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Micaela Baker: Research Report (redirected from Micaela Baker, Cross Cultural Learning: Multiculturalism in Cinderella)

Page history last edited by mjbaker@umail.ucsb.edu 9 years, 4 months ago

 

Research Report: Cross Cultural Learning: Multiculturalism in Cinderella

 

By Micaela Baker, Multiculturalism in Cinderella 

 

Abstract:

     The objective of this article is to emphasize the importance of reading literature across cultures and to discuss the benefits of implementing this concept into the academic curriculum. To do this, Bronwyn T. Williams discusses the relationship between literacy and identity. Williams examines connections that are made through reading and writing and concludes that this form of communication and connection is universal. The article explores themes surrounding language, culture and power and how these are revealed in works of literature across the globe. Finally, Williams discusses how these themes will universally benefit students. 

 

Description: 

     The crux of Williams’s article is to discuss the relevance of reading literature from other cultures and writing literature for other cultures. Williams explains the best way to understanding another culture is through the eyes of a person who identifies with that culture themselves. A line written towards the beginning captures the essence of cross culture literature saying, “Rain falls without noticing borders, but the cultures on either side of a border may describe the rain in very different ways” (511). This statement makes the analogy that literature, words and arts are a universal form of communication but the impact and significances of these humanities vary from culture to culture. This is because customs and traditions help make each location unique and it is these customs that shape the beliefs of people who identify with specific locations. Furthermore, ones’ personal identity affects their interpretations of different pieces of literature. 

     Keeping this in mind, Williams explains that by engaging children in cultures outside of their own, we are beginning fruitful and enriching conversations about what they have encountered, what they have understood and what they have been confused by. This will make their minds more culturally aware and diverse. Williams writes, “Reading and writing allow us to connect our minds to others- even when the work may be detached from personal experience” (512). Building off of this idea, it does not take complete submersion into a new culture to understand or be exposed to their writing. By reading works from other cultures, children are introduced to different forms of literature and speech. Additionally, they are taught that their own writing has significant importance and is worth sharing so that other children may have a glimpse into their culture. To support this concept, Williams wrote, “When we write, we all hope to be understood. When we read, we all hope to understand” (512). 

     To make the children of tomorrow more culturally aware, teachers can be challenged to assign their students opportunities to engage in discussions about how they would communicate with various cultures exploring how and why languages vary.  The why of studying how languages vary is vital to cultural development. For example, while English books are written to have words cross the page from the left to right, Chinese books are written with characters that cross the page top to bottom. Understanding how they do this provides a helpful glimpse into their culture but understanding why will help develop a child’s mind that much more. Williams says, “The difference between China’s ideographic writing and the English phonetic alphabet are important in understanding how ideas are communicated” (513). The visual difference in the two types of writing speaks to the specific cultures’ ways of communicating. He writes, “Reading and writing are not static skills. They develop and change with a culture, including their own” (513). It is understood that in order for one to learn to communicate effectively in their society, they must learn to read and write as their culture promotes it. 

     Taking this idea one step farther, Williams discusses in his article the benefits of having students virtually connect with students across the world, rather simply reading other literature. He makes the analogy that geographically humans are able to see which places have mountains and which places have seas all throughout different areas however, what we cannot understand by simply noticing the physical differences with our naked eyes are the reasons why things vary and change cross cultures. The reasons why unique differences exist are best revealed from the residents themselves who call that place home. He argues, “It would be even better to put students into written communication with their counterparts in other countries as a way to bring life to the realities of writing and reading cross borders…If we are to navigate these unfamiliar literary landscapes, we must learn to do so from those who know them best” (513).

     The overarching goal of a project like this is to explore, discuss and reflect on the question of culture and identity and how this affects questions of ‘who has power?’, ‘who decides what is correct?’ and ‘how is identity presented through the portrayal of the piece?”. This type of project will help to motivate students to navigate other cultures through the eyes of those who know them best. By doing this, Williams students will gain a sense of respect for other cultures outside their own. Additionally, they will be better able to find their own personal identity. Williams closes the article with, “If we can both learn from and teach others across borders then the opportunities for reading and writing across cultures can, help us ‘transform languages of harm into literacies of hope’.” (514).

 

Commentary:  

     Williams’s article supports Multiculturalism in Cinderella’s idea of exposing children to different literary works around the world in an attempt to help make them more culturally aware. What makes Multiculturalism in Cinderella unique is the premise of the project. Multiculturalism in Cinderella is a blog site comprised of multiple entries from different Cinderellas' around the world. Additionally there will be entries from a 1st person narrator, as if he or she were reading the blogs himself and commenting on them. The narrator’s entries will offer historical context as the audience follows his thought process through the blog site. Ultimately students will be able to not only be exposed to different cultures, but be able to piece together the why questions as to explaining differences and variations in adaptations. 

     This article supports the idea that bringing in other cultural pieces of literature into the classroom is beneficial and worth academic time. It will help to create more well rounded and culturally aware minds. Additionally, students will be able to better appreciate their own identity. However, it brings into question if simple exposure to the literature is enough. Williams speaks of integrating interactive communications with students and other peers across the globe. He argues the effectiveness behind this comes from the exchange of ideas and beliefs. Furthermore, Williams brings into play the idea that modern day students are already connected and making friends through virtual sources such as online games and social networks. The importance behind this is that children are well versed and skilled at maneuvering their way through online chats, communications and connections making it a very accessible option to have them actually connect with students across the globe. However, overall, Williams promotes the intertwining of other cultures into the classroom. This concept backs up Multiculturalism in Cinderella. It supports the idea of intertwining multiple versions of the same story to provide cultural awareness as well as give students an opportunity to not simply pin point where the story differs but why the story differs.

 

Resources for Further Study: 

Article being reported on: Williams, Bronwyn T. “Around The Block And Around The World: Teaching Literacy Across Cultures.” Journal Of Adolescent & Adult Literacy 51.6 (2008):510-514, Academic Search Complete. Web 

 

Kratzke, Cynthia, and Melissa Bertolo. “Enhancing Students’ Cultural Competence Using Cross-Cultural Experiential Learning.” Journal of Cultural Diversity. 20.3 (2013): 107-111. Academic Search Complete. Web

 

Miulescu, Viorel. “Communication and Culture: Cultural Paradigms and Referentials.” Contemporary Readings in Law and Social Justice 6.1 (2014): 691-700. Academic Search Complete. Web

 

Yavorskaya, A. “On Cross-Cultural Interaction in the field of Physical Education In the Kaliningrad Region. (English).” Vestink IKBFU 5 (2014):79-83. Academic Search Complete. Web

 

 

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