diversity and inclusion

Topics: African American, Japan, Family Pages: 5 (2448 words) Published: November 3, 2014

FDT 4 Task 2
Part C Concepts Map
Japanese
Language
Japanese
Family Life
Parents
Extended Family
Holidays
ObonLabour Thanksgiving Day
Emperor’s Birthday
African American
Language
Ebonics
Creole
Family Life
Parents
Extended Family
Holidays
Black History Month and Martin Luther King Day
Kwanzaa
South central Lower Michigan is mostly white middle class. The most dominant sub cultures are Japanese and African American. Jackson County has a population of 89% whites, 8% African American and 2.5% Asian. (U.S. Census Bureau, 2011) It is important for a teacher have an understanding of the prominent sub cultures in their area. Failure to recognize the sub cultures and their specific customs can be offensive and reduce the teacher’s ability to teach. As a teacher I would like to be able to understand the cultures and respect the traditions of the sub cultures. The main areas of concern are forms of communication and languages. What type of family life do the students have and what are the education expectations? The ability to recognize the major holidays, what they represent and when they are celebrated is important to communicate with the student. Results

Japanese
Language
In the Jackson Michigan area there is a growing population of Japanese students. Most of these students are from families that where born and raised in Japan CITATION Jap12 \l 1033 (Japanese, 2012). They moved to the Jackson area to run the Japanese owned automobile parts plants in the area. The primary language in the home is Japanese. Most of the homes speak English as a second language. The Japanese language consists of three main alphabets. They are Kanji, Hiragana and Katakana. The alphabets combined have several thousand characters. It is common practice for a Japanese student to attend US schools through the month of April and return to Japan to attend school through the month of July (Japanese, 2012). This is done to allow the young Japanese student to learn their native language. This is important to understand because these students may advance in subjects but be behind in others. There is also different ways of teaching mathematics. The Japanese traditional family has the father who provides for his family. He maintains employment outside the house. His primary responsibility is as the wage earner. The father tends to work long hours sometimes six or seven days a week. The mother is the primary care giver. She runs the household. She maintains the home and is responsible for the care and raising of the children. The eldest son continues on after the father retires. As the parents’ age they do not enter nursing homes, it is the responsibility of the oldest son to care for his parents. Nursing homes are only for those elderly persons that require specialized care. (Osamu Saito, 2000) Younger siblings will move out of the home once they have completed school. They will establish their own home while the eldest son inherits the current family home and continues to reside there and care for his parents. Family is one of the cornerstones of the Japanese culture. Holidays

It is important to understand that different cultures have different holidays. It is important to understand the traditional holidays of the students in a class. The assignment of work during the time of holiday may interfere with cultural tradition. Obon is a holiday to honor the spirits of ones ancestors (“Japanese culture”, 2012). Obon is celebrated at different times depending on the region of the country, usually in July or August. The festival lasts for three days. The holiday has become a family reunion of sorts. Family members return to their ancestral region. This is a holiday celebrating past generations. This is a joyous time. Labour Thanksgiving Day is a national holiday honoring labor. The holiday is November 23 each year. This was formally known as the harvest festival. Now it is a celebration of labor and productivity. The formal change in name...

Bibliography: Japanese. (2012, July 29). Retrieved from Omniglot: www.omniglot.com/writing/japanese.htm (Primary Japanese source)
McDonnell, Janet(1993).Martin Luther King Day.Chicago
The History Of Black History. (2012, July 29). Retrieved from Fact Monster: www.factmonster.com/spot/bhmintro1.html(primary African)
Bureau, U
Connor, M. E. (2006). Black Fathers An Invisible Presence In America. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc. (Secondary African American)
Fujitani, T
Dalphinis M. (1991) "The Afro-English creole speech community", Edwards, V. (eds), Multilingualism in the Brithish Isles Volumn 2, pp42-56. London, Longman. (African Primary)
N.P
Paley, V. (1995). Kwanzaa and Me: A Teachers Story. Cambridge, Ma.: Harvard College.(Non Internet secondary African)
Perry, T
Taylor, C. S. (1990). Dangerous society. East Lansing, Michigan: Michigan State University Press.(Secondary African)
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