BORDER CROSSINGS IN A MULTICULTURAL CLASSROOM:

SCIENCE AMONG THE INDIGENOUS LEARNERS

by

Karen S. Sumadic

Culture and learning are connected in important ways. Early life experiences and the value of a person‘s culture affect both the
expectations and the processes of learning. Thus educators need all the information they can get to help every learner succeed in school, and
because a deep understanding of the learning process should provide a framework for curricular and instructional decisions. A deep understanding
of both culture and learning style differences is important for all educators. The relationship of the values of the culture in which a child is currently
living, or from which a child has roots, and the learning expectations and experiences in the classroom is directly related to the child‘s school
success academically, socially, and emotionally (Guild, 2001).
Tobin and Tippins (1993) maintain that while all humans construct their own knowledge, it is mediated by the context in which it is
constructed. This means that students construct knowledge appropriate to the context that is meaningful to them. Thus, anchored in constructivism,
this holds the idea that multicultural educators should stress the linking of prior knowledge and experience to new ones and to consider that each
learner comes in the classroom with different inventories of knowledge, experiences and expectations from those of their mainstream peers which
may cause them difficulty in their efforts to link their prior knowledge with their newly acquired understanding. There is also a need for culturally-
relevant pedagogy, where teachers in multicultural classrooms have to apply inclusion strategies, in which indigenous people (IPs) like the Ati can
draw a connection between their culture and science learning, which could therefore allow them to understand that their indigenous ways and
practices are recognized and relate to the things they learn in school.
Using qualitative approach like narrative inquiry and employing methods such as interviews, Focused-Group Discussions (FGD) as well as
by observing the Ati way of life, I have identified several dilemmas that Ati students experience when they are mainstreamed with the non-Ati. These
are: Dilemma on academic performance, where, most Ati students no longer ask for clarification with certain lessons that they are having difficulty to
understand, because of the fact that they cannot participate or communicate well using the language for instruction which is usually in English. They
are also often absent from class and not able to do assignments because most of them have to work for a living. They struggle to go with the flow or
adjust with the dominant group (non-Ati); are having a hard time which concepts with the ‘science’ taught in school. Another dilemma is on overall
school experience, where they are not able to enjoy school when their peers are not around. There is also a dilemma on functioning in the school
setting, where they have a strong desire to be always with their peers; They also experience feelings of being discriminated where they are not able
to freely express ideas with the group and grow constructively with the group. Some Ati students, however, excel in school. Yet, these students still
have dilemmas, and they have the belief that they have to study well in order for them not to be discriminated. They have the Feeling of being
“different”. The desire to succeed is also evident, but they have the dilemma on their own interest and how the society perceives of them. They want
to be recognized in their interests but at the same time, they are embarrassed to express themselves. With these identified dilemmas, it is
recommended that teachers in multicultural schools be familiar with the practices of Ati communities for the enhancement of instruction among these
cultural groups and minorities. Ati cultural elements be infused in teaching in a multicultural classroom. Integrating multicultural science in the
curriculum may also help educators to fulfill the goals of maximizing the human potential, meeting individual needs, and teaching the whole child by
enhancing feelings personal worth, confidence, and competence. It is encouraged that needs of cultural groups be given attention and their
―border-crossing‖ be less problematic, by being sensitive to their needs. Teachers must select materials that encourage cultural revision so
students can both understand another culture‘s point of view and see their own culture from an outsider‘s perspective and to reflect on the material
they read. In such classrooms, students will experience learning environments which they explore.
The culture of the Ati and other indigenous groups are heritage of the Filipino. Although various programs are being proposed to provide
the Ati with equal opportunities with the Non-Ati especially in terms of education, it pays to have a closer look into whether these programs are being
implemented. Creating a context for science which includes the students' personal worlds, the daily lives of the students, and those that relate
science to personal lives, the local community and interests of Ati learners are important.
References:
Banks, J. A., & C. A. McGee (Eds.). (1989). Multicultural education: Issues and
perspectives (p. 189-207). Toronto: Allyn and Bacon
Bolante, J. (1986) The Atis of Panay: A glimpse into their indigenous world. Office of
Muslim Affairs, NCR
Guild, Pat Burke and Stephen Garger (1998). Marching to Different Drummers. Alexandria, VA: Association for Supervision and Curriculum
Development, ED
426968. Hilliard, Asa G. III (1988). Behavioral Style, Culture, Teaching and
Learning. A position paper presented to the New York State Board of Regents' Panel on Learning Styles.