探索日本美国的多元文化课堂经验

发布时间：2016-05-03 06:11

在美国，经常为保罗基维尔状态，“孩子学习扭曲的历史和当前的世界观，，往往含有色人不切实际的恐惧和虚假的白人和白人开办的系统安全感”（基维尔2002，在德曼的火花和拉姆齐，2011，引用49页）。基维尔描述种族主义系统伤害所有的孩子，包括白人孩子谁可能看似“特权”（德曼火花&拉姆齐）为它塑造整个种族群体的看法，严重限制了人类的经验。作为一个群体在师范学院谁寻求多元文化课程在我们教室里的学生，我们关心的问题的方式的历史可以教的，特别是经常沉默和少数事件对美国政府的拘留日裔美国人在二战。在1942珍珠港事件后，许多无辜的日裔美国人的家庭背井离乡，工作，和生活，被迫进入集中营了。历史教科书所描述的这一历史悲剧作为“搬迁”（甜味、2001）日本美国。在这项研究中，我们将分析和批判的三本儿童书籍和一个现有的课程活动，探讨问题，日本的美国人所面临的移民和战争囚犯创造一个真实、让幼儿多元文化课堂的目的集中在。Too often in the United States, as Paul Kivel states, “Children learn a distorted view of history and the current world, often laced with unrealistic fears of People of Color and a false sense of security about White individuals and White-run systems” (Kivel 2002, as quoted in Derman-Sparks & Ramsey, 2011, p. 49). Kivel describes how racism systematically hurts all children, including White children whom it may seemingly “privilege” (Derman Sparks & Ramsey) as it molds perceptions across racial groups, severely limiting the human experience.  As a group of students at Teachers College who seek to employ multicultural curriculums into our classrooms, we were concerned about the problematic ways history may be taught, and specifically the often silenced and underrepresented event of the U.S. Government’s internment of Japanese-Americans during World War II.   After the attack in Pearl Harbor in 1942, many innocent Japanese Americans families were uprooted from their homes, jobs, and lives and forced to move into concentration camps taken.  History textbooks have described this historical tragedy as a “relocation” (Sweeting, 2001) of Japanese Americans.  In this study, we will analyze and critique three children’s books and one existing curriculum activity that explore issues that Japanese Americans have faced as immigrants and as war prisoners during internment for the purpose of creating an authentic and empowering early childhood multicultural classroom. 

Baseball Saved Us  
The Bracelet
Grandfather’s Journey

Curriculum Activity: A Lesson on the Japanese Internment

Conclusion总结

In conclusion, the books and activities we have explored can all be considered useful tools in the multicultural classroom. “Multicultural education seeks to respect the humanity of every person, prioritizing teachers’ and children’s personal, practical knowledge as foundational to promoting change in early childhood settings and beyond” (Souto-Manning, 2013, p. 7). Through representing an often overlooked though shocking and shameful part of American history, The Bracelet, Baseball Saved Us, and Sweeting’s lesson provide stories and pictures that introduce the tragedy and injustice of Japanese American internment to children and more fairly represent the breadth of the history of the United States.  Grandfather's Journey also provides a vivid picture of a family’s multi-cultural experience in two countries, which can serve as a real life example for children to build empathy across race and culture. While these books and activities begin to address the issues of racial injustice and represent Japanese Americans, expanding the multicultural classroom, we hope that a unit of study might also further this discussion and bridge topics to consider implications for children’s roles as social activists (see Appendix A).  We hope that one step towards creating a future of social justice will be to honestly inquire into the facts of the Japanese-American experience and history. 

References文献

Derman-Sparks, L., & Ramsey, P. G. (2011). What if all the kids are white? Anti-bias
multicultural education with young children and families (2nd Edition ed.). New york: Teachers College Press.
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childhood education over time: How far have we gone? In C. Genishi, & A. L. Goodwin (Eds.), Diversities in early childhood education: Rethinking and doing (pp. 3-10). New York: Routledge.
Kivel, P. (2002). Uprooting racism: How white people can work for racial justice. New Society 
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Mochizuki, K. (1995). Baseball Saved Us. New York: Lee & Loo Books.
Rich, M. (2012, December 4). For Young Latino Readers, an Image Is Missing. Retrieved from 
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Say, A. (1993). Grandfather's Journey. Boston: Houghton Mifflin Company.
Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: 
Approaches, strategies, and tools (preschool-2nd grade). New York: Teachers College Press and Washington, DC: Association for Childhood Education International.
Sweeting, M. (2001). A Lesson on the Japanese American Internment. In B. Bigelow (Ed.), 
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Uchida, Y. (1976).  The Bracelet.  New York: Paper Star. 

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