Multicultural Education:Children of peace

“In a period of transition and accelerated change marked by the expression of intolerance, manifestations of racial and ethnic hatred, the upsurge of terrorism in all its forms and manifestations, discrimination, war and violence towards those regarded as 'other' and the growing disparities between rich and poor, at international and national levels alike, action strategies must aim both at ensuring fundamental freedoms, peace, human rights, and democracy and at promoting sustainable and equitable economic and social development all of which have an essential part to play in building a CULTURE OF PEACE. This calls for a transformation of the traditional styles of educational action.”

UNESCO Integrated Framework of Action on Education for Peace, Human Rights and Democracy

Children of Peace: Cultivating the Notion of Peace through

Performing Arts in an After-School Program

Ling Siew [email protected]

Multicultural Education

• Formal education: – “permeates the curriculum and instructional

strategies used in schools, as well as the interactions among teachers, students and parents, and the very way that schools conceptualize the nature of teaching and learning.” (Nieto 2001, p. 307)

• Informal education:– “a structured process designed to foster

understanding, acceptance and constructive relations among students.” (Malakolunthu 2010, p2)

Justification

• “Multicultural education can help students transcend identities, self-concept and outlooks about life and thus create attitudes that may make them more open to new experiences and help students develop multiple perspectives” (Grant & Sleeter, 2007 as cited in Malakolunthu, 2010 )

“If we are to teach real peace in this world…we shall have to begin with

the children.”Mohandas Karamchand Gandhi

Mahatma Gandhi2 October 1869 – 30 January 1948

Melentur buluh biar dari rebungnya

• Children should also be educated on the culture of peace as early as possible (Rosmah Mansor, 2010)

• To ensure that the values of peace will be rooted in their hearts and mind and uptake with them as they grow (Abdullah Sanusi Ahmad, 1999).

• …as they grow, it will become a solid foundation for Malaysia development and global peace (Rosmah Mansor, 2010)

Peace education via multicultural education

Tenby Schools Sekolah Wawasan

Taiping Peace Initiative Lions International Peace

Limitation in current methods

HALF DAY SYNDROME

x-tending beyond formal education

• As Gundara states:The effect of educational activities is therefore highly

dependent on the experienced attitudes of society. If, for instance, the teacher teaches values like ‘solidarity’ and ‘equality’ but they are marginalised outside the school, positive results cannot be expected. It also would be hypocritical to ‘teach’ individuals how to behave in society if they were not taught about the structure, the mechanisms and the effects of society and its institutions, including the nation state.

(2000:147)

Sekolah Wawasan’s Vision

• Bringing together the children of different ethnicity, race and language in the same school compound…through common curriculum, sharing of common amenities and facilities and the celebration of national holidays (Malakolunthu, 2010) so that racial integration, harmony and unity among them could be fostered (Ministry of education, 1995)

The realisation of peace through Wawasan School faces challenges “inadequate, simplistic and unproductive”

Little sign of multicultural practices

• “as teachers, we do not collaborate or jointly organize…”

Blur policy formulation & education

implementation

•“most of us do not know in which way our VS differs…”

False impression that the joint activities was

sufficient

• “They had great time witnessing the event…But it stopped there.”

(Malakolunthu, 2009 & 2010)

In-depth interviews, observations of

classrooms and select school events and analysis of related

documents3 Vision schools ( 1 with

Mal Man Ta and 2 with Mal Ta)

Critical Action Domain for Culturally Responsive Instruction

Culturally Responsive

Teaching and Learning

Principal Leadership

Teacher Development

Curriculum frameworks

Pedagogical methods

Instructional materials & textbooks

Assessments

Malakolunthu, 2010

Minimal impact

• As Gundara states:Individual attitudes and behavior are a result of interaction with

the social environment. The school is only part of it. Common basic values deal with the relations between people, between people and culture (which includes science and technology), and between people and nature.

(2000:146-147)

Why isn’t multicultural education become one of the major education in

the children’s everyday life?

Life application

Transformative learning

• Why are we still limiting to 3Rs?• Extending beyond 3Rs “using the arts can help

to reveal experiences and insights not readily available in traditional academic texts and discussions (Mezirow & Taylor 2009, p.35)

Where does this paper derived from?

Who am I?

A mother for 3 boys-1 currently studying in a Chinese vernacular school and 2 soon in the same school.

Who I was?

Sekolah Menengah Kebangsaan Methodist (ACS)

Sekolah Menengah Kebangsaan Methodist (ACS)

Hari Raya visits to Rahayu's house.

Universiti Malaysia Sarawak

3 vernaculars schools (Malay, Mandarin & Tamil)

A

B

C

Kampung Muhhibah

Cultivating a living multicultural experience among the children through

performing arts in a day-care centre.

After-school program

• Any structured or unstructured activity for children to participate after the school hours.

• Children who attended a structured after-school program holds benefits of better social integration, higher performance and fewer behavioral problems (Mahoney, Larson & Eccles, 2005).

Day-care

• A physical and secure place that offers care for the before or after school primary children to stay during the day and taken care of by professional care-givers.

• Part of the daily activities are bath, meals, rest, school coaching and others.

