How Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? :: Teaching Education

How Can A Students Cultural noesis and School Knowledge be Contextualized Within the schoolroom?Anne, a 15 year old Vietnamese American student stared out the window man the instructor droned on in the background. Her thoughts centered onlunch and her friends, and family. On a deeper level, her thoughts wereabout friendship, loyalty, kinship, and how children gain status andacceptance in the social structure of the school. Annes attention wasbrought back into the classroom when the teacher inform that thisinformation will be on the test. Mechanically, Anne began to write as theteacher dictated nones. When the teacher had finished dictating the notes,Annes thoughts wandered back to her own concerns. This true account is about me as a young little girl trying to identify with theexperiences of school friendship and truly life knowledge. Most of us asstudents fork over been in my shoes can readily identify the occasional momentsof boredom and daydreaming in an otherwise in teresting and engaging schoolexperience, and in other occasions, this is the main reality of theclassroom life. Traditionally, the educational confederation has tended to situation culturally diverse students as advance from a deficit model, thatsomehow these students lacked the right stuff, the educational experiencesfor success in school. Rarely have schools and educational institutionsviewed culturally diverse students as being enculturation rich and not at risk.When children are not allowed to incorporate their prior knowledge with newexperiences provided in the classroom, learning is slowed and the childconstructs a disjointed view of the world. This paper explores themulticultural and diversified world of the students and juxtaposes it onthe knowledge the students are encountering in the classroom. It exploresknowledge in respects to the traditional notions of commonsense knowledgeof school, and knowledge that centers on the interests and aims of thelearner. Multicultural learning needs to habitus on students regenerative(prior knowledge) along with their reified (school knowledge)knowledges,the knowledge moldiness be in relation to the students home and community, theinformation moldiness be personally familiar to the child, the understandingmust come through a connection with culturally familiar stories andmaterials, knowledge needs to create a meaningful linkage to givechildren control over their learning, and multicultural knowledge needs toaddress the histories and experiences of people who have been left out ofthe curriculum (Dewey, 125).What I experienced as a little girl was a conflict between two differentkinds of knowledge, which R.B Everhart has distinguished as reified andregenerative knowledge. Regenerative knowledge is created, maintained,and recreated through the never-ending interaction of people in a communityHow Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom? Teaching EducationHow Can A Students Cultural Knowledge and School Knowledge be Contextualized Within the Classroom?Anne, a 15 year old Vietnamese American student stared out the windowwhile the teacher droned on in the background. Her thoughts centered onlunch and her friends, and family. On a deeper level, her thoughts wereabout friendship, loyalty, kinship, and how children gain status andacceptance in the social structure of the school. Annes attention wasbrought back into the classroom when the teacher announced that thisinformation will be on the test. Mechanically, Anne began to write as theteacher dictated notes. When the teacher had finished dictating the notes,Annes thoughts wandered back to her own concerns. This true story is about me as a young girl trying to identify with theexperiences of school knowledge and real life knowledge. Most of us asstudents have been in my shoes can readily identify the occasional momentsof boredom and daydreaming in an otherwise interesting and engaging schoole xperience, and in other occasions, this is the main reality of theclassroom life. Traditionally, the educational community has tended toview culturally diverse students as coming from a deficit model, thatsomehow these students lacked the right stuff, the educational experiencesfor success in school. Rarely have schools and educational institutionsviewed culturally diverse students as being culture rich and not at risk.When children are not allowed to incorporate their prior knowledge with newexperiences provided in the classroom, learning is slowed and the childconstructs a disjointed view of the world. This paper explores themulticultural and diversified world of the students and juxtaposes it alongthe knowledge the students are encountering in the classroom. It exploresknowledge in respects to the traditional notions of commonsense knowledgeof school, and knowledge that centers on the interests and aims of thelearner. Multicultural learning needs to build on students regenerative (prior knowledge) along with their reified (school knowledge)knowledges,the knowledge must be in relation to the students home and community, theinformation must be personally familiar to the child, the understandingmust come through a connection with culturally familiar stories andmaterials, knowledge needs to create a meaningful linkage to givechildren control over their learning, and multicultural knowledge needs toaddress the histories and experiences of people who have been left out ofthe curriculum (Dewey, 125).What I experienced as a little girl was a conflict between two differentkinds of knowledge, which R.B Everhart has distinguished as reified andregenerative knowledge. Regenerative knowledge is created, maintained,and recreated through the continuous interaction of people in a community