Transcript Interculturalism at the Windermere Family of Schools

Interculturalism at the Windermere
Family of Schools
Presented by: Michelle, Ryley, Lizzie, Eric, and Alyssa
Connections and Engagements: A
Survey of Metro Vancouver
“Over one-third of us have no close friends
outside our own ethnic group: We
generally believe that people prefer to be
with others of the same ethnicity.”
“Indifference: we prefer to keep to ourselves,
or have little interest in getting to know
our neighbours.”
“One-third of the people we
surveyed say it is difficult to
make new friends here. One in
four say they are alone more
often than they would like to be.
In both cases, people who
experience this also report poorer
health, lower trust and a
hardening of attitudes toward
other community members.”
“The most often-cited reason for not
participating in neighbourhood and
community life is a feeling that we have
Clement
, C.,toRudnicki,
little
offer” D., Majorki, A., Chan, C., & Heraty, P. (2012, June). A survey of metro vancouver. Retrieved from
http://blogs.ubc.ca/kin489d/files/2012/09/Vancouver-Foundation-Report-Connections-Engagement-2012.pdf
Role of the INTERactive Initiative
If we as adults feel this way, what can we do to help future generations to
lessen this feeling of disconnectedness?
❖ Teaching the concept of Intercultural Understanding to the children of the
community at this grassroots level will benefit their well-being and that of
the community for years to come
❖ The initial purpose of we the UBC group:
➢ Provide an academic resource to the community
➢ Assist the community in documenting the project
➢ Build capacity around the neighbourhood while gaining insight into
real-life community development.
Our September - December plan
Work together with the
Windermere family of schools and
other groups through meetings to:
•
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Identify existing skills
Learn new skills
Create an updated map of
intercultural physical activities
in the community
Promote and collaborate on the
initiative
Document and review the
project process
How Our Information Was Collected
❖ Information based on what the physical activity guidelines are currently
offered at schools in this district
➢ A focus on whether intercultural aspects were apparent
❖ Met with Action Schools BC representative
➢ Gained insight into existing efforts to increase physical activity within
➢
the schools
Basic understanding of necessary steps towards the promotion of a
new concept within the school setting
❖ Meeting with School Leads: Principals from 4 different schools and
INTERactive representatives
➢ Input from the Leads to gain relativity to their schools
How Our Information Was Collected
❖ During this meeting knowledge was exchanged and a greater
understanding of project goals were gained
➢ School Leads wanted change in process and more tangible results
➢ Unable to implement program due to time constraints of this course
and inability to guarantee future involvement of UBC students
❖ Barriers in the school system were made clear by the School Leads
❖ A survey for Windermere Family of Schools faculty was designed to:
➢ Give basic Intercultural definition
➢ Document Intercultural activities currently being offered
➢ Demonstrate how increasing interculturalism could benefit the
schools
How Our Information Was Collected
❖ Survey was sent out to 8 schools
➢ Two schools responded with only 7 surveys filled out in total
➢ Information on surveys were compiled and analyzed
➢ Generalizations were not able to be made because of the lack of
➢
information given on majority of surveys
Greater understanding was taken away from the surveys though it was
narrow in focus
Activities that Currently Exist within the
Windermere Schools
❖ Brain Breaks/Movement Breaks
➢ Jump to the Bell, Braindance, outside circuit running in between
periods
❖ Morning Tai Chi
❖ Pink Project Flashmob
➢ Students and teachers help send message of acceptance in
coordination with other schools across the lower mainland
❖ Deliver cultural education through Aboriginal Curriculum
➢ Games from Inuit culture
Other Programs that Promote
Interculturalism within Schools
❖ Peer Educators
❖ Roots of Empathy
➢ Classroom program for children in grades K-8 that raises
social/emotional competence and increases empathy
❖ Choir
❖ Windermere Buddy Program
➢ After school program, in partnership with CNH, designed to help
immigrant youth adjust to their new surroundings
Barriers Within the Schools
❖ Teachers’ time and resources are already spread thin
➢ Required to spend many after school hours with lesson plans,
➢
marking, other school projects
Prevents availability for coordinating and participating
❖ Funding
➢ Budgets don’t accommodate unlimited school projects and programs need to prioritize which programs are more important at a given time
Barriers Within the Schools
❖ Lacking clear understanding of interculturalism
➢ Confused by the difference between multiculturalism and
interculturalism
❖ Need reliable and committed volunteers that are willing to see a large
project through from start to finish
❖ Language
➢ Parents express interest in volunteering but have language barriers
preventing them from doing so
In a Perfect World Teachers Would Like to
See ….
❖ More school-based activities outside of school hours
❖ Speakers/volunteers from different cultures
❖ Cultural role models
❖ Student leaders facilitating lunch time clubs and sporting activities
❖ School dance team - need a mirrored dance space
❖ Intercultural nights - music, dance, art, food
Our Barriers
❖ Our original ideas and visions did align with the ideas and visions of the
School Leads
➢ Wanted to work directly with the schools and students but timing did
not allow for that
➢ Due to the extensive time and commitment required for building a
strong partnership, the time constraints of a one semester class was
greatly limiting
❖ This is a project that will take continuous action to implement
➢ This semester was focused on laying the groundwork for a partnership
between CNH, the Windermere Schools and UBC KIN students
Suggested Next Steps
❖ One-on-one work with students from each school to explore what THEY
want to see as well as to help build intercultural leaders within each school
❖ Interculturalism workshop opportunities for teachers
❖ Cement partnership with UBC
➢ Partner with other KIN courses to include student participation
throughout the year - eg. KIN 469 (Exercise Prescription), KIN 454B
or C (Field Experience), etc.
Future Directions for the Windermere
Schools Project
❖ Future Project Possibilities will require:
➢ Committed volunteers that are willing to see this project through - will
help combat the barriers of limited teacher time and school funding
❖ Incorporating Intercultural activities into Social Studies classes
➢ Class projects could include assignments that encourage cross-cultural
understanding
❖ “INTERactive Day”
➢ Station-based activity day where a variety of intercultural activities
can promote physical activity as well as connectedness and
intercultural understanding.
Suggestions: Intercultural Activities
❖ “INTERactive day” could include:
❖ Yoga
➢ Hatha, Laughter, Vinyasa, Ashtanga
❖ Dance
➢ Cultural folk dancing, Chinese ribbon dance, Zumba
❖ Aboriginal dance and drumming
❖ Modified Sports
➢ Sitting Volleyball, Goalball
References
http://www.actionschoolsbc.ca/
http://blogs.ubc.ca/kin489d/files/2012/09/Vancouver-Foundation-ReportConnections-Engagement-2012.pdf
http://renfrewcollingwoodcommunitynews.com/2013/07/08/new-healthand-physical-activity-project-moves-residents/