Day care

• Half-day rich hours for activities to be carried out– 7.30am till 12.00noon– 1.00pm till 7.00pm

• Parents give full commitment because they paid for it – Students’ attendance are stable, no excuses of

any reasons

Motivation

Fulfillment of basic and safety needs according to Maslow motivation theory must be fulfilled (Tay & Diener, 2011)

Performing Arts

• includes drama, music, dance and visuals.

Adapted action domain in PA




Teacher Development


Pedagogical methods


Assessments




Teacher Development


Pedagogical methods


Assessments

Adapted action domain in Performing Arts




Teacher Development


Pedagogical methods


Assessments

After-school structure:Self-expression & Imagination

Children empowerment

Resources, costume, materials and props

Reflection, statement & sharing

Adult supervision

Adult’s leadership

Drama

SCRIPT and message

Drama : roles and responsibilities

Drama : understanding of scripts & practices

Drama : Practices of roles

Output: perform to audiences

Sing a song

LYRICS and message

Singing : message to be conveyed

Singing : emotion & expression

Singing : Remembered

http://www.youtube.com/watch?v=Ix-5aajAFgM&feature=related






Satu Malaysia

Verse 1Dunia kian berubah

Perubahan melingkariMelaksana hasrat hati

Kejayaan terbukti

Verse 2Dunia yang megah

Dengan misi yang gagahKerana perpaduan

Kita masih bersama

ChorusKita satu bangsa, Kita satu Negara

Kita satu matlamat, ooooKita satu bangsa, satu Negara

Kita satu Malaysia

Verse 3Bermulanya sekarangPerjalanan dilaksana

Seia sekata sehati dan sejiwa

Verse 4Membina masa hadapan

Menuju kejayaanKita semua rakyat Malaysia

Harmoni, saling menghormati

Dance

Expression and message

Dance : integration of music into mind

Dance : acts & movements

Mengapa kita berbeza?Ku tahu hatimu dipolusi benci

Kita harus bersamaAku kau memahami kompromi

Kita satu komunitiSatu arah destinasiHei generasi muda

Usah kau bersendiriKita punya satu hati

Satu cita satu jiwaKau aku dan mereka

Kita satu nama

Dengan Satu SuaraKita serupa walau berbezaGenggam semangat wajaLangkah BersamaDalam rentak padu yang samaIt’s the B to the e to the l, i, aLets keep the head up for better daysCome on hand in handIf you understandThe message is to be together in this motherlandWhere’s the love that used to shine?In this darkest hour we gonna be just fineLet the love shine in your soulThis revolutions gonna be our destiny call

Dalam satu suara Kita tiada bezanyaNyanyi lagu yang samaRentak sekataDengan satu suaraKita janji menjagaKau aku dan merekaKita satu nama

Sekiranya ku jatuhTerus bangunkan akuDan aku lakukan yang sama untukmuAku kau dan merekaDalam satu suaraKita satu nama

Satu Suara

Visual

IDEATION AND REFLECTION

Visual : Ideation & expression

Visual : reflection & statement









Expressed their views

Taiping Peace Initiative Lions International Peace

Performing arts

• An approach where children are allowed and fully encouraged to express themselves via medium they find comfort.

• Children are empowered in the idea creation where teachers/care-giver merely guide on the expression methods

• No more issues on “disgruntlement, bickering or finger-pointing among school heads and teachers” (Malakolunthu 2009, p.126) because empowerment on children

African expression “It takes a whole village to educate a child”

Parents encouragement

Teachers and helpers

guidance and nurtures

The author gives credit to Wahaha Performing Arts studio @ Kajang for the experience.

Z-generation SHOULD BE empowered

• Facts-– They have thinking through their observation,

experiences and interaction with adults.– They have control over their own lives.

• Multicultural education when constructed carefully and implemented well, can pave way for self expression, open dialogue, critical thinking and analysis of alternative viewpoints among students (Sleeter & Grant, 2003)

Principal & Care-givers (artist)• Adhere to Malakolunthu’s Principal leadership (2010)

– Possess the knowledge, skills and attitude on equity, social justice, equal opportunity and cultural pluralism to develop and implement day-care policies that promotes peace.

– Develop care-givers and helpers with providing induction, orientation and on-going professional development - My addition-role-model & servantship

– Collaborative process-sharing of ideas, open dialogue and research-possible through Performing Arts

Something About Christmas Time-

Bryan AdamsWe waited all through the year

For the day to appearWe could be together in harmony

You know the time will comePeace on earth for everyone

And we can live foreverIn a world where we are free

Let it shine for you and me

There’s something about Christmas time

That makes you wish it was Christmas every day

To see the joy in the children’s eyesThe way that the old folks smile

Christmas will never go away

We're all as one tonightMakes no difference if you're black or white

If we can keep the spirit More than one day of the yearSend a message loud and clear

It's the time of year when everyone's togetherWe'll celebrate here on Christmas DayWhen the ones you love are thereYou can feel the magic in the airYou know it's everywhere

Please tell me Christmas will never go away

http://www.youtube.com/watch?v=S2iVGEuCSkI


