chapter  6
36 Pages

Cultural Continuity

I realized that here in the mind of the child was the beginning of a cultural split. So I looked for the opportunity for the class to share their histories and for the children to wear their native dress. If I stretched the time for them to sit in their "office desks" and do schoolwork, they would be comfortable in school wearing native dress if they wished. As a result of this experience, later in the year many of the children began to feel a closer connection between home and school and even felt comfortable wearing their native clothes to school without feeling that anyone would laugh at them. The other children then accepted it as natural. Thus, the threefold intervention came together.