Case Study – Culture and Diverse Needs 2
Case Summary
Robert is a 7th grade student of aboriginal descent in a predominantly white classroom
who feels isolated and misunderstood. He has heard his classmates make disparaging remarks
about aboriginals in the past and feels they may do this because they do not understand his
culture and heritage, particularly regarding treaty rights. He has expressed his concerns to his
mother, who in turn has spoken with his teacher regarding this situation. Robert’s mother has
asked that perhaps the teacher could incorporate a unit on aboriginal history including treaty
rights and other cultural information into the class.
Robert’s teacher is understanding of the situation but is hesitant to create a unit of
instruction on aboriginal history for multiple reasons. A teacher in the elementary school
worked to make every unit of instruction inclusive and was criticized by the parents for their
efforts. In addition to concerns about parental opinion, the school board is also opposed to
extensive changes for inclusion and has refused to make school curriculum more inclusive for
aboriginal families. They have also recently passed a mandate against “political correctness”
because they claim it undermines historical facts in favor of being fair to everyone. The teacher
seems to feel pressure from these two groups to keep the cultural inclusion to a minimum in the
classroom.
Discussion
While it is possible to go so far in an attempt to be “fair” that historical truth can be lost,
it is just as important to not deny historical truth or facts because some may find it offensive.
Robert’s culture and heritage are equally important in the classroom, just as everyone else in the
classroom is important. His classmates need to be educated about his culture based on facts and
Case Study – Culture and Diverse Needs 3
historical information. While the teacher has some valid concerns, it is also important for the
classroom to be a safe and educational place for everyone in it. This includes those who might
be different from the others in the room, either ethnically, religiously, or academically. An
inclusive classroom is one where every child has an equal opportunity to feel safe, loved, and
valued. Robert has as much right to that in his classroom as any other student. Concern about
backlash must be left out of the decision-making process when doing what is best for all the
students in the class.
SWOT Analysis
Strengths
Robert’s heritage and culture are an important part of the classroom dynamic. Historical
information regarding his aboriginal culture should be shared with his classmates. There are
many ways this culture could be woven into the classroom. Robert is a valuable resource in the
classroom regarding first-hand information about aboriginal people and their culture. Teachers
must take advantage of such resources to create a greater sense of inclusion and community.
Embracing diversity in the classroom is a critical part of the educational process.
Weaknesses
Robert is a minority in a community that already appears to be somewhat biased against
his people group and his culture. Presenting a unit of study on aboriginal peoples in class might
single Robert out and make him more of a target for bullying. Also, based on the historical
judgements of the school board and the parents, should parents present opposition to this new
material, the teacher would likely face the backlash without support from school officials or the
school board.
Case Study – Culture and Diverse Needs 4
Opportunities
Robert and his family could be offered the chance, as part of a class unit of study, to
present his heritage and culture to the class. This firsthand information and experience could be
a way to build a stronger sense of community and foster greater understanding of his people
group among his peers and their families. He might be able to build relationships with his
classmates through a new shared understanding of aboriginal history. This is also an opportunity
for the teacher to look for fun and creative ways to incorporate all the student’s cultural
backgrounds into the classroom, building a greater sense of community and inclusion.
Threats
There is a potential to alienate students from different ethnic and cultural backgrounds
within the school by failing to acknowledge Robert’s heritage in the classroom. This would be a
great loss of learning for the students and their teachers. There is also a threat of legal action
against the school board for discrimination for failing to acknowledge all groups and cultures
represented within the school equally.
Recommendations
The teacher in the classroom has the responsibility to build a classroom culture that is
inclusive for all students. Every student has the right to feel loved and valued, as well as
understood, within that class. The teacher should embrace this opportunity to bridge a divide for
Robert in the classroom between himself and his classmates. They also have an opportunity to
create a classroom that appreciates all represented cultures and heritages. This is an excellent
educational moment for all the students, teaching them about inclusion, tolerance, patience, and
acceptance.
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Administration also has a responsibility to Robert and to his teacher, to support the
efforts within the classroom for inclusion and diversity. This would include supporting the
teacher’s choices, should parents or school board members call the process into question. The
good of the students and their education is not only about books and academics but about how to
treat others who they might view as different. This is an enormous teachable moment not to be
missed by teachers or by administrators. The best way to bridge the differences in this case is to
emphasize the similarities, minimize the differences, and teach the truth.
