Reflection 3

Angela Gregoire
EDF 1005
Week Two
Reflection 3

Attending an elementary school in a Caribbean island was a truly enjoyable experience. At that time most families were from lower socioeconomic environments. All students were equals. Children who attended school came from neighboring communities and at school everyone was taught to respect each other regardless of where you came from or who you were. Some children were from very poor communities and experienced difficulty in adjusting in the school environment. Because of their upbringing and economic background these students were sometimes treated differently, but the teachers afforded them equal chances in school. These students contributed in building strong and healthy communities. Many students had their own languages and dialect and teachers had to work a little harder with them and try to share different experiences with them. Their culture was somewhat different and adjustments were made to accommodate their needs. Teachers at the elementary school developed strategies and materials to encourage success for all diverse students in their schools. Teachers helped students understand and relate to cultural differences such as religion, age, gender, socioeconomic, language, culture and ethnic differences. Teachers at the elementary schools integrate d multicultural education with other subject areas.
Coming from a middle class family and attending a prestigious Catholic school in the capital city was a remarkable journey. At the secondary school students from all socioeconomic class interacted with each other. Students who came in speaking different languages had to learn the official language which was English. Students whose customs were different were made aware of the cultural norms and had to participate in activities related to our own culture. These students had to integrate into the school system and country’s culture. Those who did not conform to the rules of school and society would have to leave. At school students were taught history and social skills and they learn about different cultures. Students from all backgrounds were given equal opportunities in education. Some students from different background maintained some aspects of the culture but adapted to the school and country’s culture. Multi-culturism was managed by the schools and the government. My secondary school was a religious school, but students from other faiths were allowed in the system but they had to comply with the teachings. These students could not influence other students with their religious beliefs. They were obliged to attend all activities and participate in all religious retreats. It was a decision made from the onset that they would have to comply with all decisions. Most scholarships at that school were given to students of the upper class. Students from the middle class families received minimal opportunities while students from higher socioeconomic brackets benefited immensely.
Multiculturism sometimes encourage discontent and weaken societies that are not organized. At school students were taught literature about people from diverse cultures. Students were made aware of different people and their culture in different activities. People from different cultures were incorporated into the curriculum without significant changes in the curriculum. Teachers at the secondary schools could manage cultural differences in classes and schools because the differences were minor. Students usually created port folios, projects and symposiums to highlight people from diverse cultures. If I could go back to the elementary and secondary schools again I would encourage teachers to adopt either the contribution approach or the additive approach. In these approaches, culturally diverse books and issues are not specified as part of the curriculum.