Cultural Mediation Largely part of the conflict constructivist, constructivist, and critical theory perspectives Culture: A system of meaning that mediates social structure and human action (Mehan 3) –Culture in Education: elements that mediate between economic structures, schooling, and the lives of people (Mehan 3)

Cultural Mediation Culture Structure Agency

Culture and Language World-View Problem: How does language relate to the world view of those who speak it? –Linguistic Determinism: People who speak different languages segment their worlds differently (language  thought and culture) –Linguistic Relativity: we categorize the world according to our needs and uses (thought and culture  language)

Caroll and Casagrande –Language and culture influence and shape thought (Language and culture  thought) –Hopi and Navajo Languages: verbs are based on object qualities. Spilling vs. pouring/ liquid vs. non-liquid Notice a connection between culture, language, and thought –Hopi and Navajo Perceptions vs. American Perceptions Pairing Example: Yellow stick, blue rope, yellow rope

Rosalie Cohen Cognitive requirements in schools –Conceptual styles: Rule sets for the selection and organization of data Analytic cognitive style: abstracting information from a stimulus in an analytic way (stimulus centered) EX: money= coins, cash, currency Relational cognitive style: abstracting information from a stimulus in a descriptive way (self-centered) EX: money= green, bundle

Language and Power Language has power –Constitutive power: The language we use about events and people in everyday life shapes they way we think about them –Power to create social change (diabolic vs. liberating power)

Proposition 187 (Save Our State) Approved by California voters in 1994 (not in action today) Sections 2 and 3: Felony to manufacture citizenship documents Section 4: Police enforcement must report suspected arrestees to INS Section 5 and 6: All public social and health services dependent on verification of citizenship status (must report suspects) Section 7: Public school enrollment dependent on verification of citizenship status (must report suspects) Section 8: Public University and College enrollment dependent on citizenship status

Supporters and Opponents of 187 “Non-resident workers” and “undocumented workers” –Implies economic contribution to society that is temporarily outside of legal capacity (soon to be one of us) “Illegal immigrants” and “illegal aliens” –Invokes images of foreign invaders or outsiders that are using resources and threatening citizens’ way of life

Anecdotes vs. Scientific Evidence Proponents: Site a wealth of statistics from scholarly research studies Opponents: Utilize anecdotes and imagery that depict immigrants as “taking your jobs and abusing your social services” Declining significance of expert discourse –Professionals in the field –The president of the United States –Some prominent Republicans –Teachers –Church leaders

Important Points Language, Culture, Perception, and Power are interrelated By understanding divisive discourse strategies, we can effectively understand knowledge production and the ways in which power is constructed in society

English-only= Linguistic, Cultural, Racial Domination Colonialism and English-only Narratives –Colonialism: the extension of a nation's sovereignty over territory beyond its borders by the establishment of either settler colonies or administrative dependencies in which indigenous populations are directly ruled or displaced. Colonizers generally dominate the resources, labor, and markets of the colonial territory and may also impose socio-cultural, religious and linguistic structures on the conquered population.

Historical Amnesia English-only movements are bereft of historicity (experiencing historical amnesia) Education synonymous with learning English Academics also experience historical amnesia as they selectively focus on “objectivity” devoid of political analysis –EX: Studying achievement gaps without social contexts –Distorted results that blame the victim

Teaching and Historical Amnesia Teaching the technical practices of reading or learning English without addressing a history of domination Social construction of “Not Seeing” Education as assimilation and cultural domination

Psuedo-Bilingual Education Usually a program that relies on phasing in more English while eliminating lessons in Spanish Teaches the subordination of ones primary language in favor of English Perpetuates historical amnesia

Ideal Bilingual Education Very few and far between Suggests the importance of all people learning 2 languages Seeks to identify a history based on power and domination Seeks new and powerful pedagogies that expose histories of domination and support student empowerment.