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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.