"Bridging Cultures in Education: Exploring Multilingual Curriculum Design and Early Childhood Development for Inclusive Learning"

 

Week 3: My Scholarly Interests

My doctoral program:

 I am currently enrolled in the Curriculum and Instruction doctoral program at Purdue University, and my primary goal is to deepen my understanding of educational theories and practices, especially in the areas of culturally inclusive curriculum design and early childhood education. Through this program, I aim to explore how language, culture, and education intersect to create learning environments that respect and integrate diverse cultural backgrounds, ultimately promoting equity in education.

My intellectual history: 

My intellectual journey has been shaped by my experiences working in early childhood education and English education across diverse settings, particularly in Timor Island, Indonesia. My thinking was influenced by my involvement in designing curricula that integrated local traditions and languages, as well as the multiple intelligence approaches I encountered during my Master’s studies. These experiences led me to focus on how education can be made more contextual and relevant to the learners’ cultural environments, which drives my current interest in culturally responsive teaching.

My research interests: I am particularly interested in researching how cultural contexts influence curriculum development, especially in early childhood settings. I want to explore how indigenous languages and local traditions can be incorporated into formal education to foster language development and motor skills in young learners. Additionally, I am researching ways to use technology to bridge the gap in education for students in remote or underdeveloped regions. While I have experience developing curricula that incorporate local culture, I am eager to expand my knowledge on the integration of educational technology and community-based learning to further enhance these efforts.

One-Sentence Research Statement: My research focuses on the integration of cultural traditions and multilingual approaches into early childhood education, with the goal of promoting holistic development and improving language and motor skills in young learners.

My professional goals: I am currently considering several professional paths. I am deeply interested in working as a curriculum designer or early childhood education expert within the context of higher education. Additionally, I see myself contributing to educational policy or working with international organizations that focus on culturally inclusive education. While I enjoy research, I also find fulfilment in teaching and community service and am open to roles that allow me to engage directly with educators and learners, particularly in underdeveloped regions. However, I am also open to positions in education consultancy or curriculum development, where I can apply my research to real-world educational challenges.

My program focus and community impact: My focus on culturally inclusive curriculum design is rooted in my work with diverse communities, particularly in Timor Island. In these communities, I developed and implemented curricula that merged local languages and traditional activities with academic subjects, which helped children engage with their learning in a meaningful way. For example, I incorporated traditional games like “Siki Doka” into the teaching of English and Math to make learning more relevant and enjoyable. This approach had a positive impact on both the children and the broader community, fostering a deeper appreciation for education as a reflection of culture.

My comparison of education systems:

Then vs. Now:

When I first began my career in education, the focus in rural Indonesian schools was heavily on rote memorization and adherence to a national curriculum that did not consider local culture. Today, my work aims to address this gap by designing curricula that integrate cultural knowledge and local languages. This shift reflects a broader movement towards contextualized and inclusive education.

Similarities:

Despite the changes in methods, one constant has been the emphasis on basic literacy and numeracy. However, my current work has elevated this by incorporating cultural elements, making education more relevant and accessible to children in remote areas.

Differences:

One key difference is the integration of technology in education. Early in my career, technology was rarely used in the classroom. Now, I am exploring how tools like Pear Deck can facilitate online learning and help students in remote areas stay connected during crises like the COVID-19 pandemic.

My research and professional Impact:

Strong points of the Past:

One of the strongest aspects of my early work was its focus on community engagement. By involving local culture and traditions in curriculum development, I was able to create a learning environment that resonated with both students and their families.

Weak points of past education:

However, the rigid, one-size-fits-all approach of past educational systems often ignored the specific needs of local communities. My current work seeks to address this by focusing on flexibility and cultural relevance in curriculum design.

My current professional work:

As a graduate student right now, I now focus on empirical research to further develop culturally inclusive curricula. I am currently studying how cultural practices and technology can be combined to enhance language and motor skills development in early childhood. My work on graffiti as a communication medium and the use of Superbook media for children’s language development reflects my commitment to contextual education.

My area of interest in the relevancy to Today’s Education: 

My focus on culturally responsive teaching is highly relevant to today’s educational landscape. As education becomes more globalized, the need to create curricula that respect cultural diversity is critical. I am particularly interested in how multilingualism and local knowledge systems can be integrated into formal education, especially in marginalized communities. For example, my research into educational technology explores how digital tools can bridge gaps in education for remote learners, a topic that is gaining increasing importance in today’s world.

