EDACE 818: Social Foundations Cultural Story Project from Yvette F.

Harris KSU Fall 2012 Reading Material included in this project: Week 1. (October 15 - 21): Introductions and Exploring the Topics Merriam, S. & Grace, A. (2011). Chapter 6, African Americans in Adult Education: The Harlem Renaissance Revisited.( p. 67-86). Sue, D. (2010). Taxonomy of Microaggressions, Chapter 2. Microaggressions in Everyday Life. Hoboken, NJ: Wiley & Sons. (p. 21-41). Sue, D. (2010). The Microaggression Process Model: From Beginning to End, Chapter 4. Microaggressions in Everyday Life. Hoboken, NJ: Wiley & Sons (p. 65-86). Colin III, S. & Heaney, T. (2001). Negotiating the democratic classroom. In C. Hansman & P. Sissel (Eds.) Understanding and negotiating the political landscape of adult education (p. 29-27). New Directions for Adult and Continuing Education, 91. San Francisco: Jossey Bass. Week 2 (October 22 - 28): The Importance of Culture in Adult Education Assignment due (October 28): Microaggressions Essay Merriam, S. & Grace, A. (2011). Chapter 10 (p.138-148); Chapter 14, 15, & 16 (p. 207-246); Williams, R. (2009). Black-White Biracial Students in American Schools: A Review of the Literature. Review of Educational Research, 79(2), 776-804. "I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group" Peggy McIntosh Week 3 (October 29 November 4): Power and Privilege Merriam, S. & Grace, A. (2011).

Chapter 13 (p.186-202), Chapter 17 (p.

247-279).
Tisdell, E. (Spring 1998). Poststructural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 40(3). p. 139-156. Alfred, M. (2009). Social Capital Theory: Implications for Womens Networking and Learning. New Directions for Adult and Continuing Education, 122. p. 3-12. Week 4 (November 5 - 11): Social Capital and Feminist Pedagogy Merriam, S. & Grace, A. Chapter 3: Pedagogy of Oppressed (p. 20-32). Bell, B., Gaventa, J. & Peters, J. (Eds.) (1990). We make the road by walking: Conversations on education and social change, Myles Horton and Paulo Freire. Editors Introduction & Chapter 2 (p. 9-144) Week 5 (November 12 - 18): Horton and Freire Merriam, S. & Grace, A. Chapters 28 -30 (p.413-457) Kaufmann, J. (2010). The practice of dialogue in critical pedagogy. Adult Education Quarterly 60(5). p. 456-476. Wiggins, N. (2011). Critical Pedagogy and Popular Education: towards a unity of theory and practice. Studies in the Education of Adults, 43(1). p.34-49.

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EDACE 818: Social Foundations Cultural Story Project from Yvette F. Harris KSU Fall 2012 E. Your Cultural Story. (50 points) Using the guidelines to cultural themes and orientations (attached to the syllabus) write your cultural story detailing how you view the world. The purpose of this assignment is to be a self-examination of your values and how they may differ from others in your educational setting and how they influence you in your work with others. Include examples and experiences from your life that support your beliefs or that formed your beliefs. Explain why you believe a certain way and what influenced you. Address all thirteen cultural themes and orientations in your paper. Remember this is an essay and not 13 questions and 13 answers. This paper length should be 6 - 8 pages in length. (Rubric in the syllabus). (Assignment due Sunday, November 18, 2012) 1. Recognize and understand own cultural history. (Cultural Story; SLO 3 & 5) 2. Recognize how adult education is influenced by cultural, social, economic and political forces. (Microaggressions Essay, Learning Module; SLO 1, 3, & 5) 3. Examine the role adult education has played and continues to play in social change. (Readings; SLO 3, 6 & 7) 4. Investigate the current social theoretical constructs that are relevant to adult education such as critical theory, feminist pedagogy, and postmodernism. (Readings; SLO 1,3, & 6) 5. Analyze how social theory might inform the practice of adult education in the areas of teaching and planning. (Readings; Learning Module; SLO 1, 3 & 7) Required Texts Bell, B., Gaventa, J. & Peters, J. (Eds.) (1990/1991). We make the road by walking: Conversations on education and social change, Myles Horton and Paulo Freire. Philadelphia: Temple University Press. ISBN: 0877227713 or 0877227756. Merriam, S. & Grace, A. (2011). Contemporary Issues in Adult Education. San Francisco: Jossey Bass. ISBN: 9780470873564

