Time Well Spent 

This course has taught me to pursue my passions.  I found it easy to come up with the list of words for my Wordle. However, narrowing the list down to the topic of my Capstone Project was more challenging than I would have thought.  I had strong feelings about each of the topics.  I ended up choosing a topic in which I could combine several of my passions: parent involvement, families, nurturing relationships, and professional growth.

This course has also taught me the importance of relying on others.  I valued the input I received each week on how to improve my Capstone Project.  The responses to my Discussion posts were most instructive.  In addition, before this course, I had never heard of a Community of Practice.  I have learned the importance of building a community of practice for support, resources, guidance, and leadership.   

Finally, this course has helped me to see past the here and now and begin to look towards the future.  I have given a great deal of thought to being an advocate for social change for children and families in my community.  This course has helped me to look for other ways in which I can make a difference in my community by using my knowledge of early childhood for the well-being of children and their families.

A long term goal that I have made is to move to a foreign country for at least one year and teach in a mission/orphanage.  This will not be possible until my own children are in college; however, that time will be here before I know it.  I have never been outside the United States, and I would love the opportunity to travel to a foreign country.  I have not decided where, yet.  Do you have any suggestions?  I do know that I would like to use my time teaching young children who are living in a mission/orphanage. 

I cannot believe that this journey has come to an end.  I keep asking my children, “What am I going to do with all the free time that I am going to have?” They haven’t given me an answer, but I think that they will just be happy to have more of their mama’s attention again.

 

Dr. Teri and classmates, I consider you not just my instructor and colleagues but also my friends.  At times, I have wondered if I would make it to this point.  Thank you for your encouraging words, posts, and blogs. I wish you each the best as you continue your careers and education. 

 

The only person you are destined to become is the person you decide to be. –Ralph Waldo Emerson

 

Best regards,

Dianne

Jobs/Roles in the ECE Community:  Internationally 

Save the Children

Early Childhood Development (ECD) Specialist, Washington 

This job opportunity is currently being posted on the UNjobs website.  Save the Children’s (n.d.) website states that they are “the world’s leading independent organization for children”.  According to the UNjob posting, the ECD Specialist would be responsible for “providing technical support to country offices in the design, implementation, and monitoring of ECD programs”.  A Masters in early childhood development, education, or related field is required as well as communication skills in English and Spanish.  One must also be willing to travel 30-40% of the time.  This job opportunity appeals to me because I am very interested in traveling to other countries and would like to oversee early childhood programs in other countries.  I would like to pursue an opportunity like this one once my children are in college.  At that time, I will be able to travel and use my early childhood background in different avenues like this job opportunity. 

International Rescue Committee (IRC)

Child and Family Specialist, New York

According to their website, the International Rescue Committee “responds to the world’s worst humanitarian crises and helps people survive, recover, and rebuild their lives.”  This job opportunity is currently being posted on the UNjobs website.  According to the UNjob posting, the major responsibility of the Child and Family Specialist will be to “lead the development of a comprehensive, evidence-based Healing Families Toolkit that will be piloted in Tanzania”.  An applicant must have a Masters in social work, child development, or related field, excellent communication skills, and be willing to travel to Tanzania 1-2 times for about 15 days.  I am intrigued by this organization’s passion for helping families to rebuild their lives after wars or natural disasters.  I think it would be very rewarding to work for such an organization and use my early childhood background to develop parenting programs. 

World Vision International

Early Childhood Development (ECD) Specialist, Washington 

This job opportunity is currently being posted on the UNjobs website.  A Masters or Doctoral degree in early childhood development, education, developmental psychology or social work is preferred.  Excellent communication skills and the ability to network with other agencies is required as well as the ability to travel 25-30% of the time.   According to the UNjobs posting, “Inter and intra agency working groups are established (CoP) to contribute to and help disseminate best practices and learning across the Partnership and externally”.  What attracted me most to this job posting were the multiple opportunities to discuss early childhood development with other international organizations/agencies.  Being a lifelong learner and loving opportunities to expand my knowledge of the early childhood field, this job opportunity appealed to me greatly. 

