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• W164405907 abstract "An ethnographic case study examined a kindergarten teacher's efforts to promote multicultural literacy learning in her own classroom and school. The teacher taught in a predominantly white, suburban, K-2 elementary school and considered literacy learning as a social process related to community building. The teacher presented her plan for implementing multicultural literacy learning (part of her Master degree project) at a school faculty meting. Two first-grade teachers, a second-grade teacher, and the ESL teacher expressed interest in participating in a steering committee. Data analysis was ongoing and continuous, using the constant comoarative method. Results indicated that: (1) the teacher made classroom changes related to holidays and celebrations, the kinds of literature she read aloud to her students, and interaction with the ESL teacher; (2) other members of the steering committee did not seem interested in actually making changes in their classrooms; (3) the teacher strengthened communication with the parents of all her students, and 25 of 40 families gave classroom presentations; (4) the teacher's successes with parents were not experienced by other members of the committee; and (5) conflicts occurred among the kindergarten staff, the multicultural education committee, and the administration. Findings suggest that the changes were punctuated with culturally related conflict--colleagues did not appear to see a need for understanding the increasingly diverse populations in classrooms. (Contains 24 references.) (RS) *********************************************************************** Reproductions supplied by EDRS are the beat that can be made from the original document. *********************************************************************** Reflections On Cultural Conflict: One Teacher's Struggle For Change ISPAIrrieif 6111MGATMIN cwwe d Eftobtarel ONOMMI afteISM DUCA TIONALcZnait41/0011111110141 Till *KA/mom PM WWI fellealkalll se 'moose hem Nj 0001104.1 irellnitakol a...wog 0 Mimeo mows how Iwo Waft le ow*. velw 'WIMP POdMI 110 0111.0.0100.11.6 MI6 dee4k men, le .101 AIKNAPOT Olaf miNlon v prOcv Patricia Ruggiano Schmidt 212 Reiltey Hall Le Moyne College Syracuse, NY 13214 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) During the last five years of my teaching career, I noticed that bilingual, ethnic-minority students usually had emotional problems as well as academic problems in my kindergarten classroom. I believe that my failure to understand and appreciate cultural diversity greatly affected those students' classroom behavior and performance. Mrs. Starr's ( pseudonym) reflections were expressed during the year she worked on her Master's project. The main purpose of her project was to promote multicultural literacy learning in her own classroom and school. My case study of Mrs. Starr's reflections upon her efforts to change her classroom and school contribute to our understanding of teachers as change agents (Fullan, 1993) and reflective professionals (Schon, 1983). Her reflections demonstrate a process and encourage us to accomplish similar work. Background of the Study The results of a year-long ethnography of two bilingual, ethnic-minority children's literacy learning in Mrs. Starr's (pseudonym) kindergarten classroom (Schmidt, 1993) helped her become aware of the need to understand and appreciate other cultures. The data described her struggles and the children's struggles as cultural conflicts were manifested during formal literacy learning sessions, work and play settings, holidays and classroom celebrations and home-school communications. Therefore, Mrs. Starr wanted to understand and call attention to multicultural literacy learning. Her goal was to change the teaching / learning environment in her" @default.
• W164405907 created "2016-06-24" @default.
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• W164405907 date "1993-12-01" @default.
• W164405907 modified "2023-09-24" @default.
• W164405907 title "Reflections on Cultural Conflict: One Teacher's Struggle for Change." @default.
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