Cultural Equity Discourse Questions
This is an excerpt from Cultural Equity in Physical Education by Tara B. Blackshear,Brian Culp & SHAPE America - Society of Health and Physical Educators.
By Victor Ramsey
- Do you have a student like Mercedes? If so, have you thought about strategies to support them? Does your school or school district offer workshops specifically for teaching ELLs?
- Identify the intracultural conflicts presented in the case (hint: there are at least three).
- Do you have coworkers who talk and treat students the same way Ms. M treated Mercedes and her classmates?
- What should or will you say or do for students like Mercedes if you notice Ms. M and certain students saying things to her that may affect her emotional well-being?
- How do your PE instructional practices support students like Mercedes?
- Why is it important to know more about other ethnic groups?
- Describe intentional acts of addressing the needs of English language learners in your health and physical education classes.
- How do you perceive Mercedes? Do you view her as an individual or compare her to others?
- In this story, there are issues from the community affecting ELLs. Why is it important to research cultural norms as part of your planning for health and physical education?
- How might you learn more about Mercedes’ needs without violating her trust?
- Ms. M stated, “In this country, we speak English and only English.” What do you believe she meant by that statement?
- How does the political climate in the United States directly affect the education of English language learners? What might school administrators and other school stakeholders do to better support ELLs?
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