 

References

UNjobs: a Swiss Association. (n.d.).  Save the Children. Retrieved from

http://unjobs.org/vacancies/1377115071900

 

Save the Children. (n.d.). Retrieved from

http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6115947/k.8D6E/Official_Site.htm

UNjobs; a Swiss Association. (n.d.). International Rescue Committee. Retrieved from

http://unjobs.org/vacancies/1377722590305

International Rescue Committee. (n.d.).  Retrieved from

http://www.rescue.org/irc-fast-facts

UNjobs: a Swiss Association. (n.d.).  World Vision International. Retrieved from

http://unjobs.org/vacancies/1379449832386 

World Vision International. (n.d.).  Retrieved from

http://www.wvi.org/about-world-vision

 

Jobs/Roles in the ECE Community: National/Federal Level 

 

State Liaison for the National PTA

This job opportunity within the national office of the PTA intrigued me.  It would be a way to use my background in early childhood in a more administrative capacity.  A State Liaison has to be knowledgeable about the different departments within the PTA organization as well as be knowledgeable about key programs and resources that the PTA offers.  In this job position, you would be responsible for being the main contact and customer support for all State PTAs with regard to programmatic and organizational issues (http://www.pta.org/careers).  A Bachelor’s degree, excellent communication and computer skills are required for this job opportunity.

NAEYC:  Project Manager, Education

This job opportunity involves travel abroad which excited me.  As a project manager, you oversee that the educational programs are being delivered effectively and in a cost effective manner.  As project manner, you assist the Director in developing and implementing programs that provide information, guidance and support to public and large scale entities aboard that implement quality enhancement initiatives that embrace NAEYC’s early learning standards (http://www.naeyc.org/about/jobs).  Currently, the NAEYC is looking for a Project Manager to provide training for early childhood professionals in the Middle East.  NAEYC prefers someone with a Master’s Degree in Early Childhood Education for this position as well as someone with excellent communication and writing skills.

Teach for America: Corp Member

This national organization promotes providing excellent educational experiences for children growing up in poverty (http://www.teachforamerica.org/join-our-staff).  With a two year commitment, you can become a corp member and be assigned to one of four regions in the United States that desperately needs teachers in high-poverty areas.  The website provides a wealth on information about the four regions and each region’s certification/licensing requirements.  When assigning a corp member to a position, they take into consideration the regional needs and opportunities, the state’s licensing and certification requirements, and your own preference of location(http://www.teachforamerica.org/join-our-staff) .  You will receive a beginning teacher’s salary for that state.  There are many scholarship opportunities for Teach for America employees.  What interests me most about this program is their commitments to help those living in poverty receive an excellent education.  In my opinion, it would be a wonderful way to use my educational background and serve those most in need.    

 

References

NAEYC. (n.d.). Job opportunities: Executive Office.  Retrieved from

          http://www.naeyc.org/about/jobs

 

National PTA. (n.d.) Careers at National PTA. Retrieved from

          http://www.pta.org/careers

 

Teach for America (n.d.). Join our staff.  Retrieved from

          http://www.teachforamerica.org/join-our-staff

 

 

Exploring Roles in the ECE Community: Local and State Levels 

The National Coalition for Parent Involvement in Education (NCPIE) is an organization that appeals to me because it supports one of my passions in education.  I am constantly looking for ways to increase parent involvement.  Unfortunately, many people misunderstand parent involvement to mean only the required four programs/events that parents are invited to attend at their child’s Title I school.  Parent involvement is an ongoing process. It is finding engaging activities and learning experiences that the parent and child may participate in together in the home. The NCPIE website recommended a book, Beyond the Bake Sale by Anne Henderson, which my school used as a professional learning community resource last year. I recommend it, as well. 

Another organization that appeals to me is the North Carolina PTA.  As a parent and as a teacher, I support the purpose of this organization. The national and NC PTA bylaws core purpose states, “To secure adequate laws for the care and protection of children and youth” (NCPTA website).  As I was telling my principal yesterday, the safety and well-being of our children is fundamental and non-negotiable.

The third organization that appeals to me is the North Carolina State PIRC.  When our Title I school first became involved with PIRC, I was unsure what it meant.  However, I soon learned how the North Carolina Parent Involvement Resource Center is instrumental in “helping schools and families work together to improve academic performance” (National PIRC Coordination Center website).  Our school district has used many of their resources in our curriculum night events to help inform parents of ways to become more involved in their child’s education.

