首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Why Are Asian Americans Missing from Our Textbooks? A) I still remember my fourth-grade social studies project. Our class was
Why Are Asian Americans Missing from Our Textbooks? A) I still remember my fourth-grade social studies project. Our class was
admin
2020-10-27
14
问题
Why Are Asian Americans Missing from Our Textbooks?
A) I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that "San Francisco" translated to "Gold Mountain" in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I’d have the chance to learn about them.
B) My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian’s hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation’s first Chinatown. That was it.
C) I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren’t the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught?
D) Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives.
E) For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers! —but they’re quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don’t, for example, learn about the laws that for years excluded Asians from immigrating to the U. S. They don’t hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here.
F) Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California’s history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American.
G) Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. "There hasn’t been much progress," says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers.
H) Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they’re few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn’t a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture.
I) How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it’s not so much about the teacher’s background, but about training. "You can have a great curriculum but if you don’t have teachers dedicated (专注于) to teaching it well," she says, "it won’t work as well as you want it to. "
J) Some teachers are finding ways to expose students to Asian-American issues—if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to "experience" it themselves: They will race each other to build a railroad model on the playground, with some students being forced to "work" longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he’s exposing the students to how Chinese Americans contributed to the U. S., something that he didn’t get as a student growing up in the San Francisco Bay Area. "I planted the seeds early," he says. "That’s what I’m hoping for."
K) And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation’s youngest citizens; Whatever your race or ethnicity, you matter. Your history matters. Your story matters.
Students of ethnic backgrounds learn better from a multicultural curriculum.
选项
答案
D
解析
细节归纳题。定位句提到,我们的学生——亚裔美国人、拉丁美洲人、非裔美国人、印第安人,还有白人——会从跨文化课程中有所收获。当有色人种的学生们在学习过程中看到了关于自己的内容,他们会更加专注而且取得更好的成绩。也就是说,在这种多文化融合的课程中,有色人种的学生们收获更大。题干中的learn better是对定位句中are more engaged and earn better grades的归纳概括,故答案为D)。
转载请注明原文地址:https://kaotiyun.com/show/L6O7777K
0
大学英语四级
相关试题推荐
AfederaljudgeinCaliforniahasdismissedalawsuitagainsttheCoca-ColacompanywhicharguedthatDietCokemisledpeopleto
A、Theylackknowledgeoffarming.B、Theytakeonmoreresponsibilityforchildren.C、Theyarelesslikelytogethelpfromother
TopicOnCelebrityMakingMistakesForthispart,youareallowed30minutestowriteashortessayentitledOnCelebrityMak
TopicWilltraditionalclassroomeducationbereplacedbyonlineeducation?Forthispart,youareallowed30minutestowrit
LikemanyoftheprotestersatOccupyWallStreetinNewYork,AmandaVodolaisyoung,underemployedandloadedwithstudentdeb
Universitiesareinstitutionsthatteachawidevarietyofsubjectsatadvancedlevels.Theyalsocarryoutresearchworkaimed
A、ItinfluencesAmericans’valueoflife.B、ItexpressesAmericans’feelingsvividly.C、ItevolveswiththedevelopmentofAmeri
A、80.B、82.C、160.D、164.D原文提到,该研究调查了82对夫妇,因此是164人,即D。本题问数字,把听到的内容一一做笔记,最后根据问题作答。
A、Americansaretooattachedtotheircars.B、Americancarsaretoofast.C、Automobilesthreatenhumanhealth.D、Automobilesare
A、AteammembercalledBlakewasinjuredB、Christmaswascoming.C、Theycan’tscoremanygoals.D、Theystillhavesomeinfluence
随机试题
患者,女性,15岁。双下肢皮肤出现青紫斑点及瘀斑,伴齿衄,口渴,大便秘结,舌质红,苔黄,脉弦数。治法是
关于双手触诊法下述哪项不正确
患者女,74岁。糖尿病并发足部溃疡,经治疗后病情未减轻,且有发生败血症的危险,为保证患者的生命而需要对患者截肢。此案例包含的伦理学冲突是
关于进境植物、植物产品检疫审批程序,下列表述正确的有( )。
【2015农业银行】海洋并不是完全水平的,温度、盐分、海水密度等多种因素使得海面凹凸不平,笼统来说,水温高的部分密度小,水面就高,水流理应从高处向低处流,但是由于科里奥利力的作用,高处的水流沿偏右的方向流动,这称为地衡流。海水的盐分等因素也可造成海水密度不
自1982年《宪法》颁布实施以来,全国人民代表大会曾先后通过()。
当人们告别了茹毛饮血,告别了原始的狩猎采集而过渡到农耕时,烹饪便随着人们味蕾的刺激而兴起,以致一发不可收拾。然而,古代的中国人真可谓是活在了舌尖上,生产力的低下,徭役的频繁,让中国的老百姓不得不为了生存而疲于奔命。因此,《左传》中有“肉食者鄙”一说。可见在
某次测验有50道判断题,每做对一题得3分,不做或做错一题倒扣1分,某学生共得82分,问答对题数和答错题数相差多少?()
A、InFebruary.B、InMay.C、InApril.D、InAugust.AWhenwillthemanleaveforSingapore?
PatentsHumanbeingsarecompetitivecreatures.Theevolutionarydrivetowardssurvivalofthefittesthasmadeusthatway,
最新回复
(
0
)