Integrity
Resource: https://www.geteduca.com/blog/sharing-diverse-cultures-early-learning/
According to the Ontario College of Teachers, "honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities."
Through my research on the website listed below, I've learned that children begin to notice gender and racial differences at about 2 years of age (Durand, 2016). With children recognizing differences at such a young age, it is important to ensure diverse cultures are acknowledged and represented in the classroom so each student can feel included. As elucidated by Samuels (2014), "in order to be effective educators, teachers must furnish an environment that 'adequately addresses student needs, validates diverse cultures, and advocated equitable access to educational opportunity for all" (p.10). Rather than being colourblind to cultural and ethnic difference, teachers must acknowledge and celebrate the differences children are already aware of in order to create a welcoming and inclusive environment, despite fear of difficult conversations or being considered racist.
The website I have curated provides strategies for educators to share diverse cultures in early learning settings. Some of these strategies include: sharing fables and stories from different cultures; having open conversations with families that hold different values about education; and inviting community members or family members of students to share stories and information about religious or cultural observances.
Further, this resource encourages educators to reflect upon missed opportunities to discuss diversity. For example, a student asking for a "flesh" or "nude" coloured crayon, though innocent in premise, could provide an opportunity to discuss what colour they are really looking for, and how "flesh" may not be an accurate description of the colour for many others.
The "moral action" of including diverse texts and diverse stories from different cultures around the world, and continuous "reflection" upon lessons, conversations, and actions that provide opportunities to discuss diversity uphold the OCT standard of Integrity.
As a closing thought, the following infographic was included on the website, which could be used to encourage students, as well as teachers, to reflect upon the importance of cultural inclusion within the classroom, and recognize that the culture they identify is not the only, and may not be the largest, culture among the many others in this world.
Durand, S. (2016, July 8). Sharing Diverse Cultures in Early Learning Setttings. In Educa. Retrieved November 22, 2018, from https://www.geteduca.com/blog/sharing-diverse- cultures-early-learning/
According to the Ontario College of Teachers, "honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual reflection assists members in exercising integrity in their professional commitments and responsibilities."
Through my research on the website listed below, I've learned that children begin to notice gender and racial differences at about 2 years of age (Durand, 2016). With children recognizing differences at such a young age, it is important to ensure diverse cultures are acknowledged and represented in the classroom so each student can feel included. As elucidated by Samuels (2014), "in order to be effective educators, teachers must furnish an environment that 'adequately addresses student needs, validates diverse cultures, and advocated equitable access to educational opportunity for all" (p.10). Rather than being colourblind to cultural and ethnic difference, teachers must acknowledge and celebrate the differences children are already aware of in order to create a welcoming and inclusive environment, despite fear of difficult conversations or being considered racist.
The website I have curated provides strategies for educators to share diverse cultures in early learning settings. Some of these strategies include: sharing fables and stories from different cultures; having open conversations with families that hold different values about education; and inviting community members or family members of students to share stories and information about religious or cultural observances.
Further, this resource encourages educators to reflect upon missed opportunities to discuss diversity. For example, a student asking for a "flesh" or "nude" coloured crayon, though innocent in premise, could provide an opportunity to discuss what colour they are really looking for, and how "flesh" may not be an accurate description of the colour for many others.
The "moral action" of including diverse texts and diverse stories from different cultures around the world, and continuous "reflection" upon lessons, conversations, and actions that provide opportunities to discuss diversity uphold the OCT standard of Integrity.
As a closing thought, the following infographic was included on the website, which could be used to encourage students, as well as teachers, to reflect upon the importance of cultural inclusion within the classroom, and recognize that the culture they identify is not the only, and may not be the largest, culture among the many others in this world.
Sources:
Ontario College of Teachers. (2018). Ethical Standards. Retrieved November 18, 2018, from https://www.oct.ca/public/professional-standards/ethical-standards
Samuels, D. R. (2014). The Culturally Inclusive Educator: Preparing for a Multicultural World. New York, NY: Teachers College Press.
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