Tuesday, June 30, 2009
Developmental theory and ethnicity
I want to take advantage of the opportunity for cross-disciplinary discussion here by applying developmental theory to some of the discussions we've been having in Zaher's class. Mainly, I was pondering how or if these theories of development apply cross-culturally. Now, there are many types of families, cultural norms and support systems in place, and I wonder if it is realistic to apply broad theories that were mainly developed by theorists of European descent to Latino, African-American and Asian students. While theories are intended to be a starting point in educating children and not an end-all, be-all, it is important to realize how these theories are being applied to testing and standards developed in our schools. Is it realistic to apply the same standards to all groups of children? If so, then why are there such huge gaps in who achieves success in these exams? Also, why is it that the children and schools that are punished the most for failing these exams are the ones that NCLB was purportedly set up to benefit? Should we research and institute different tests for different groups of students? Or should we do away with the tests all together? Just a few thoughts.
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ReplyDeleteWhether having testing or not having testing is a good question. I think tests are appropriate for certain cognitive levels. It is a good way to assess what the students have learned and understood. I understand the idea of standardized testing, so that everyone gets the same questions and have no complaints about who got an "easy" test or a "hard" test. But, I don't agree with teaching to have the children be able to take standardized tests and pass. We need to find a balance between equally assessing what children are learning to make sure they are being educated properly and teaching for the test.
ReplyDeleteI keep coming back to Zalika's quote from the other day as well, the one that Michael mentioned,
ReplyDelete"Choose the bridge you are going to die on".
Obviously this image of death is bringing up some feelings of fear for me, and I can't really help but picture myself as a silly yet idealistic sacrificial lamb, stupidly entering into my first year of teaching.
With this image in mind, I am very comforted by the idea that I will more or less be told what to teach and how, pretty specifically it sounds like, to teach it. At this point, all of a week and a half into teacher training, I feel completely overwhelmed by the idea of preparing for one full day in the classroom, which will undoubtedly involve lessons in math, reading, writing, art, science, geography, and so on. Right now, it takes me an entire evening to put together a couple of semi-successful science questions, and so the idea of having several lesson plans for several topics every day makes me cry a little bit every time I think about it. So when I think about it in this way, being told what to do and how to do it is a total relief.
On the other hand, how do we, as teachers, make it or get by with for years (!) only really getting to do what we want and what we beleive is right for maybe 15 minutes a week at a circle time (as Zalika offered up as an example in class). How do we study Piaget, Dewey, Montessori and so on, learn what we believe are the best teaching practices, and then sort of turn our backs on them and teach from a script? I understand that the issue is more complicated or not as simple as I'm painting it out to be, and I realize that I keep bringing it up, but it is haunting me. Thoughts? Ideas?
I also think I'm blogging in the wrong place again. Help Febe!
Abbie
I've been thinking over your question, Andrea, all day, and it's interesting because I thought of that when I chose Vygotsky for my paper. Of course, as a Latina I would choose a more social/community centered theorist! I don't know where different cultures would fit with these European models, but I realize my approach is guided by my cultural background. I have to keep reminding myself that all of these theorists are different perspectives on a very fluid, multifaceted being, and what I choose to privilege probably has to do more with where I come from than what they're experienced. I'm struggling with finding that balance.
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