficient instruction: A guide for people who teach 2nd ed.). Thousand Oaks, CA: Corwin Press.
Salend, Spencer J. (2005). Differentiating large- and small- group instruction. In Inclusive education: Adapting instruction for students with special needs (pp. 276-310). Boston: Pearson Custom Publishing.
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ALAJAZEERA. (April, 2008). Karen Refugees Flee Myanmar Crackdown (Video Clip). YouTube. Retrieved November 8, 2008 from http://www.youtube.com/watch?v=_cd9NvpzuAw.
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Fires Burn as Monks are Beaten by the Army. (September, 2007). Metro.co.uk News. Retrieved October 26, 2008 from http://www.metro.co.uk/news/article.html?in_article_id=67609&in_page_id=34.
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