You are on page 1of 3

Priyal Morjaria

CH. 3-4 Reflection Questions

Chapter 3:
1.How would you define a tourist curriculum and its dangers if the question was asked of you in a job
interview? If next asked what could teachers do to eliminate presenting students with a tourist
curriculum? What would you say? Because a tourist curriculum often looks only at what we assume are
common factors of a culture as instructors we end up perpetuating stereotypes. Students start to
assume the preconceived notions that we teach them about other countries and cultures. Ive
personally experienced this when teachers have called my out in front of classmates regarding my
cultural and religious beliefs. Its very important for educators to learn about other cultures beyond the
common preconceived notions. We should have open and respectful discussions in classrooms that first
start with looking at similarities amongst cultures. Students should see what they have in common and
how they can relate to each other and then they can learn to appreciate the various differences. Its very
important to give all cultural backgrounds equal importance not just those that we are familiar in the
US.
2.What are the academic and social drawbacks to using the Human Relations approach? The Human
Relations approach is often only used or implemented when schools or educators see some conflict
between students or see the negative views students have formed against other students. This theory of
implementing a classroom free of discrimination does not evaluate each child but tends to look at the
entire classroom as a whole. As the author stated is only looks at the present symptoms and tries to
relieve that instead of looking at the entire issue as a whole.
3. What aspects of school and society does the Human Relations approach ignore? Human Relations
approach tends to focus more on building positive relationships and on kindness then addressing the
perpetuating cycle of inequality in the workplace or how this effects a students academic achievement.
Classrooms rarely speak of injustices or poverty and issues that many people face in society. Educators
should address questions such as what can we do to decrease the cycle of inequality at school or in the
workplace.
4. Describe the various types of cooperative learning that teachers can employ in the classroom. What
skills are important for students to learn before engaging in cooperative learning? Cooperative
learning techniques aim to facilitate learning that focuses on working together. Students can work in
groups to solve issues and are aware that they have to depend on each other to be successful. Its
important that students learn why working in groups is so important to their future success. Students
should also learn that individuals are different and each of us has strengths and weaknesses .The most
successful groups divide tasks based on those strengths. Cooperative learning strategies help students
to look at everyone based on their strengths.
5. What can happen if students do learn to sensitively and openly discuss the differences they see in
people? What strategies can a teacher use to foster these conversations? When students learn to
sensitively and openly discuss difference they learn to look beyond the stereotypes. They also learn to
build strong relationships based on respect and understanding of differences instead of just as an act of
kindness. This is the first step to cultivating a society that genuinely teaches, hires and awards based on

Priyal Morjaria

CH. 3-4 Reflection Questions

equality. Its important that teachers learn to look beyond finding a solution only for the time being. Its
not just about the present animosity between two students. Teachers should not fear starting an open
discussion of what the issue is, and then encourage students to look at how they are similar. Students
have to form a sense of respect before they can relate to or understand another students hardship or
difficulties. Teachers should not shy away from talking about present issues in biases due to differences
(in gender, race, ethnicity, sexual orientation).
Chapter 4:
1.Revisit your answer to the first Focus Question for this chapter. How has your answer changed? My
initial answer to the question viewed education as being value laden and it still remains so. I personally
was more attuned to this in high school then in elementary or middle school. Textbooks and lesson
plans were often laden with facts dealing with a white male centric view of the world. Europe was front
and center in world history and English courses were always dominated by authors from Europe or
North America. Education is both politically and culturally inclined to teach and share what it of most
importance to society in present times.
2. Revisit the stages of Identity development presented on pages 132-135 How can a singles group
studies approach support students in their identity development? A singles group studies approach
views education as a powerful tool for positive change. If students both from oppressed and dominant
groups are provided with information that is a truthful yet strong and positive view of the oppressed
culture this can initiate a positive change. Students that can relate to the group thats being looked at
will learn from their ancestors struggles and contributions. This may in turn motivate them to change
their own outlook and aim to make a positive transformation. The dominant group can partake in the
positive change by learning to stop perpetuating the stereotypes of negative views.
3. Where are you in your identity development? Where would you like to be? In my own identity
development I still struggle to step beyond the preconceived roles that society has for me as a women. I
am continuously working to build my qualifications in my field through a masters program and
eventually a Ph.D. I want to view myself as an able candidate for leadership roles and a role model to
other women. As someone form south east Asian Indian origins I feel like Ive stepped beyond what
society thinks stereotypical roles are for Indians. I am not a doctor, engineer, taxi driver or gas station
owner. I refuse to perpetuate those stereotypes. I work in education and hold my head up very high
when I tell my peers or family members about what I do.
4. What has this approach taught you about working with parents, especially those who are from an
ethnic group? Parents of ethnic origins often perpetuate the same misgivings that society holds of their
background. They want their children to succeed but often find themselves caged in. In my own
personal experience with parents from ethnic background Ive seen that they either burden their
children to succeed to a level where a child focuses on that only and is often stressed by the burden or
they feel that there is no hope for them or their children.
5. Within the single group studies approach, what is the difference between using a single discipline,
multidiscipline or interdisciplinary approach? Single discipline approach is most often used in high

Priyal Morjaria

CH. 3-4 Reflection Questions

schools and is the most common approach. An entire course or major units of a course focus on one
single concept such as African American History or Asian American Art. Multidiscipline approach has
instructors in several disciplines and each one participates in a unit of a single studies program. An
interdisciplinary approach is the most complex or complicated. It requires integration of two or more
disciplines into one study or focus concerning a certain group.
6. List the benefits as well as shortcomings of the single group studies approach.
Single group studies approach aims to incorporate in ethnic studies in schools as a tool to positively
influence students identity development. Its also seen the first step to achieving successes in civil rights
and basic human rights of individuals. Some may consider the single group studies approach as too
concentrated on one group. This may not teach students the importance of multicultural education.
Opponents of the approach also argue that the single group studies approach often only focuses on
oppression and it does not look at what will help the oppressed group with how to get out of the cycle.
Opponents of the single group studies approach argue that this format does not help students integrate
into the mainstream where text scores and career graphs are also important.

You might also like