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clay dubeCan't we build analytical and communication skills drawing upon old favorites from the Western tradition? Can't we just camp out in the neighborhoods of Shakespeare, Dickens, Hawthorne, Melville, and Fitzgerald? With the occasional field trip into the worlds of Austen, Dickinson, Brontë, Wright, Ellison, and others..... Why should we go to the bother of adding Asian literature to our courses? Don't we have enough to do just to teach kids to read and write?
AnonymousClay, what questions you ask! If you were one of my students, I would assign a lengthy essay on the changing demographics of Los Angeles, yea of the Northern Hemisphere. Haven't we seen the world grow smaller daily and the media bring us the lives of those on the other side of the planet in real time? Won't our students have to be even more informed about the people and places of the world than we were at their tender ages? I admit that I found my high school Asian Cultures class to be overwhelming and of no great importance at the time. I'm now glad that they forced all that information on me.
AnonymousTeachers should understand or realize that backgrounds of students are not the same as well as moral beliefs. Knowing this can make a difference in how a child reacts to the information received. A good example of this is no longer do I say "Merry Christmas" in the classroom but "Happy Holidays" to avoid the conflict of having students argue over whether there is or isn't a Santa Claus. Would be interested to know if any other teacher faces the same problem.
AnonymousEveryone in this group recognizes its value, although articulating it is sometimes challenging. What I want to know is when will standardized testing allow us to interject this into the curriculum without penmalizing students for taking time away from the western classics to study those of the east.
AnonymousIn my opinion, I believe exposure to Asian literature, African literature,Central and South American literature . etc.,is good in the sense that it gives my kids a more diverse view globally. Asian literature can give my students insight on the thinking, behavior and even passions of Asians. For example last year I used excerpts from the Hagakure by Musashi to give students a view of the mindset of the samurai. Kids understood the methodology and dedication of the samurai as a result.
ALLOW ME TO CLIMB UP ON MY SOAPBOX:
As an Asian American and having grown up and educated in the Deep South,(Louisiana), I was never exposed to any Asian history , let alone literature. I became well versed in the Civil War and Southern literature, but had do idea of the religions of Taoism, Buddhism or Confucianism or any Asian history. I was fortunate enough to have a history professor as a father and he filled in the blanks of Asian history, but it wasn't until college that I was formally exposed to Asian history and literature. I grew up with some very ignorant and racist people (students and teachers!), they probably grew up with no exposure to any multicultural history,literature and culture. I realize that I can't change the mindset of those stupid, dumbass people, but I can with my students, ( This is the main reason I moved out here to California to teach). The students can hopefully gain understanding and tolerance of different cultures, customs and people period! Students have to realize that there is a whole world out there than just their neighborhood. Through the use of a culturally diverse curriculum, especially in the fields of Social Studies and English, I believe we as teachers can make a huge difference.
That's just my 2 cents!
Gene Astilla
AnonymousAs a new teacher, I am struggling with exactly what to teach in my classes. I know that one of my strengths is a knowledge of technology and my school hired me to help them incorporate technology into the curriculum. For nearly five years, I was the Executive Producer of CyberJustice, a unique learning environment and social justice conflict resolution arena for middle and high school students. Produced exclusively for America Online, we were honored by The Kennedy Center and selected by The Imagination Celebration. CyberJustice provided an international forum where everyone with access could participate in a universal storytelling experience, simultaneously and improvisationally, without regard to geography, culture, race, age, physical handicap or impairment.
I believe we have to create a positive atmosphere that welcomes creativity, encourages diversity, supports exploration and enhances student confidence and self-esteem. I’m afraid that too few students are prepared to successfully compete in global society, which continues to change and evolve. Our students will live in a knowledge-based, international economy, where a discovery affecting the basic understanding of the universe can be instantaneously communicated.
I believe my mission is to make school enjoyable and learning exciting, to accommodate multiple modalities and incorporate multiple media. As an educator, I hope to teach my students to be comfortable with constant change, multiple solutions instead of one definitive answer, a lack of absolutes and a future of limitless opportunities, requiring marketable and flexible skills for success in the global economy of the 21st century. If they are not prepared by learning about, and having respect for, other cultures, I don't know how I could accomplish my goals.
AnonymousWhy teach Asian Literature? My original response to this question was to validate the diverse students we have in our classrooms. In addition to validating the student population, I agree with the previous responses from our group.
Having had a couple more days to ponder on this question, I've come to ask, "Why not teach Asian literature?" For being one of the most advanced nations in the world, why is it that we seem to be somewhat behind with regards to multicultural issues in the classroom? Education systems abroad don't hesitate when it comes to learning about authors, inventors, political figures, etc...from America. So, why is it that we are recently integrating other cultures into our classroom? It shouldn't be a big phenomena, should it?
Caryn
AnonymousBeth said: "I hope to teach my students to be comfortable with constant change, multiple solutions instead of one definitive answer, a lack of absolutes and a future of limitless opportunities, requiring marketable and flexible skills for success in the global economy of the 21st century. If they are not prepared by learning about, and having respect for, other cultures, I don't know how I could accomplish my goals. "
I totally agree, but I think many of our students are like the pr
AnonymousGene,
You said that in your opinion, you believe that exposure to Asian literature, African literature, Central and South American literature. etc.,is good in the sense that it gives kids a a more diverse view globally. I certainly agree. When you got on
that in Louisiana you were never exposed to any Asian history. Has there been any recent efforts to add Asian studies to the curriculum? Is there a large Asian American population in Louisiana? What can we do?
