Rationale
This unit is designed for 10th grade Language Arts classes in the Duval County Public School system in Jacksonville, Florida. As an ESOL learning center in a working class neighborhood, Englewood High School is an important institution that integrates, celebrates, and discusses the cultural diversity that our student population represents. Despite the fact that at our high school represents over 48 nations, many of our economically deprived students lack any experience with cultures outside of America. In fact, some of my students have never left the city limits. These are the students whose ethnocentric worldview will be challenged and changed by this unit.
Social Consciousness
"Am I my brother's keeper?" After participating in this unit, my students will be better custodians of issues of public concern and they will foster their awareness of different cultures. My students will come to the understanding that they are indeed responsible for their brother, if (at a minimum) that means having an awareness of and understanding our global society. Promoting understanding through knowledge will lead to empathy.
By introducing my students to global social issues that hinder the liberty of the people involved, I will engender an appreciation for the human beings who suffer as a result of these issues. I want my students to see each nation as a distinct entity in their mind and to appreciate the culture from which each individual derives. Looking at apartheid in South Africa is a superb introduction to the subject because it has so many similarities to the racial injustices perpetrated upon African Americans. Transitioning to Ireland maintains continuity with South Africa in that the Travellers are an oppressed group. Students must also scaffold their prior understanding of racism to include bias that does not relate solely to skin color. Afghanistan allows the issue of women's rights to come to the fore for classroom discussion. Lastly, the People's Republic of China's law enforcing only one child per couple expands the horizons of social issues to include human rights violations.
It is valid and pertinent to mention at this time that there is a very real concern that this unit could lead to exoticism or a negative bias about some cultures. If the material is not approached in a sensitive manner, students could arrive at the conclusion that these other places are "backwards" and actually reinforce their perceptions of American elitism in the global community. Employing a deft and sensitive hand will ensure that inappropriate or negative stereotypes are not perpetuated. It is both necessary and desirable that students listen to music, view art, explore the history, and otherwise establish positive connections with these nations. It is vital that students value these cultures and their place in the global village instead of perpetuating the "ugly American" stereotype through ignorance.
Comments: