Exploring cultural identity: Creating a learning environment that invites cultural connections through a family studies inquiry and children's literature

Abstract

This study explores the responses of 28 students in a fifth grade class during a year long Family Studies Inquiry. Three primary sources of data were collected: student artifacts, field notes and a teacher journal. The first part of the analysis is comprised of 3 student profiles documenting individual student's responses over the year and in the second section, 4 total group experiences are analyzed. The findings indicate the need to broaden the definition of culture beyond ethnicity and to mesh cultural heritage with the "kid culture" phenomenon. The study speaks for learning experiences that are open-ended and which allow for collaboration, reflection, dialogue and personal response. The power of literature to support such learning experiences as relate to culture is evident. The study ends with reflections on the teacher-researcher process.