Current job opportunities that interest me are being an early childhood instructor at the local community college and being the director of a small, church-affiliated mothers’ morning out program.  During our last class when we conducted interviews with early childhood instructors, I visited the local community college and spoke with two early childhood instructors.  I was asked to put in my application and have done so.  Obtaining my Masters with a specialization in Teaching Adults EC was definitely appealing to them as well as having twelve years of teaching in the elementary grades.  There is not a position currently available; however, I hope to teach at that level in the future.  My other interest is to be a director of a small, church-affiliated mothers’ morning out program.  My background in early childhood as well as my background in accounting/business would be helpful in this career.  My children participated in this type of early childhood program, and I found it so beneficial to them.  I would love to give back to the community and serve my church by having a position such as this.

References

North Carolina PTA.  (n.d.). Retrieved from the North Carolina PTA website:

          http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/7388/N

C%20PTA%20Advocacy%20Priorities.pdf

 

National PIRC Coordination Center. (n.d.).  North Carolina state PIRC. Retrieved

          from the National PIRC Coordination Center website:

http://www.nationalpirc.org/directory/NC.html

 

National Coalition for Parent Involvement in Education. (n.d.). Building family-

          School partnerships that work. Retrieved from the National

          Coalition for Parent Involvement in Education website:

          http://www.ncpie.org/

 

 

Blog – Week 8

Note of Thanks

Thank you to all of my classmates for you support and insight throughout this course.  I have learned so much from each of your personal experiences as they related to being an effective communicator.  It has extended the learning experience for me.  I wish you the best as you continue your academic journey.

Dianne

 

 

Week 6 - Blog Assignment

To be quite honest, I have not been in many group situations that paid much attention to the adjourning stage.  It didn’t seem to matter whether or not the group was high-performing or if the group had the clearest established norms.  In my opinion, once the task was completed, the group members have just seemed to drift off on their separate ways. 

However, I have had one group that experienced a very memorable adjourning stage.  I had a wonderful student teaching supervisor.  She is an extraordinary mentor and a fascinating person.  Aside from being a college professor and student teaching supervisor, she also gave tours at the North Caroling Museum of Art.  At the end of our student teaching experience, she gave her ten student teachers a tour of the museum.  She singled out specific pieces of art from different periods and would relate them to how being an elementary teacher we would be able to influence the lives of children.  We then went to her house for a dinner and to share our final units.  It was hard to leave this group because we had been through so many courses together as well as shared our student teaching experience together.  All of us had been paired to experience a “dual” teaching experience in which we spent six weeks in one lower elementary grade and six weeks in an upper elementary grade.  Each pair was assigned to the same teachers, so that we could trade off grade levels at the halfway point.  In this way, we could share ideas and strategies about what worked and didn’t work well in the different classrooms and help each other design our final units.  It was a very close-knit group.  This final gathering was very memorable. 

As we are getting closer to obtaining our master’s degree in this program, I have given some thought as to how this group might adjourn.  At the end of our courses, I enjoy how we use our blogs to express our gratitude for each other and to wish each other good luck as we continue our studies.  This is a great way to adjourn since we are a part of an online community of learners.  However, as we near graduation, I look forward to meeting my classmates face-to-face at the graduation ceremony.  We have all shared so much of ourselves in our discussion posts and blogs that it would be nice to gather together to formally meet and to celebrate our accomplishments.

I think adjourning is an essential stage of teamwork because it gives the group time to celebrate their accomplishments, to acknowledge each other’s role in the team effort, and to reach closure before going separate ways.

 

