"They Have Their Own Way, and You Should Respect That": Investigating the Outcomes of an Elementary World Cultures Curriculum

Autor/in	Torres, Heidi J.
Titel	"They Have Their Own Way, and You Should Respect That": Investigating the Outcomes of an Elementary World Cultures Curriculum
Quelle	In: Theory and Research in Social Education, 47 (2019) 4, S.548-576 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1653803
Schlagwörter	Outcomes of Education; Elementary School Students; Grade 3; Global Education; Cultural Awareness; Social Studies; Literacy Education; Interdisciplinary Approach; Developmentally Appropriate Practices; Teaching Methods; Cultural Education; Perspective Taking; Student Attitudes; Attitude Change; Social Cognition + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; School year 03; 3. Schuljahr; Schuljahr 03; Globales Lernen; Cultural identity; Kulturelle Identität; Gemeinschaftskunde; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Entwicklungsbezogene Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Zukunftsperspektive; Schülerverhalten; Attitudinal change; Einstellungsänderung; Soziale Kognition
Abstract	This article describes how elementary-aged children engaged in a world cultures unit showed positive development related to intercultural competence as exhibited through connected global education aims. Twenty-five third graders participated in the integrated social studies and literacy curriculum for 11 weeks. Prior to the intervention, students had little knowledge of or experience with other cultures, resulting in distorted, stereotypical conceptions. Subsequent to experiencing the curriculum, many students exhibited positive development in intercultural competence as demonstrated through global education aims, ranging from an understanding of internal culture to nascent open-mindedness and a resistance to stereotyping. The findings demonstrate that young children are capable of engaging with complex ideas surrounding cultures and can achieve aims for intercultural competence--albeit to varying degrees--if engaged in a theoretically based, developmentally appropriate curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01