<scp>chapter</scp> 9: Culture and Education<sup>1</sup>

Nieto, Sonia

doi:10.1111/j.1744-7984.2008.00137.x

Cited by 17 publications

(11 citation statements)

References 3 publications

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“…Karen Lowenstein noted this as well: ''the kinds of generalizations teacher educators want our teacher candidates to avoid when learning about culture, race, and ethnicity actually are the same kind of framework often used to think about who teacher candidates are as a group'' (p. 168). As a White male academic who positions himself as a multicultural border-crosser, I tread with care about offering a liberatory ideal of teaching (Nieto 2008) without closing down the dialogue due to guilt, shame or denial (Hooks 1992). Further, given that the local PWI follows the pattern of burdening Scholars of Color with teaching multicultural courses (Brayboy 2003) many of our preservice teachers do not associate multicultural issues with a White professor.…”

Section: Less Experienced or Woefully Deficientmentioning

confidence: 99%

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Settlage

2011

Cult Stud of Sci Educ

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The desire to extinguish deficit thinking within education majors is laudable. However, there are indications that many teacher educators harbor deficit perspectives about the preservice teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators. This project began with the premise that counternarratives generated by typically mainstream education majors might reveal a more complex and a less caricatured representation. In collaboration with his own preservice teachers, the author uncovered shifting identities that indicate that mainstream future teachers do not fit the ''damaged goods'' label that ardent multiculturalists might be tempted to impose. In the end, the practice of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive. Resumen traducido por Angela López-VelásquezEn este estudio investigué los cambios en las perspectivas de un grupo de mujeres jóvenes angloamericanas matriculadas en un programa de formación de maestros mientras éstas confrontaron la realidad de enseñar ciencias en contextos con presencia de diversidad cultural y lingüística. Las cinco participantes tomaron un curso de posgrado acerca de la enseñanza de ciencias a nivel de escuela primaria, del cual yo fui el instructor. Mi objetivo principal con este curso fue ayudar a las estudiantes a superar su visión de déficit de los niños de grupos culturales minoritarios. Cuando los maestros se apoyan en una visión de déficit, el resultado es una interpretación de las diferencias étnicas, lingüísticas, culturales, raciales y de posición social como representaciones de fallas, deficiencias o incompetencias. Por defecto, estas interpretaciones ubican a los niños en la mente del maestro como destinados al fracaso escolar. De manera similar y por mi parte, yo tuve que esforzarme para no ver a mis estudiantes como poseedoras de déficits. Aunque mis estudiantes anglo americanas, de

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Section: Less Experienced or Woefully Deficientmentioning

confidence: 99%

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Settlage

2011

Cult Stud of Sci Educ

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“…Education is a conscious effort to build the science of knowledge and the consolidation of values in students (Obanya 2005). Culture is a system of values, norms, and ethical, spiritual life, thinking, and behavior that is changeable because of communication with other people in living together and the relationship with the natural world (House et al 1999;Nieto 2008). Character is the existence of a human personality that is formed through the deposition of virtue values to shape behavior (CEP 2002).…”

Section: The Importance Of Character Education Based On Cultural Valuesmentioning

confidence: 99%

“…The development of individual character can only be done in a particular social and cultural environment (Nieto 2008). Education as a cultural mission must be able to process cultural heritage; help students take on social roles and teach using those roles; expand the students' identity into a wider cultural sphere; develop and maintain cultural competence; develop a critical awareness of the social order challenging the status quo; and become a source of social innovation (Ladson-Billings 1992).…”

Section: The Importance Of Character Education Based On Cultural Valuesmentioning

confidence: 99%

Investigating Principal Transformational Leadership in Strengthening Lonto Leok’s Cultural-based Character Education

Effendi¹,

Bafadal²,

Sudana³

et al. 2020

The International Journal of Educational Organization and Leade

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This study aimed to portray the process of applying local cultural moral values (LCMV) that have not been prioritized by the Indonesian Ministry of Education, as the values of the main character standards in schools. In addition, principals' transformational leadership behavior (TLB) is described based on the local culture teaching dimension approach. This research used a qualitative approach with the case study design. To achieve the research objectives, data were collected through in-depth interviews, participant observation, and document analysis. Data analysis used a modified analytic analysis method. Data validity was drawn on credibility, transferability, dependability, and confirmability. The results of the study demonstrated that LCMV supports strengthening the character of students, and the application of TLB based on the local culture teaching dimension approach is severely effective in optimizing the implementation of character education strengthening programs (CESP). This research was conducted in 2018-2019 at the State Junior High School in the West Flores region, Indonesia. The results of this research will be recommended to the Indonesian Ministry of Education, to use LCMV as a standard character value in schools and provide opportunities for principals in each school to implement a leadership model based on local culture approaches.

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“…We understand "culture" as dynamic, situated, and context bound. It includes multifaceted in-group differences in, for example, ethnicity, language, and family dynamics (e.g., Nieto, 2008). With this in mind, transitions between two cultural contexts (Finland and abroad) are conceptualized in our study as cultural transitions, and EC in cultural transitions are viewed as undergoing diverse, simultaneous changes of different forms (Grimshaw & Sears, 2008;Nette & Hayden, 2007).…”

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confidence: 99%

Psychological Adjustment of Expatriate Children in Cultural Transitions

Warinowski

Laakkonen

2020

IJCYFS

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The aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school success, and attitude toward moving). Survey data concerning Finnish EC (N = 324) who had lived temporarily abroad were gathered from the EC’s parents. The mean age of the children was 4.8 years in the expatriation context and 8.2 years in the repatriation context. PA was examined using the Zung Self-Rating Depression Scale (ZSDS). Survey data were subject to a confirmatory factor analysis (CFA) and structural equation modeling (SEM). A hypothesized two-factor structure (physiological and affective factors) of PA was fitted for the sample using the CFA. A SEM of PA was presented, where the child-level explanatory variables were the age of the child, school success, and attitude toward moving. The main findings were the following: First, there is a two-factor structure of Finnish EC’s PA with both physiological and affective factors. Second, a model of PA with three child-level variables (age, school success, and attitude toward moving) was constructed. The results contribute to the understanding of PA in general and EC’s PA in particular. This study increases our understanding of EC’s PA in unique and novel contexts of dual cultural transitions. This comprehension is important in an increasingly globalized world, especially in clinical and other support contexts, where professionals work for children’s mental well-being.

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chapter 9: Culture and Education¹

Cited by 17 publications

References 3 publications

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Investigating Principal Transformational Leadership in Strengthening Lonto Leok’s Cultural-based Character Education

Psychological Adjustment of Expatriate Children in Cultural Transitions

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chapter 9: Culture and Education1

Cited by 17 publications

References 3 publications

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Investigating Principal Transformational Leadership in Strengthening Lonto Leok’s Cultural-based Character Education

Psychological Adjustment of Expatriate Children in Cultural Transitions

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Product

Resources

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chapter 9: Culture and Education¹