Week 5 – Blog Assignment

I have just gotten home from spending my spring break with my parents.  The conflict that I have spent a good amount of time wondering and worrying about exists between me and my father.  I believe there are underlying issues as to why my father and I have a difficult time having a conversation.  The Conflict Resolution Network website has been helpful in realizing that conflicts come about from differences – in needs, values, and motivations (http://www.crnhq.org/pages.php?pID=12#skill_3).  As I have shared with you before, I avoid conflict and confrontation because I have the tendency to shut down in those situations.  O’Hair and Wiemann (2012) describe unproductive conflict as conflicts that are managed poorly and have a negative impact on individuals and relationships involved (p. 220).  My avoidance to discuss sensitive and difficult issues, such as not addressing the communication issues that exist between us, aids in causing this conflict to continue (p. 221).  My fear is openly discussing the root of our communication difficulties will reveal too many feelings that I think will destroy the relationship (p. 227).  So, I have tolerated the communication difficulties and have accepted our strained relationship for what it is.  From The Third Side website, I learned that responding to conflicts productively requires courage, preparation, knowledge, skills, creativity, and coordination (http://www.thirdside.org/).  I need to find the courage to address this conflict with my father.  In addition, I learned from The Center for Nonviolent Communication website how to express myself honestly without attacking (http://www.cnvc.org./).  I need to express my desire to address our communication issues without blaming him.  I need to acknowledge the role I have played in causing this conflict to continue.  Avoidance of this unspoken conflict cannot continue. 

Please share any insights or advice you may have on this matter. 

Conflict Resolution Network. (n.d.). CR kit. Retrieved from http://www.crnhq.org/pages.php?pID=12#skill_3 

The Center for Nonviolent Communication. (n.d.). The center for nonviolent communication. Retrieved from http://www.cnvc.org/

The Third Side. (n.d.). The third side. Retrieved from http://www.thirdside.org/

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St.

            Martin's.

 

 

 

Week 4 Blog Assignment

This week I evaluated myself as a communicator, and I had two others evaluate me.  I found that I was more critical at evaluating my communication skills in public speaking, whereas my peers were much more complimentary.  My colleague who has seen me lead countywide workshops reported that I come across as very comfortable speaking in public; however, that is not how I feel. According to O’Hair &Wiemann (2012) I think I must mask my emotions when I speak in public, so that others do not see how nervous I am actually feeling (p.136). The two persons chosen to evaluate me have seen me speak publicly in different scenarios; one personal and the other professional.  In addition, we all agreed that I do not communicate in a way that would offend the person to whom I am speaking.  I am careful to take the other person’s feelings into account, and I do not like to engage in confrontational discussions. 

One insight that I gained about communication this week is that different situations call for different styles of communicating.  For example, as each person was completing the evaluations, they would comment that some of the communication styles would depend on the situation.  Sometimes I need to be very aware of time constraints when effectively communicating, such as when I am leading multiple parent-teacher conferences back-to-back.  However, other times I can be much more flexible about listening and effectively communicating due to more flexible time limits.  In addition, another insight I gained about communication this week is that I am not one to join in a confrontational discussion even when I have an opinion on something.  I will not state my opinion unless asked.  For example, this past week I was in a meeting with all of the other first grade teachers in our district, and we were designing the new curriculum guide based on the common core standards.  At times, the discussion was getting quite heated, and I would not participate in that part of the discussions.  I just listened carefully to the debate.  However, once I was asked to state my opinion on the matter, I would state my opinion as to why I felt some topic belong in a specific quarter of the school year and what standards it would cover.  In my personal life and professional life, I realize that speaking up is an area that I need to improve upon and feel more confident doing. 

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New York: Bedford/St.

            Martin's.

 

Week 3 – Blog Assignment 

I do find myself communicating differently with people from different groups and cultures.  Beebe, Beebe, & Redmond (2011) stated that your generation has important implications for interpersonal communication, especially as you relate to others in both family and work situations (p. 92).  Each generation has developed its own set of values, which are anchored in social, economic, and cultural factors stemming from the times in which the generation has lived.  For example, I speak more freely with people who are within a similar cultural group as mine.  I am more quiet around older people.  I was raised to respect the elderly.  This included listening respectfully and not speaking up if my opinion differed from theirs.  I also tend to avoid political discussions with anyone.  

Three strategies I could use to help communicate more effectively with the people/groups I have identified are:

*Ask more questions than I normally would in order to learn more about their worldview and perspectives based on the different cultural and historical events they have experienced (pp. 91 & 98).

*Learn to understand why other people think and act as they do and be able to empathize with their perspectives (p.99).

*Actively seek information about others by asking questions and listening for the answers, so that we can establish a common ground (p.105). 

Beebe, S. A., Beebe, S. J., & Redmond, M. V. (2011). Interpersonal communication:

            Relating to others (6^th ed.). Boston, MA: Allyn & Bacon.

