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Chapter 6 |
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Chapter Six: Culture, Identity, and Learning explores the importance of affirming students' culture and identity through education. Nieto and Bode define culture as consisting of "the values, traditions, worldview and social and political relationships created, shared and transformed by a group of people bound together by a common history, geographic location, language, social class, religion or other shared identity." With the understanding of culture and an exploration of hybridity (the fusion of various cultures to form new, distinct and ever-changing identities) many ethnographic studies are used to support the notion that culture does matter in U.S. classrooms in terms of student achievement. While it is imperative to value the diversity within the classroom by utilizing culturally responsive methodologies to suit student needs, culturally specific programs must not go unquestioned. Therefore, the reader will examine the possibilities and limitations of culturally specific schools and programs. In addition, the color-blind view that some educators hold in an attempt to promote equal access to education is challenged, while alternative approaches to equitable education are promoted through the acknowledgement and valuing of student learning styles or preferences, interactional or communication styles.
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