Individuals and families in a diverse society pdf
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- Families: Forms of Family Diversity
- Individuals and Families in a Diverse Society, (HHS4M)
- Individuals And Families Diverse Perspectives Hill Ryerson
- Teaching Diversity: A Place to Begin
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Families: Forms of Family Diversity
Building positive identities and a respect for differences means weaving diversity into the fabric of children's everyday lives. Working with families is an important first step in helping children accept, understand, and value their rich and varied world. PreK—K , 1—2. We all want children to grow up in a world free from bias and discrimination, to reach for their dreams and feel that whatever they want to accomplish in life is possible.
We want them to feel loved and included and never to experience the pain of rejection or exclusion. But the reality is that we do live in a world in which racism and other forms of bias continue to affect us. Discrimination hurts and leaves scars that can last a lifetime, affecting goals, ambitions, life choices, and feelings of self-worth.
How can we best prepare children to meet the challenges and reap the benefits of the increasingly diverse world they will inherit? We can raise children to celebrate and value diversity and to be proud of themselves and their family traditions. We can teach children to respect and value people regardless of the color of their skin, their physical abilities, or the language they speak.
As our nation grows increasingly diverse, there has never been a better opportunity for us to learn to live respectfully together and benefit from one another's wisdom and experiences. But sometimes fear, uncertainty, or discomfort prevent people from talking to each other. This is especially true when it comes to the topics of race and racism, cultural differences, language and bilingualism, and the myriad questions that arise in a world where these issues have such a powerful place in children's lives.
As professionals who partner with families to nurture young children, parents often regard us as a resource on a wide range of issues connected to diversity.
We are in a unique position to engage in conversations that ask us to consider important questions such as:. Almost every aspect of child-rearing — including feeding, diapering, and toilet training — is influenced by cultural beliefs and values. How we talk to young children, touch them, bathe them, dress them, and see to their napping needs are all cultural behaviors.
Over time, children learn who they are and what to do through these experiences — absorbing a sense of their routines, traditions, languages, cultures, and national or racial identities. There are many equally valid ways to raise healthy children who thrive in the world.
Professional knowledge and experience are important, but we must never forget how much we can learn from the families we work with. For example: Rose comes to pick up her daughter, Pia, at their child care program and asks the teacher why her month-old's shoes are in the cubby instead of on her feet.
She requests that Pia always wear her shoes except when she is taking a nap. The teacher explains that she believes that the best thing for a child who is learning to walk is to go barefoot because her little feet need room to grow, and bare feet are better for balance and control.
The nurse practitioner at the clinic where Rose takes Pia and her other children has mentioned this too. He recommends flexible soft leather booties instead of the stiff dressy shoes that Rose has selected. Though both the teacher and the nurse practitioner have good points, what might they learn if they put themselves in Rose's "shoes"? As you know, diversity is a complex concept, and there is not one single set of right answers for any one person or family.
Only by understanding each other can Rose and the professionals who are concerned about Pia agree on how to resolve their differing points of view. The outcome depends on dialogue — a discussion with the goal of understanding each other's perspectives. Even within a particular ethnic group, diverse care-giving practices may abound. Without specific cultural information, we can inadvertently use practices and approaches that counter parents' efforts. For example, many of us who work with families believe that building self-esteem involves praising children and avoiding negative remarks that undermine their sense of worth.
What then is our reaction when an immigrant Chinese mother not only downplays her baby son's first wobbly steps but goes on to describe him as "clumsy"? To us, such a remark may be upsetting, but a mother from a different culture may have very different notions about what her son needs.
She may believe that praising children leads to pride and that pride gets in the way of humility, which is an important character trait for her son to develop. Her goal may be to help her son learn to put others before himself, a common value in cultures more oriented toward the group than the individual.
When parents' practices differ from our professional beliefs, some of us may try to change behaviors without understanding that these parents' motives may be different from — but no less valid than — our own. To prevent this, we must become skilled at talking with parents about differences.
One of our first objectives as professionals is to find out how a family's practices relate to their goals for their children. Granted, if the children you work with come from a variety of cultures, the task may seem overwhelming. But just as you get to know each child and her needs, you can also get to know individual families and understand their needs and cultural priorities. As you work in partnership with families, keep in mind that many parents are eager to explain the connections between what they do and their cultural beliefs.
Other parents may not have articulated these thoughts before or do not realize that differences exist. If you perceive a difference in child-rearing practices, the best approach is to ask parents about that difference while being careful not to appear critical. You may want to observe how parents interact with their children, thinking of yourself as a learner rather than an expert.
By staying open-minded, you may emerge with valuable insights into specific child-rearing practices. As we strive to be culturally sensitive to families, we are faced with this question: Is it important for children to receive "culturally consistent" care from all the adults who are concerned with their well-being?
Inevitably, situations arise when we strongly disagree with a family's practice even after we understand its roots. When this happens, it's important to keep in mind that different ways of doing things aren't necessarily bad or harmful in and of themselves. Children are resilient, as all of us who work with them know. They adapt and thrive and are able to appreciate that care, comfort, and love come in different forms, in different contexts, and from different people.
But if the differences are not met with acceptance, respect, and understanding by the adults involved, it can lead to difficulties and misunderstandings. According to Carol Brunson Phillips, executive director of the Council for Early Childhood Professional Recognition, culturally sensitive care can make a difference as to whether or not a child is able to remain firmly rooted in her own culture and become a part of other cultures as well; that is, to become truly bicultural.
Some children may have a difficult time developing a sense of who they are and where they belong when our interactions are quite different from those of their parents and family. Others adapt more easily. It's always important to consider the parents' goals as well as the child's personality — and to adjust our decisions by observing how the child responds. Upon careful exploration, if we believe that a particular practice is harmful to a child, it's important to help parents understand the implications.