 

Week 2 – Blog Assignment

Today I watched a muted episode of the Fox series New Girl.  I have never seen this show before nor did I know the premise of the show.  By watching the nonverbal behavior of the four main characters, I assumed that they were sharing an apartment together.  There are three males and one female roommate.  There was a sexual tension between one of the males and the female.  I do not know if there is more of a relationship, other than platonic roommates or not, but there definitely is a sexual tension. This tension appears to bother one of the other roommates, and it did not seem to have any impact on the other one.  They were fighting over a parking space that had become available in their apartment complex.  There was close proximity, in one’s intimate space, between the two which I felt added to the sexual tension.  The other male roommates kept a proper distance from the female roommate.  This led me to think that nothing was going on between them and her. 

Next, I watched the same episode with volume.  I was correct in assuming that there was a sexual tension between two of the roommates.  Evidently, they had shared a kiss previously.  Three of the roommates were arguing over a parking space and the “kiss” had impacted the decision by one roommate as to who should have the parking space.  This caused more arguments within the apartment.  It was eventually resolved that the roommate who didn’t seem to care about the kiss got the parking space. 

The assumptions I made, during the muted viewing, were fairly correct.  Although, I would have understood better that there is no on-going physical relationship between the two roommates, I was correct in assuming that there is a sexual tension there.   I never realized how much one relies on nonverbal cues to interpret what is going on around them.   

Philbin, J.J. (Writer) & Kasdan, Jake (Director). (2013, February 17).  Parking

            spot[Television series episode]. In New Girl. Los Angeles, CA: Fox Broadcasting

            Company.

           

EDUC-6165 Blog Week 1

When I think of someone who demonstrates competent communication within a particular context, the person that came to mind was my student teaching supervisor Dr. Rhonda Wilkerson.  Although, she could be a very intimidating person when she wanted to be, she could also be very approachable and understanding.  She was a wonderful lecturer. Not only was she a supervisor of student teachers from UNC, but she also gave tours at the North Carolina Museum of Art.  She appreciates and loves all types of art.  Her intense focus in education was learning styles.

When she gave lectures, what made her a competent communicator was her ability to capture and hold an audience’s attention with her examples about different learning styles and by using graphics, videos, and artwork to show examples of the various learning styles.  Even though her lectures may contain two hundred students and professionals, as she spoke about the various learning styles, she would put a personal touch to the descriptions that you almost felt that she was speaking about you, but not in an offensive way.  She was an advocate for all of the learning styles and would instill in you ways to meet the needs of the various learning styles.  Finally, she would integrate examples of artwork to extend the points of the lecture and take the learning experience to a different level.   The artwork was always diverse, and you could tell that she had spent a great deal of time considering what piece of art would go with what learning style or lesson that she was presenting.  It was always intriguing to see which pieces she would choose.  According to O’Hare and Wiemann (2012), in the lecture setting, Dr. Wilkerson is a competent communicator in that she adjusts her behavior to suit particular individuals and situations.  In addition, Dr. Wilkerson’s lectures were appropriate in that they met the demands of the situations, and they were effective.

 

O'Hair, D., & Wiemann, M. (2012). Real communication: An introduction. New

            York: Bedford/St. Martin's.

 

 

           

 

Professional Hopes and Goals 

When I think about working with children and families who come from diverse backgrounds, one hope that I have is to make more of a concerted effort to be a culturally relevant teacher.  Hyland (2010) states that a culturally relevant teacher learns the cultural norms and values of the ethnic, racial, or language group and uses this knowledge to impact their instruction in order to improve the educational outcomes and experiences of the children.  

One goal that I would like to set for the early childhood field related to the issues of diversity, equity, and social justice is to provide more professional learning communities on these topics in our schools.  Teachers need to learn more in depth information about these topics and have opportunities to discuss them with each other.  Then they will be better equipped to brainstorm ways to better meet the needs of their diverse student population and their families. 

Hyland, N. E. (2010). Social justice in early childhood classrooms: What the research tells us. YC:

            Young Children, 65(1), 82--87. Retrieved from the Walden Library using the ProQuest

Central database: 

http://search.proquest.com.ezp.waldenulibrary.org/docview/197637742?accountid=14872

 

A Note of Thanks

 It has been a pleasure getting to know each of you during the past six courses.  Thank you for sharing your personal stories and insight along the way.  I wish you the best as you continue your educational journey in your specialization.  Thank you for your support and kindness. 

