Culture awareness - part two
The problem of lack of cultural awareness, or negative feelings about cultural identification.
At the very least, a child is poorer when he is unaware of his cultural heritage, his roots. It was a revelation to me that the worst thing that the white man did to the black slaves before the Civil War was not beating him, or disfiguring him, rape, starvation, overwork, imprisonment, or any other atrocity that brought physical pain. The worst thing the white man did to his black brother left no mark. it was to take away his name, his tribal heritage. To take away his past left him stranded in a culture that obviously was not his own. But where did he belong? Once freedom was gained, where was "home"? There was no way to find out since the now freed slave had no clues to go on. I'm sure that every orphan, trying to find his family, realizes the feelings that the black man felt: psychic pain.
So, too,some Indian child aware that society puts a premium on blue eyed, blond children, wonders where he belongs. After a dismal try at being blue eyed and blond...or taller, or curly hair...or whatever the TV media and popular culture is promoting that year...his self concept is damaged because he tried to measure himself against a yardstick that doesn't apply to him. Feelings of inadequacy, rage, and frustration develop. Society suffers from the rage and the resulting property damage and other crimes of violence.
Even if a negative concept is not the result, the child, who is unaware of his cultural heritage misses joy, feelings of belonging and the comfort that this implies.
The best of civilization is to be found in diversity...of foods, customs, music,clothing, pageantry, folk tales, art, language, housing and other methodology. To be aware of these diversifications is to be respectful of humanity, and to enjoy that humanity. To know that you belong to one of these groups and to know what this group has contributed through history, that is identification and the end of isolation. In summary, a child is richer and has better feelings about himself if he is aware of his cultural heritage.
Classroom projects in cultural awareness
First, no matter how many projects a teacher may have promoting Indian culture, if she doesn't completely accept the child for himself, the project won't work. If she turns her head away in revulsion when an Indian child climbs on her lap, he will know her feelings. If a negative tone is in her voice, or if she ignores him except to punish, if he always goes to the back of the line and gets the last turn, it will be clear to him that something must be disagreeable with himself or the teacher would like him. Doesn't she show love to the other children? Then, it can't be the teacher's fault. So, it must be his. Ergo, he apologizes for living, or reacts strongly against himself. First, the teachers own feelings of acceptance must be examined.
What projects can be done in the classroom to promote cultural awareness? The resources are the children and the parents themselves. In Syracuse, my parents put on an Indian festival in the classroom. I learned how to make corn soup and Indian fried bread. Our public library supplied folkways records of authentic chants. Since the Indian club was near by, a few children already knew how to do the corn dance. They taught me. That day was so successful that all of the children declared they were Indians, even the blue eyed blond children and the black children. To make this special for in Indian children, i told them they were "pretend" Indians, but ________ and _______ Were real Indians.
When the Corn Festival was approaching, we helped through our parent group to make costumes for the parade the children would be in. The public library also had stories of Indian legends, but we found them too advanced for our age group. However, they enjoyed story telling in a briefer form. We avoided all cowboy and Indian motifs that were basically a "chase" game.
"Social science" projects such as learning about Navajos, were too advanced for 4 year olds. On the other hand, some Indian crafts were very successful. Leather crafts, making headband and wristbands of paper, Pictures of Indians and Indian designed artifacts were also appreciated and it didn't make any difference to them that the bowl was Zuni, the turquoise was Navajo and the wood mask was Iroquois. They knew that the squash racket was "theirs" through their experiences with squash racket making on the reservation.
In conclusion, We are all richer when we learn to accept the special contributions each culture has to offer, and by extension, we are all richer when we learn that each person is unique and has his own special contribution to offer to the world.
In the words of Mr. Rogers (Mr. Roger's Neighborhood), "In this whole world, there is nobody quite like you. You're special. We like you just the way you are."
The problem of lack of cultural awareness, or negative feelings about cultural identification.
At the very least, a child is poorer when he is unaware of his cultural heritage, his roots. It was a revelation to me that the worst thing that the white man did to the black slaves before the Civil War was not beating him, or disfiguring him, rape, starvation, overwork, imprisonment, or any other atrocity that brought physical pain. The worst thing the white man did to his black brother left no mark. it was to take away his name, his tribal heritage. To take away his past left him stranded in a culture that obviously was not his own. But where did he belong? Once freedom was gained, where was "home"? There was no way to find out since the now freed slave had no clues to go on. I'm sure that every orphan, trying to find his family, realizes the feelings that the black man felt: psychic pain.