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EDACE 818: Social Foundations Cultural Story Project from Yvette F. Harris KSU Fall 2012 Guidelines to Cultural Themes and Orientations List compiled by sociologist Robin M. Williams, Jr. (1970). The Cultural Story should incorporate all 13 areas listed. What values do I hold that are consistent with the dominant culture? This question allows us to recognize the dominant culture values we hold, but also the distinctions we hold as members of other groups in society. The desire and ability to assimilate, as well as affiliations with numerous other groups in this country (religious, socioeconomic, regional, etc.), can create confusion about what one believes culturally. It is useful to consider other perspectives on each theme and the degree to which we allow for alternative cultural perspectives and related approaches to learning. When we clarify our own cultural values and biases, we are better able to consider how they might subtly, but profoundly, influence the degree to which learners in our classrooms feel included, respected, at ease, and generally motivated to learn. 1. Achievement and success: This is an emphasis on rags to riches stories. I did go from rags to riches, with a lot of hard work, education and dedication. At 19 years old, I was divorced with two little girls. Some might say that this is a no win situation but I did not even know that was a option. My parents were always there for me and stuck beside me no matter what. They encouraged me to be all that I could be without every giving up. My grades in school were above average until my high school years and then great changes took place in my school life. Parents do the best they can with what they know at the time of their parenting. From 1970 to 1974, high school was a nightmare because of the violence against women, and me during this period. Teachers had affairs with female students that were my age, a new teenager, to get an A. The Police provided beer for students on a routine basis. Girls were raped in the back hallways without punishment for the rapist. Gangs jumped girls who walked alone. I made it through high school and married that summer. The next year I had my first daughter, at age 18. We had one more daughter 11 months later. We divorced within months of her birth, because of physical and mental abuse from my ex-husband. He was a Vietnam Vet who suffered from post-traumatic syndrome and was a mean alcoholic. He is dead now, survived Vietnam and murdered, in a drive-by random shooting, in Topeka, KS USA in 1997, at age 45. Alternatives: Personal generosity is the highest human value; conspicuous consumption represents greed and self-interest; rags to riches is rooted in cultural mythology that overlooks the social, political, and economic forces that favor certain groups over others. Thus, achievement has at least as much to do with privilege as personal desire and effort. 2. Activity and work: This is a land of busy people who stress disciplined, productive activity as a worthy end in itself. Alternatives: Caring about and taking time for others is more important than being busy; discipline can take many forms and should be equated with respect, moral
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EDACE 818: Social Foundations Cultural Story Project from Yvette F. Harris KSU Fall 2012 action, and social conscience; a means-ends orientation has been the justification for such things as cultural genocide and environmental disaster; sustenance is a higher value than productivity. 3. Humanitarian mores: People spontaneously come to the aid of others and hold traditional sympathy for the underdog. Alternatives: People are selective about whom they will help, especially the larger number of people who believe that others get what they deserve; in the dominant culture, contrary to this beneficent norm, personal gain generally takes precedence over kindness and generosity; human emotion makes many people feel vulnerable and inept it is something to be avoided. 4. Moral orientation: Life events and situations are judged in terms of right and wrong. Alternatives: There is no objective right or wrong, only dominant perspectives that tend to favor and protect the most privileged members of society; human beings are not in a position to judge others or to use judgments as a rationale for domination and control; finding meaning in life events and situations is more important than judging. 5. Efficiency and practicality: There is an emphasis on the practical value of getting things done. Alternatives: Process is more important than product and makes the strongest statement about what we value; living and working in a manner that values equity and fairness is practical as well as just. 6. Progress: An optimistic view is held that things will get better. Alternatives: Progress assumes that human beings can and should control nature and everything that happens to us; we ought to acknowledge, respect, and care for that which we have been given, that which is greater than ourselves, and that which is like life cyclical. (Interestingly, many languages in North America and around the world do not have a word for progress.) 7. Material comfort: Emphasis is placed on the good life. Many are conspicuous consumers. Alternatives: The idea that life will be good if one owns many possessions leads to insatiable, exploitive, and ostentatious behaviors; a good life is defined by sharing and giving things away. 8. Freedom: The belief in individual freedom takes on almost a religious connotation. Alternatives: Freedom without justice is dangerous; limiting freedom is necessary for equality; accepting the limitations of personal freedom is a sign of respect for your or someone elses culture.
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EDACE 818: Social Foundations Cultural Story Project from Yvette F. Harris KSU Fall 2012

