Black Fifth Graders Make Dioramas of Traditional African Cultures to Explore Racial Identity, Cultural Universals, and Spatial Thinking

《Black Fifth Graders Make Dioramas of Traditional African Cultures to Explore Racial Identity, Cultural Universals, and Spatial Thinking》

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关键字: race; identity; elementary school; programs; social studies; scale construction; urban; social; Black females; subjects; Black males; culturally relevant pedagogy; culture; TEACHERS; CHILDREN; STUDENTS; ADOLESCENTS; COMMUNITY; KNOWLEDGE; INQUIRY; ABILITY;

作者单位: [Gray, Phyllis] Univ Northern Iowa, Curriculum & Instruct, Cedar Falls, IA 50614 USA. [Rule, Audrey C.] Univ Northern Iowa, Elementary & Gifted Educ, Dept Curriculum & Instruct, Cedar Falls, IA 50614 USA. [Gordon, Mindy] Waterloo Community Sch, Waterloo, IA USA. Rule, AC (reprint author), Univ Northern Iowa, Dept Curriculum & Instruct, 1227 West 27th St, Cedar Falls, IA 50614 USA. E-Mail: audrey.rule@uni.edu

摘要: This rich, arts- and spatial-thinking-integrated project examined the effects of making three-dimensional dioramas of traditional African cultures on Black fifth graders at an urban school on students' racial identities, knowledge of cultural universals, and spatial thinking skills. Pretest and posttest attitudes measured with the Multidimensional Inventory of Black Identity-Teen evidenced an increase in sense of belonging to other Black people. Students learned social studies content and recognized many cultural universals, allowing them to feel connected to the African groups. Student essays showed admiration for African cultures, connections through similar foods, and links through appreciation of animals.