Cultural Connection Project Promoting Multicultural in Elementary School

Presenter: Chi-Ying Betty Hu

Date : November 17, 2008

Matuck, L.Y., & Ruggirello, T. (2007). Cultural Connection Project :Promoting Multiculturalism in Elementary Schools. Canadian Journal of Public Health, 98(1), 26-28.

Content

I. Introduction

II. Methodology

III. Outcome

IV. Reflection

V. About my research

Introduction

Cultural Connection Project (CCP)

Sponsor

Objective

Funded by Heritage Canada

Aimed to promote multiculturalism among grade school students through drama education

Framework of CCP

Background theory

Paulo Freier's transformative and experiential learning theory

Where students explore the issues, reflect on their

personal experience, generate new meaning

of experience and take action to create change.

Framework of CCP

Phase 1

Phase 2

Phase 3

group discussion

performance

drama workshop

Methodology

Participants Grade 3-6 students (n=665)

Lead-class students (n=158)

Page 8

Methodology

All students completed a 7-item questionnaires

2. Comfort with others

1. Have friends

3. Talk with others

4. Respect others

5. Accept others

6. Importance to be equal

8. Believe can make difference

Page 9

Methodology

group discussion

performance

drama workshop

T2

T1

T3

Data collection

Page 10

Methodology

Objective

Drama

Workshop

Drama Performance

Group Discussion

ObjectiveParticipants

Lead class

Lead class

All grate 3-6

students

Explore students’ understanding of

multicultural

Portrayed cultural conflicts experience

by new comers in the host countryStudents identified possible cause and

proposed resolution

Created fictional scenarios to examine

conflicts related to cultural diversityDeveloped action plans to promote

cultural sensitivity and awareness in

their own schools

Page 11

Methodology

T-test ANOVA

T1 & T2 T2 & T3

Data analysis

Page 12

Outcome

• T-test

After the performance(T2) ＞ Before performance(T1)

3. Talk with others

Page 13

Outcome

• ANOVA

Post-treatment scores(T3) ＞ Pre-treatment scores(T2)

3. Talk with others

5. Accept others

8. Believe can make difference

Page 14

Outcome

Drama education was an effective experiential tool for promoting multiculturalism in a school setting

Page 15

Reflection

Weakness

Don’t attach enough information.

ex: tables, questionnaire

Strength

Have clear framework and object design.

Page 16

About my research

Topic The pupils of Confucius meet Palo

Research Question

1. What is the students’ perception of

foreign teacher ?

2. How do students adjust to the foreign

teacher?

Method Questionnaires & Semiconstructive

interview

Grant

Thanks for your attention.Thanks for your attention.