9. Individual personality: Every individual should be independent, responsible, and selfrespecting. The group should not take precedence over the individual. Alternatives: Individualism promotes a form of aggression and competition that undermines the responsibility and self-respect of others; independence denies the social, cultural, racial, and economic realities that favor certain members of certain groups over others; sharing and humility are higher values than ownership and self-promotion; self-respect is not separable from respect for others, for community, and for that which is greater than oneself. 10. Science and secular rationality: There is esteem for the sciences as a means of asserting mastery over the environment. Alternatives: The notion of scientific objectivity is based on the mistaken presumption that human beings are capable of value-neutral beliefs and behaviors; science has become a rationale for conquering and exploiting the environment in a manner consistent with the Western belief in man against nature; the earth is a sacred gift to be revered and protected. 11. Nationalism-patriotism: There exists a strong sense of loyalty to that which is called American. Alternatives: Functionally, American has meant conformity to Anglo-European values, behaviors, and appearances; American needs to be redefined in the sprit of pluralism and with respect for other global identities; the rightness of that which is commonly seen as American has been an excuse for indoctrinating United States citizens with imperialism and greed; the way in which the word American is commonly used to describe a single country on the continent of the Americas is presumptuous and arrogant. 12. Democracy: There is a belief that every person should have a voice in the political destiny of the country. Alternatives: Democracy is an illusion that perpetuates the domination of societys most privileged members; people must have the means and ability to use their voices this requires access to multiple perspectives on issues and confidence that speaking up will not jeopardize ones economic and personal security. 13. Racism and related group superiority: This theme represents the chief value conflict in the culture of the United States, because it emphasizes differential evaluation of racial, religious, and ethnic groups. They argue for a color-blind ideology based on the assumption that social and economic advantage in contemporary life is the consequence of merit and hard work.
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EDACE 818: Social Foundations Cultural Story Project from Yvette F. Harris KSU Fall 2012 Alternatives: Because racism combines prejudice with power and is personal, institutional, and cultural, we must acknowledge its existence, teach and learn about power, and collaboratively and proactively develop policy and practices that value pluralism and promote equity. [adapted from Ginsberg, M. & Wlodkowski, R. (2009). Diversity and motivation: Culturally responsive teaching in college. San Francisco: Jossey-Bass.]

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Cultural Orientations Checklist for Cultural Story Essay EDACE 818: Social Foundations Cultural Story Project from Yvette F. Harrislife themes2012 Note: These orientations should be integrated and presented around your KSU Fall and NOT presented as a checklist in your essay. Addressed in Essay Cultural Orientations to be discussed 1. Achievement and success: This is an emphasis on rags to riches stories. 2. Activity and work: This is a land of busy people who stress disciplined, productive activity as a worthy end in itself. 3. Humanitarian mores: People spontaneously come to the aid of others and hold traditional sympathy for the underdog. 4. Moral orientation: Life events and situations are judged in terms of right and wrong. 5. Efficiency and practicality: There is an emphasis on the practical value of getting things done. 6. Progress: An optimistic view is held that things will get better. 7. Material comfort: Emphasis is placed on the good life. Many are conspicuous consumers. 8. Freedom: The belief in individual freedom takes on almost a religious connotation. 9. Individual personality: Every individual should be independent, responsible, and self-respecting. The group should not take precedence over the individual.
Page 7 of 7 10. Science and secular rationality: There is esteem for the sciences as a means of asserting mastery over the environment.