But most situations do not approach the point where a child is in danger. Probably the most important element in bridging children's worlds is for the adults who care for them to feel comfortable and accepting of their differences. When adults are uncomfortable, afraid, or judgmental, they can't be supportive of children. That's why open, respectful dialogue about cultural practices is essential. At the same time, we must be careful not to give messages, either spoken or unspoken, that what we think is superior to their home culture.
Otherwise, children may develop a negative view of themselves and their families. Because young children form ideas about themselves and other people long before they start kindergarten, it is important to begin teaching anti-bias lessons early.
If we reinforce these lessons, children will learn to appreciate, rather than fear, differences and to recognize bias and stereotypes when they see them. Children learn early on — from television, books, magazines, photographs, and, of course, interactions — how others view people like themselves. Uncomfortable reactions can alert children to the negative significance some people put on differences. In other words, the differences in eye or skin color can simply become a category of human variation — or those differences can take on a particular negative significance.
If what children do at home is never mentioned or, worse, is considered strange by other children and adults, children may refuse to speak their home language, eat certain foods, wear certain clothes, follow certain religious practices. As some children begin to compare their appearance or life with others, they may start expressing their concerns about being different. We know that children need to be reassured that differences are fine. More than that, we need to work with parents to help bridge the norms, the attitudes, and the ways of doing things in children's cross-cultural worlds — and to counteract any demeaning and harmful messages.
The following suggestions are designed to help you teach children to not only value diversity but also to resist prejudice and discrimination. As professionals who work with families, our willingness to talk openly about identity and to help foster a positive sense of self in children can make an enormous difference in affirming the rich diversity of our human community and helping children make bridges across cultures and traditions.
Some people fear that by affirming children's identities in terms of home cultures and traditions, we may be promoting separatism. That is not the case. The more that children have a solid grounding and understanding about who they are and where they came from, the more they learn to move with grace and confidence among communities different from their own, and the closer we get to building a world of respect, curiosity, sharing, and humanity.
Talking About Differences Here are some ways to promote effective communication. Be available. Try to talk to parents as often as possible.
Also, remember that body language can reveal whether you are anxious or in a hurry. If you are calm and relaxed, a family will feel that they can be open with you. Be informative. As you know, families appreciate knowing what goes on during the day.
Keep a few notes and don't always focus on problems. Be receptive. Help parents feel comfortable talking to you by setting aside your judgments. Strive to listen beyond their words to uncover unspoken messages. Figure out problems together. If a parent is unhappy, try to get the root of the problem.
Are issues based on cultural differences, or could it be something else? Don't assume. Some parents will never raise an issue or disagree with a person they consider to be an authority. It is our responsibility to open up possibilities for parents to talk to us about their opinions and reasons for how they choose to care for their child. Create a List. List Name Save. Rename this List. Rename this list. List Name Delete from selected List.
Individuals and Families in a Diverse Society, (HHS4M)
For a better experience, click the icon above to turn off Compatibility Mode, which is only for viewing older websites. Cultural diversity in the classroom is on the rise. In , U. In , the U. Interested in becoming a teacher?
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Welcome to Individuals and Families in a Diverse Society. This textbook provides you with a solid background in Family Studies. Unit 1 serves.
Individuals And Families Diverse Perspectives Hill Ryerson
Building positive identities and a respect for differences means weaving diversity into the fabric of children's everyday lives. Working with families is an important first step in helping children accept, understand, and value their rich and varied world. PreK—K , 1—2.
Australian Human Rights Commission AHRC - Asylum Seekers and Refugees The AHRC website includes a factsheet on the impact of bridging visas restrictions on asylum seekers, a section of questions and answers on immigration detention and human rights, and on asylum seekers, refugees and human rights. Links are also available to the range of AHRC work related to immigration, asylum seekers and refugees. Australian Institute of Interpreters and Translators Inc. Australian Multicultural Foundation The Australian Multicultural Foundation was established in as a legacy of Australia's Bicentenary to: promote awareness among the people of Australia and the contribution for people from all cultures and the development of Australia; spread respect, tolerance and understanding between all cultural groups through any appropriate means; cultivate in all Australians a strong commitment to Australia as one people drawn from many cultures.
Indian society is collectivistic and promotes social cohesion and interdependence. The traditional Indian joint family, which follows the same principles of collectivism, has proved itself to be an excellent resource for the care of the mentally ill. However, the society is changing with one of the most significant alterations being the disintegration of the joint family and the rise of nuclear and extended family system.
Teaching Diversity: A Place to Begin
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The term multiculturalism has a range of meanings within the contexts of sociology , of political philosophy , and of colloquial use. In sociology and in everyday usage, it is a synonym for " ethnic pluralism ", with the two terms often used interchangeably, for example, a cultural pluralism  in which various ethnic groups collaborate and enter into a dialogue with one another without having to sacrifice their particular identities. It can describe a mixed ethnic community area where multiple cultural traditions exist such as New York City or Trieste or a single country within which they do such as Switzerland, Belgium or Russia. Groups associated with an indigenous , aboriginal or autochthonous ethnic group and settler-descended ethnic groups are often the focus. In reference to sociology, multiculturalism is the end-state of either a natural or artificial process for example: legally-controlled immigration and occurs on either a large national scale or on a smaller scale within a nation's communities. On a smaller scale this can occur artificially when a jurisdiction is established or expanded by amalgamating areas with two or more different cultures e.
As results, it was found that cultural diversity was instructed in the Ontario course,. "Individuals and Families in a Diverse Society" and B.C. course, "Family.