Best regards,

Dianne

Welcoming Families From Around the World

I am a first grade teacher in a public school, and a student from Portugal has just been assigned to my classroom.  Hyland (2010) recommends that to prepare myself to be culturally responsive towards him and his family that I learn more about the culture and customs of his home country and to make it a part of the school curriculum.  First, using the internet I research Portugal to find out the primary language, Portuguese, and the dominant religion, Catholicism.  I also learn about the protocol for eating, which is to wait until everyone has food before eating and to leave some food left on your plate when you are done eating.  This is good to know, so I do not misinterpret why he is not eating all of his school lunches.  In addition, I learn the importance of the extended family.  I can use this information to give him ideas for story starters.  Finally, I learn that eye contact is very important when communicating; however, using too many hand gestures is being too demonstrative, so it is recommended to limit hand gestures.  I will need to keep these things in mind when meeting with his parents and during my instruction, too.  Second, I will meet with the English as a Second Language instructor for tips and advice as to how best to meet this child’s needs.  I will find out from her his English ability and that of his parents.  In addition, I will set up a meeting with his parents and the school’s translator, so that I can meet them and learn what their goals are for their son.  Third, I will learn a few words in Portuguese in order to communicate a greeting to him and to ask how he is doing at various times throughout the day.  Fourth, I will find some books that he can read in his home language during the school day.  Fifth, I will obtain one of the school’s laptops and contact out technology instructor about the Google translator app, so that he and I and the other students can type messages during the day in order to communicate with each other.  I will use this application to type our classroom newsletters in his home language for his parents. It is my hope that by preparing in these ways, I will better meet my new student’s academic and social needs in the classroom. The translator and the translated newsletter will help to foster an open means of communication between the school and the family.  It is my hope that the student and family will feel comfortable at our school and a part of its environment. 

http://www.kwintessential.co.uk/resources/global-etiquette/portugal.html

Hyland, N. E. (2010). Social justice in early childhood classrooms: What the research tells us. YC:

Young Children, 65(1), 82--87. Retrieved from the Walden Library using the ProQuest

Central database:  http://search.proquest.com.ezp.waldenulibrary.org/docview/197637742?accountid=14872

The Personal Side of Bias, Prejudice, and Oppression 

When I think of an incident of when I have witnessed someone else as the target of oppression, I think of my two daughters.  Unfortunately, more times than I would care to admit they get into verbal slights with each other.  They will say things to “dig” at the other person in order to put the other one down and make the other one feel bad about their looks, their personality, or their grades.  They are only saying these things to build their own selves up and to feel more superior to the other, thus diminishing any sense of equity in the household.  I know that they are being sisters, and it reminds me of how my own sister and I interacted as teenagers; however, I try to instill in them that words do hurt.  We recently watched the movie The Breakfast Club together.  There are so many incidences of stereotyping and microaggressions throughout this movie.  I used this as an opportunity to talk with them about how we often judge people based on the way they look and act and how words can really be painful.  They agreed that it was very similar to how high school is today.  I hope that by talking with them when they start these verbal attacks on each other and by addressing them in the moment, they will learn the uselessness of them.  I think seeing a movie like The Breakfast Club where the insults were so blatant and real-life for them, also made them realize how painful and oppressing words can be.

 

Tanen, Ned & Hughes, John (Producers) , & Hughes, John (Director), (1985) The

            Breakfast Club [Motion Picture], United States: Universal Studios.

Practicing Awareness of Microaggressions 

My personal experience with having witnessed microaggression was when I attended my cousin’s wedding.  She was marrying a second generation Japanese-American.  I was driving the more elderly members of the family to the church.  Our great-uncle, who had fought in the Korean War, was sitting in the backseat of the car.  As I pull up to the church, he exclaims, “Why are all these Japs here?!?”  I quickly explained who his niece was marrying, and that was why he was seeing so many Japanese people coming to the wedding.  I was embarrassed by his slight, but I had been raised around many family members who made ignorant remarks, so I knew to not internalize what was said.  I then silently prayed that there would be no more outbursts during the wedding ceremony or reception.  Luckily, my prayers were answered. 

