School and Culture

Shawne Murphy
Vocabulary Concept Vitalizer and Idea Illustrator
Week 4
Chapter 3

Culture – “The ever-changing values, traditions, social and political relationships, and worldview created, shared and transformed by a group of people bound together by a combination of factors that can include common history, geographic location, language, social class and religion” (Nieto, 2010, p. 78).

Pure Culture – Cultures influence one another and minority cultures and cultures with less status have an impact on majority cultures (p. 80).

Social Capital V. Cultural Capital

Social Capital – Made up of social obligations and networks that are convertible into economic capital (p. 83).

Cultural Capital – Acquired tastes, values, languages and dialects, or the educational qualifications that mark a person as belonging to a privileged social and cultural class (p. 84).

Culture of Survival V. Culture of Liberation

Culture of Survival – Embodies attitudes, values, traditions and behaviors that are developed in response to political, economic or social forces, some which may be interpreted as a threat to the survival in some way can limit or expand culture (p. 88)

Culture of Liberation – The values, attitudes, traditions and behaviors that embody libratory aspects of culture (p. 89).

Field Independent Learning V. Field Dependent Learning

Field Independent – Preferring to learn in an analytic matter with materials devoid of social context (p. 92).

Field dependent – Understood as favoring highly social and contextualized settings (p. 93)

“There is no ‘pure culture.’  That is, cultures influence one another, and even minority cultures and those with less status have an impact on majority cultures, sometimes in dramatic ways” (Nieto, 2010, p. 80).

“Culture, especially ethnic and religious culture, is learned through interactions with families and communities” (Nieto, 2010, p. 86).

“…Although students may be socialized to learning particular ways at home, these cultural and communication patterns may be missing in the school setting” (Nieto, 2010, p. 94).