Bucky
AnonymousBeth ,
Below are some websites that will probably prove useful to you. The creators of cyberbee are my rockstars (I've seen them demonstrate a lesson based on the children's book, Henry Hikes to Fitchberg, that would be appropriate for 4th or 11th grade.) However, Cyberbee leans toward elementary prjects. The others look more promising. Blue Web'n, the metasite on which I found these, is reviewed on the website review thread.
Lou
CyberBee
http://www.cyberbee.com/
We've given a Blue Web'n to different activities on this website, but this site really does deserve a place of honor all its own. This is a great site for teachers looking for more ways to integrate technology into their classroom. Look to the Curriculum Ideas, How Tos, Treasure Hunts, and the fine articles to give you fresh ideas. (added 11/10/01, reviewed 11/10/01)
Catalyst
http://depts.washington.edu/catalyst/home.html
This integrated collection of resources, training, tools, templates, and support was created by the University of Washington to help faculty use educational technology. Along with suggestions and advice for integrating technology into curriculum, there are instructor profiles and practical how to guides for everything from creating a course Web site to working with digital images. Though many of the tools are specific (added 5/1/99, reviewed 5/9/99)
WebQuests (from the San Diego City Schools Triton Project)
http://projects.edtech.sandi.net/projects/featured/featured.html
Don't know how we missed this one and in our own backyard too! These web quests were developed by teachers for teachers as part of a San Diego City Schools Technology Grant. The Triton and Patterns Projects are a multi-partner educational collaborative that integrate technology with the standards-based education reform efforts of the San Diego City Schools to create new learning opportunities for students and teachers. (added 10/25/02, reviewed 10/25/02)
CTAP Digital High School Resource
http://www.ctap.k12.ca.us/dhs/
This program provides competitive matching grants to California high schools for major technology installations to fully integrate technology into their curricula. Schools are encouraged to create partnerships in the community for donated equipment, in-kind services, and technical assistance. A project application is available online. Also see What D (added 2/13/98, reviewed 7/28/99)
CurriculumUnits.com
http://www.curriculumunits.com/units.htm
Teachers at Shawsheen Technical High School have been busy creating ways to integrate technology into the curriculum and have taken the time to put together a website to share their ideas with you. The three units created so far fit into the curriculum for high school English, mathematics, and science. The Crucible offers background information and assignments that seek to enlighten readers of the Arthur Miller play. (added 12/8/00, reviewed 8/27/01)
The Integration of Technology Across the Middle School Curriculum
http://www.pineriver.k12.mi.us/ms/lessonplans/lessonplans.html
There are many ways to integrate technology into the curriculum and this website shows many of the ways. Projects range from basic introductions to in depth research units. Students can become web savvy, do a quick hypercard, learn the basics of excel, and the power of powerpoint. (added 9/7/01, reviewed 9/7/01)
The Technology Coordinator's Home Page
http://www.wwu.edu/~kenr/TCsite/home.html
For educators who play a leadership role in integrating technology in educational settings, this site catalogs resources that can assist the technology coordinator or educator in integrating technology in a wider school context. Includes sections for planning, support, administration, networking. (added 9/27/96, reviewed 4/22/99)
AnonymousLiterature is important despite its origin. There is no piece of literature from one race that is superior to another race because all literature comes from the human race. Therefore, all literature reflects us as human beings in various capacities.
Reading the literature of various peoples allows us not only to "see" and thus understand the people's culture, but it also benefits us. We, as the readers, enrich our own lives with a better understanding of ourselves as humans.
AnonymousOf course, there are specific reasons to teach Asian literature as part of the curriculum.
There are unique and styles and individuals which can fascinate students. This is part of the "fun" that Clay talks about. There are also universal characteristics in which students might recognize themselves and their feelings and began to open their minds to a larger world. For me, much of the fun comes from seeing part of the larger story of mankind, and I love a good story. The historian, Will Durant, put it so well in his multi-volume Story of Civilization, as he ended his section on Islam. He lists the numerous achievements and legacies from that culture which we use today, and then writes this,
"The general reader will marvel at the length of this survey of Islamic civilization, and the scholar will mourn its inadequate brevity. Only at the peaks of history has a society produced, in an equal period, so many illustrious men...So the continuity of history reasserts itself: despite earthquakes, epidemics, famines, eruptive migrations, and catastrophic wars, the essential processes of civilization are not lost; some younger culture takes them up snatches them from the conflagration, carries them on imitatively, then creatively, until fresh youth and spirit can enter the race. As men are members of one another, and generations are moments in a family line, so civilizations are units in a larger whole whose name is history; they are stages in the life of man, Civilization is polygenetic--it is the co-operative product of many peoples, ranks, and faiths; and no one who studies its history can be a bigot of race or creed. Therefore the scholar, though he belongs to his country through affectionate kinship, feels himself also a citizen of that Country of the Mind which knows no hatreds and no frontiers; he hardly deserves his name if he carries into his study polititcal prejudices, or racial discriminations, or religious animosities; and he accords his grateful homage to any people that has borne the torch and enriched his heritage."
I think this is a glorious description, and makes us remember that teaching about other people in the world is truly a noble profession, even while it has its mundane aspects and purposes at the same time. I may be an idealist, but I will not let test scores and district pet programs blind me to the higher purposes of teaching, in particular, opening students' minds to a larger world. As Thoreau said, "Only that day dawns to which we are awake."