How the Multiculturalism of Melbourne is Reflected in my Placement

When you think of Australia, the first thing sthat typically comes to mind are the beaches, outback and kangaroos, the laid back, surfer lifestyle, stuff like that. Though the majority of the population of Australia is White, it is quite a multicultural country, especially the city of Melbourne. Melbourne is known for its multiculturalism, which is seen throughout the city's large number of diverse restaurants and neighborhoods, and even in the subjects available to study at The University of Melbourne. However, I see it especially reflected in my placement.

The majority of students at North Melbourne Primary are White and speak English, but many of the students at school and in my classroom are of another race/ethnicity and 57% have a language background other than English. I have students in my classroom from countries of Southeast Asia, India, and those who have Muslim, Christian, and Hindu faiths. On my first day, my SP informed of the diverse backgrounds of the students, but I didn't really connect it to Melbourne's celebration of multiculturalism until we talked about it my contemporary Australia class at uni. The culture of Australia is very interesting because the Indigenous people, who were/are the original people to inhabit Australia, were disregarded as a population/race when the British arrived and established themselves as owners of the land. Since then, Australia has been a home to British migrants, and eventually to migrants of other nations, thus making up quite a diverse and at the same time, disheveled/confusing understanding of what a true Australian culture really is.

Because of the Melbourne's amazing multiculturalism, my SP tries to recognize holidays and celebrations of other countries and faiths and encourages students to share aspects of their culture to the class. This is a small example, but one of my students is from Japan and she and many other students make cards or drawings for my SP on a weekly basis just for fun. She will write some of the cards in Japanese and draw an anime figure, which is very central to the Japanese culture. Instead of just thanking her for the card and starting off the first lesson of the day, my SP asks questions about the writing and the drawing, showing interest and engagement with her. This little conversation stood out to me because the student's culture was valued by my SP and the student's classmates, as my SP asked for her to show and explain her drawing to the class. Through these conversations, these young students can gradually appreciate and learn from their classmates' culture. The classroom schedule and forms of assessment don't play too large of a role in reflecting Melbourne's culture, but it is definitely shown through moments between my SP and other teachers times with the students such as conversations and small reflective writing assignments. This celebration of different cultures reminded me of my time at my P2 placement The Edison School. The Edison School is also very diverse, and I loved how the staff incorporated the students' cultures into the classroom, such as creating a map to show where each student or their family was from and learning simple words in some of the their home languages.

It's the little things like these that stand out to me when I am observing and teaching in the classroom here and at home. It is so necessary for all educators to incorporate and celebrate all students' cultures in the classroom. My time learning of the students' backgrounds, and seeing how my SP embraces and appreciates this has had a great impact on my time at North Melbourne so far and has definitely been one of my favorite aspects of teaching at here so far!

Spanish Culture in the Classroom

The culture of Spain can be clearly seen within my classroom.  Spain overall is much more collectivistic than the United States is.  Thus, collaboration is emphasized and promoted.  This can be seen through the constant talking of the students.  It is not considered disrespectful to be talking while the teacher is talking, as long as they are on topic with the lesson.  For example, sometimes students will be asking each other questions for understanding while I am teaching the lesson.  One student might be translating what I am saying into Spanish for another student or helping them with the concepts and vocabulary.  This took some adjustment, as I am used to being in the United States where it is not acceptable for students to be talking while the teacher is.  In addition, students rarely raise their hands, but rather call out the answers if they know them.  The answers to my questions are usually stated in a choral way, where all the kids say it at once.  This way, there is not one person constantly being called on, because they know the answer first.  To me, this reflects more of the collectivist culture.  Rather than trying to prove that they are the best, that they know the most, they wait for everyone to have the answer together.  As a whole, they are responsible for the information rather than each person.  The classroom set-up also reflects this culture.  The desks are in clusters, so kids can ask each other questions and collaborate.  I have been told that this set-up stays the same, even in high schools and adult offices.  While collaboration is often emphasized in the U.S. elementary schools, there’s a gradual shift as people get older to more individual set-ups (like rows and cubicles).  This shift does not happen in Spain, reflecting the more collectivistic culture.

In addition, Spain is a very social country.  My professors say that you can easily spot who is an international student versus who is a Spanish student on the university’s campus.  The international students are usually listening to music and walking around alone, while it is very uncommon to see a Spanish student alone.  They are more likely in a group of people.  Consistent with this concept, when the kids come into the classroom at my practicum site, they are always talking with groups of people (about 3-4 kids per group).  They will continue these conversations as they get settled in, even if that means shouting across the classroom.  This is similar to on the metro, where people will finish their conversation even if that requires standing in the metro doors to prevent them from closing.  Also within the school, students and other teachers will greet you and have a conversation with you (how was your Holy Week?, etc.), even if they have no idea who you are.  At most of my practicum placements in the United States, teachers won’t stop to have a conversation with you if they don’t know you.  Also, people share everything, including information, food, etc.  My host mom talks about how “there are no secrets in her house” because everything is discussed openly.  Consistent with this concept, my SP once told the kids their exam grades right before my lesson.  Instead of calling them up to receive their grade, she read the name and the grade to the whole class.  Whereas grades in the United States are considered a very private matter, they are not in Spain.  The whole class will know how you did on a test.

Spain is also much more informal and relaxed than the United States.  The kids call their teacher by their first name or just “teacher.”  Time is not as structured, or punctual.  It is not uncommon for my SP to be a few minutes late for class, but that isn’t considered “late” for them (most Spaniards call “late” after 15 minutes late, whereas in the U.S. it’s a couple of minutes).  Students might make a joke in the middle of the lesson, and the whole class will be laughing for a few minutes before the teacher redirects them.  When planning lessons, I have to budget time for discussions, questions, and other interruptions that are not tolerated in the U.S. classroom, but celebrated in the Spanish classroom.  I have enjoyed teaching with this concept.  It makes the lessons more enjoyable and child-centered.  The other day, when teaching about Easter traditions in the U.S., I asked students if they knew what the word “dye” meant (as in “dye” Easter eggs).  One student answered, “morir,” which is “to die.”  Technically he was correct, it was just the wrong version of the word (dye = decorar).  The student found it very entertaining when I explained this concept, and laughed at his mistake (along with the class).  Although that took away time from doing an activity at the end, it allowed for a valuable teaching opportunity.  I feel that in the U.S., we get very wrapped up in what needs to be accomplished for our planned lesson, that we overlook little things like this.  In addition, the school day is much shorter than in the U.S. (or at least the schools I’ve seen).  They go to school from 9-2, but some have extracurricular activities through the school where they stay longer.  This reflects the idea of lunch as the main meal of the day and siesta afterwards.  There is much less emphasis on work, and much more on spending time with family and friends.   

Lastly, the Catholic religion can be clearly seen in the classroom.  Part of this is because the school that I teach at is a Catholic school.  However, religion is a big part of Spanish culture.  About 75% of Spaniards identify Catholic, but only about 20% go to church regularly.  Still, Semana Santa (Holy Week) is a big part of their culture, and has grown to be more of a cultural phenomenon rather than a religious one.  The school had all of Semana Santa off, and many students told me all about how they saw the processions throughout the week (some of them were even involved in them).  In addition, there are pictures and statues of saints throughout the school.  I cannot say whether the religious influence is present in the public schools, but Catholic schools overall have a big presence in Sevilla.  Many times when walking around the city, I see children in uniforms with “Escuela de Sant@_____” (School of Saint_____).  The area is overall very religious, and that impacts the schools that they send their children to.