Problem Posing Questions

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The following questions will help you assess your learning of the concepts in this chapter.

This activity contains 2 questions.

On Thursday evening, after the school's Open House, you run into a colleague in the hallway as you are heading home. She shares with you that her Cape Verdean family did not show up for the event. She continues by stating that "maybe they didn't come because it is just part of their culture." You respond with:

"I would have to disagree with you. I think that it would be a good idea to find out why this family was unable to come. Maybe they were unable to get time off from work? Have you talked with them about it?" "I can't really respond to your statement, because I don't really know anything about Cape Verdean culture." "Yes, I think that Cape Verdean people have difficulty making it to meetings because of their culture."

"While other chapters, especially Chapters 6 and 9, focus on what you can do to get to know more about families' and students' cultural identities, this chapter focuses more on what you can do through scholarship in the field of educational research" (p. 278). Nieto and Bode engage the readers in a discussion about the intellectual curiosity of teachers and how as intellectual workers, teachers need support. Keep this in mind as you think through the following scenario on building relationships for solidarity on a personal level. "A colleague says something that rings of stereotyping and misinformation, for example, "Well, you know, Puerto Ricans, as a culture, do not value education" (p. 278). Upset by this remark, how do you respond?

"Oh, I am surprised to hear that point of view. It doesn't match up with the families that I know. Did you read about that somewhere? Because I would like to know more." "I'm not sure. Maybe you are right." "What are you talking about? That is a horribly stereotypical and unfounded thing to say about Puerto Ricans!"

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