So, too,some Indian child aware that society puts a premium on blue eyed, blond children, wonders where he belongs. After a dismal try at being blue eyed and blond...or taller, or curly hair...or whatever the TV media and popular culture is promoting that year...his self concept is damaged because he tried to measure himself against a yardstick that doesn't apply to him. Feelings of inadequacy, rage, and frustration develop. Society suffers from the rage and the resulting property damage and other crimes of violence.
Even if a negative concept is not the result, the child, who is unaware of his cultural heritage misses joy, feelings of belonging and the comfort that this implies.
The best of civilization is to be found in diversity...of foods, customs, music,clothing, pageantry, folk tales, art, language, housing and other methodology. To be aware of these diversifications is to be respectful of humanity, and to enjoy that humanity. To know that you belong to one of these groups and to know what this group has contributed through history, that is identification and the end of isolation. In summary, a child is richer and has better feelings about himself if he is aware of his cultural heritage.
Classroom projects in cultural awareness
First, no matter how many projects a teacher may have promoting Indian culture, if she doesn't completely accept the child for himself, the project won't work. If she turns her head away in revulsion when an Indian child climbs on her lap, he will know her feelings. If a negative tone is in her voice, or if she ignores him except to punish, if he always goes to the back of the line and gets the last turn, it will be clear to him that something must be disagreeable with himself or the teacher would like him. Doesn't she show love to the other children? Then, it can't be the teacher's fault. So, it must be his. Ergo, he apologizes for living, or reacts strongly against himself. First, the teachers own feelings of acceptance must be examined.
What projects can be done in the classroom to promote cultural awareness? The resources are the children and the parents themselves. In Syracuse, my parents put on an Indian festival in the classroom. I learned how to make corn soup and Indian fried bread. Our public library supplied folkways records of authentic chants. Since the Indian club was near by, a few children already knew how to do the corn dance. They taught me. That day was so successful that all of the children declared they were Indians, even the blue eyed blond children and the black children. To make this special for in Indian children, i told them they were "pretend" Indians, but ________ and _______ Were real Indians.
When the Corn Festival was approaching, we helped through our parent group to make costumes for the parade the children would be in. The public library also had stories of Indian legends, but we found them too advanced for our age group. However, they enjoyed story telling in a briefer form. We avoided all cowboy and Indian motifs that were basically a "chase" game.
"Social science" projects such as learning about Navajos, were too advanced for 4 year olds. On the other hand, some Indian crafts were very successful. Leather crafts, making headband and wristbands of paper, Pictures of Indians and Indian designed artifacts were also appreciated and it didn't make any difference to them that the bowl was Zuni, the turquoise was Navajo and the wood mask was Iroquois. They knew that the squash racket was "theirs" through their experiences with squash racket making on the reservation.
In conclusion, We are all richer when we learn to accept the special contributions each culture has to offer, and by extension, we are all richer when we learn that each person is unique and has his own special contribution to offer to the world.
In the words of Mr. Rogers (Mr. Roger's Neighborhood), "In this whole world, there is nobody quite like you. You're special. We like you just the way you are."
posted by gardenbug at Monday, October 02, 2006
2 Comments:
I think it's kind of sad, that celebrating ones individuality (whether cultural or personal) tends to separate you from the mainstream. I think it's human nature to compartmentalize things - file things neatly in categories. Celebrating ones "uniqueness" seems to be a sure-fire way of labeling yourself as an outcast in a category of 1 or a few. Even in groups that consider themselves as "unique" or "special," there's that pressure to conform to their definition of "peculiar" or "uniqueness." I'm not quite sure how to bridge those gaps. I'd love to know, 30 years later, how those Native American kids are doing as adults. It would be interesting to find out.
So would I like to know how they're doing. Unfortunately, one good experience does not counteract many negative experiences. The best part may be what I modeled for their parents. I hope the parents continued positive reinforcement. Remember, too, the Indian center nearby...and the strength of the Onondaga Nation. I hope those children, now adults, are proud of themselves...like We all should be of ourselves.
As for me, you know that I do not run with the crowd. I insist on being myself and don't feel pressure to conform. The price is too high.
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