In my observations this week, I perceived more of a level of frustration than discrimination, prejudice, and/or stereotypes of people.  We are a Title I school, and several of are students are not getting the proper medical care that they deserve.  It may be because their parents cannot afford to take off work to get them to the doctor or that they do not have medical insurance to afford a trip to the doctor.  If this is the case, we try to find out without offending anyone, so that we can make a referral to the health clinic for them. 

Perspectives on Diversity and Culture 

This week I asked three friends to share with me their definitions of culture and diversity.  Roger is a former pastor and Allan is in the military.  Tina is a colleague of mine. 

Roger’s definition of culture was all things that uniquely set one group of people apart from others - food, customs, clothing, art, whatever.  There can be some crossover between cultures but there must also be differences to define each as a separate culture. 

Allan’s definition of culture was those characteristics that we use to define ourselves as part of a larger group.  Can be defined by our religion, socio-economic standing, home nation, race, or even hobbies and interests.  We aren’t limited to one culture; we can belong to more than one culture.  For example, military members tend to have their own culture, but within that military culture there are sub-cultures such as those who are airborne qualified, or who are combat veterans. 

Tina’s definition of culture was one common age or religious group, belief, habit, etc. that people share that are the same.

 

Roger’s definition of diversity was any and all traits and cultural distinctions which separate one group or individual from the others. 

Allan’s definition of diversity was the inclusion of others with no regard to their difference, ie. race, religion, national origin, etc.  We can also tie diversity back to culture.  Since our culture is a “grouping” of sorts then the acceptance of those who don’t belong to our culture is a form of diversity and inclusion.  One of the advantages of diversity and inclusion is the broader spectrum of viewpoints, ideas, and opinions that those different backgrounds bring to the group. 

Tina’s definition of diversity was the various age and religious groups, habits, etc. that people have the option to participate in – a subgroup or characteristic of culture.

 

*From what I have studied thus far about culture and diversity, the responses regarding culture do touch upon how particular groups of people live.  For example, some of the responses refer to surface culture characteristics such as foods and clothing, whereas other responses are more directed to deep culture characteristics such as beliefs, religion, and hobbies. Each of their responses to what is diversity also touch upon its relationship to culture. 

*In my opinion, I feel that in their responses to diversity what was omitted was that in some cases you have little or no choice with regard to some of your social identities which impact your individual diversity.  For example, you are born with a certain skin color, and you share this color with some people but not everyone.

 

*In thinking about other people’s definitions of culture and diversity, I realized that we share similar viewpoints on these topics. We see the relationship between culture and diversity.  We express our culture in everything that we do throughout the day.  That is why it is so important to respect others that are different from us.  We need to learn to appreciate these differences and appreciate that the way we do things is not the only way.

 

 

 

My Family Culture 

If a major catastrophe were to happen and almost completely devastate the infrastructure of my country, and I was given the choice to take three small items along with a change of clothes with me to a foreign land, the three items that I hold dear and that represent my family culture are an afghan crocheted by my mother, the family Bible, and a family picture from our latest annual trip to the Outer Banks of North Carolina. 

My mother has crocheted afghan blankets for friends and family for years.  It is her way of sharing her talent and love for others.  We are all comforted and kept warm under her afghan blankets. 

The family Bible is an heirloom passed down for several generations starting with the names of my great-grandparents.  It represents my family religious beliefs and values.  

Each year my entire family gathers at the Outer Banks for a week long vacation, and we have a family photo taken.  We have been doing this for eight years now.  It has been wonderful seeing the cousins grow-up together, as we live very far from each other.  Our parents and brother are also in attendance.  We go parasailing, on tours to see the wild horses, watch the play The Lost Colony, climb the sand dunes at Kitty Hawk, and visit the Wright Brother’s Museum.  The best part is just being together laughing and making memories.  The family photo is taken each year to commemorate our time together. 

If, upon arrival, I was told that I could only keep one personal item and have to give up the other two items, I would keep the photo of my family.  Seeing them would give me strength to carry on.  The afghan would hopefully go to someone who needed it more than I did, and the Bible would hopefully be read by someone who needed to hear God’s word during this difficult time. 

Throughout the day, as I pondered on this assignment, the insight that I gained about myself was how important my family is to me.  They are my strength, my guidance, and my support through all things.