Cultural Connection Project Promoting Multicultural in Elementary School

Presenter: Chi-Ying Betty Hu

Date : 2008/12/26

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 A. Cultural Connection Project

B. Framework of CCP

II. Methodology A. Participants

B. Procedure

C. Data collection

D. Data analysis

III. ResultIV. Reflection

Page 4

Introduction

A. Cultural Connection Project (CCP)

Sponsor

Setting Elementary school in Windsor-Essex County,

Ontario, Canada

Funded by Heritage Canada

Page 5

Introduction

A. Cultural Connection Project (CCP)

Objective

Aimed to promote multiculturalism among grade school students through drama education

Page 6

Introduction

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.

A. Cultural Connection Project (CCP)

Introduction

B. Framework of CCP

Phase 1

Phase 2

Phase 3

group discussion

performance

drama workshop

Page 8

Methodology

Targets schools

Multicultural school

Separate school

Public school

Rural area

Urban area

1

1

1

3

A. Participants

Page 9

Methodology

A. Participants Grade 3-6 students (n=665)

Lead-class students (n=158)

24%

76%

Methodology

B. Procedure

Participants Objective

Group Discussion

Interactivedrama

Performance

Drama Workshop

Lead Class

Lead Class

All grate 3-6

students

Explore students’ understanding of multicultural

Portrayed cultural conflicts experience by new comers in the host country

Students identified possible cause and proposed resolution

Created fictional scenarios to examine

conflicts related to cultural diversity

Developed action plans to promote cultural sensitivity and awareness in theirown schools

Methodology

C. Data collection

All students completed a 7-item questionnairesBefore and after drama performance (T1, T2 )After drama workshop ( T3 )

Group discussion

Drama performance

Dramaworkshop

T1 T2 T3

Page 12

Methodology

2.

3.

4.

5.

6.

7.

1.

Methodology

D. Data analysis

Statistical analysis

Objective

Used ANOVA and T-test

Determined the effects of the drama performance and

drama workshop on students attitude toward other races.

Page 14

Methodology

T-test ANOVA

T1 & T2 T1 & T 2 & T3

D. Data analysis

Page 15

Result

• T-test

Determined weather the drama performance had any effects on the variables.(T1 &T2)

•“ Talk with others” was significantly higher after the performance.

Page 16

Result

• ANOVA

Tested weather the drama performance (T2) followed by the workshop (T3) had any effects on the variables.

The post-treatment scores for these variables of “ Talk with others” , “Accept others”, , and “Believe can make a

difference”,were significantly higher than the pre-treatment score

(TABLE II)

Page 17

Result Table II

Page 18

Result

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

The key to promoting inter-racial harmony is to respect and accept individual differences and to broaden the social determinants of health by providing cultural safety care.

Page 19

Reflection

Weakness The project didn’t attach enough information. ex: tables, questionnaire

Strength This project provided clear framework and research design.

Thanks for your Thanks for your attention.attention.