MLO 3: Secondary Culture
3.1. Students describe concepts of culture and use that understanding in their comparison of the target culture with a second culture.
3.2. Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a second culture.
3.2. Students will analyze and make connections between the perspectives, ways of thinking, behavioral practices, and cultural products of a second culture.
Courses Taken
Reflective Narrative
The third Major Learning Outcome required students to focus on a secondary culture and compare it with the culture of their major. Due to me beginning preparation for my Capstone, I chose to take an online class, History and Culture of Atzlan: The Southwestern United States. In this online course, we examined culture, colonization, politics, land and labor disputes, immigration patterns, access to education, and achievements and contributions that the Chicano community has made to the United States over a period of 500 years. Assignments primarily consisted of reports on readings from Manuel Gonzales' Mexicanos: A History of Mexicans in the United States, mini research projects via powerpoint presentations, as well as forum discussions with classmates. Each report focused on two chapters from Gonzales' textbook, with which we had to summarize the contents of the chapters, as well as analyze what we had previously learned. Linked below is an example of a Seminar Concept Check in which I researched various terms unique to Aztlan culture and Historical Writings Essay featuring Hispanic relevance during the Great Depression and WWII.
I was born and raised in California, yet I was never aware of the deep Chicano history involved with my home state. This class offered me insights to the many important roles Hispanic people have played in developing, nurturing, and maintaining the state of California and the many other states across this country. My understanding of the importance of these people, as individuals and as a whole, has been broadened through understanding of their culture's history, integration into American society, participation in wars fighting for the American way, and importance of their effect on agriculture cultivation all across the U.S., samples 1 & 2 (3.2). In comparison with Japan, it can be said that there are many similarities. Just as Hispanics are viewed by many as a problem in American, even those who are born and raised here, there are nationalities within Japan that face prejudice. One such group is the Korean community in Japan. Koreans, both immigrants and Japan-born, face xenophobia due to tensions caused by North Korea. Stereotypes and stigmatizing views are not new to Japan. Just as these negative beliefs have long existed in the U.S., they have lingered in the minds of Japanese citizens who, surprisingly, have a highly nationalistic way of thinking (3.1). Yet, through historical and cultural understanding of those who are different than us, I believe that we can work towards an acceptance of multiculturalism, which ultimately must begin within the classroom. Be sure to click on the class title above to view more examples of essays and presentations.
I was born and raised in California, yet I was never aware of the deep Chicano history involved with my home state. This class offered me insights to the many important roles Hispanic people have played in developing, nurturing, and maintaining the state of California and the many other states across this country. My understanding of the importance of these people, as individuals and as a whole, has been broadened through understanding of their culture's history, integration into American society, participation in wars fighting for the American way, and importance of their effect on agriculture cultivation all across the U.S., samples 1 & 2 (3.2). In comparison with Japan, it can be said that there are many similarities. Just as Hispanics are viewed by many as a problem in American, even those who are born and raised here, there are nationalities within Japan that face prejudice. One such group is the Korean community in Japan. Koreans, both immigrants and Japan-born, face xenophobia due to tensions caused by North Korea. Stereotypes and stigmatizing views are not new to Japan. Just as these negative beliefs have long existed in the U.S., they have lingered in the minds of Japanese citizens who, surprisingly, have a highly nationalistic way of thinking (3.1). Yet, through historical and cultural understanding of those who are different than us, I believe that we can work towards an acceptance of multiculturalism, which ultimately must begin within the classroom. Be sure to click on the class title above to view more examples of essays and presentations.
![]()
|
![]()
|