To sum up, my scholarly interests lie at the intersection of cultural inclusivity, multilingualism, and curriculum design. Through my doctoral program, I aim to expand on these interests by exploring how technology and community-based learning can further enhance early childhood education. My ultimate goal is to contribute to educational policy and curriculum design that not only enriches academic discourse but also provides practical solutions for underdeveloped regions like Eastern Indonesia.

Week 4: Mental Health of College Students and Why We need to Address this issue?

 As a student that is coming from non-native English speaking country, this situation described in both Colarossi and Wedemeyer-Strombel’s experienced could not just depict the real situation faced by us as international students but also make us see “Us” in their way of telling story. Personally, I really appreciate these readings as the materials for us for this week since I am a first-year graduate student here at Purdue University. Discussing this topic, really motivates me to take extra good care of my mental health and how it could possibly lead me to feel that during this journey, I am not alone at all in my battles. I knew it is still a long run to go before all these concerns are completely being addressed, at least this is the moment to reassure that such sensitives issues are being acknowledged and talked about as part of the process that graduate students will deal with daily. Adapting to a new academic setting is already challenging enough without having to deal with the ever-present language barrier.

My academic life is already stressful enough without having to deal with the constant worry of being misunderstood or misinterpreted. Every part of my academic experience, from class discussions to research presentations, is infused with the persistent pressure to communicate well in a language that is not my first. When I'm under this tension, I often feel helpless and overwhelmed. When it comes to mental health, international students like me encounter a complex landscape shaped by cultural differences. When people in my own country talk about mental health, it's usually because it's considered taboo. It is freeing and intimidating to arrive in the US, where these discussions are more prevalent. The openness here is great, but I still carry the shame from my cultural upbringing, so I feel torn between the two cultures. This duality hinders my use of the various mental health facilities; I have a long way to go before I can overcome my deep-seated fear of talking about sensitive topics. Even while many overseas students worry about the loneliness described in the essay about graduate school, I feel really lucky. I am fortunate to have my spouse by my side, who is a rock in a world where many of my contemporaries have come alone. Having him around provides much-needed emotional support and a familiar feeling of home as I navigate the ups and downs of graduate school. Having said that, I am well aware that this is not the reality for many overseas students, who endure profound isolation due to the great distances between themselves and their families and other cultural touchstones.

As an international student, I find that the financial strain that many graduate students experience is much more pronounced. We continue to confront enormous obstacles. Our ability to work is severely limited by visa regulations, and we are frequently relegated to low-paying on-campus positions that barely scrape by. A perpetual undercurrent of financial concern is created by the increased costs of international tuition and travel on top of the necessity of managing a tight budget while abroad. Anxieties are heightened because we know it won't be easy to change our circumstances or apply for more financial aid, unlike domestic students. Many international graduate students suffer from heightened imposter syndrome, which is perhaps the most widespread obstacle. Not only do we struggle with issues of academic self-perception and program acceptance, but we also face more universal questions of national identity and belonging while studying abroad. There is always some nagging uncertainty because of this double imposter syndrome. Is this new academic setting a good fit for our ideas? How applicable is our study? How do we integrate into this new community's social and cultural norms?

The ongoing enquiries and doubts erode our confidence and prevent us from giving our academics all we might. Graduate students from other countries encounter a distinct mental health topography because of things like language issues, cultural variances in how mental health is regarded, financial difficulty, and double imposter syndrome. Having my spouse here is really helpful even if it might not solve all of our issues. If we are to ensure our academic and personal success in our new surroundings, institutions have to grasp and handle these specific issues as part of their total assistance for abroad student populations. As an overseas graduate student, I would want to especially thank Purdue University for all of their help during my academic career. The Office of International Students and Scholars (ISS) offers a spectrum of services to assist international students and scholars at all phases of their path, therefore considerably supporting them. Another avenue Purdue concentrates on cultural learning and mentorship is the CILMAR (Centre for Intercultural Learning, Mentorship, Assessment, and Research). This institution offers courses aimed at teaching students how to effectively collaborate and communicate across cultural backgrounds. For international students like me, these kinds of initiatives are really great since they enable students from many cultural backgrounds understand one another and cooperate.

Moreover, the goal of Purdue University is much enhanced by mental health resources. Counselling, seminars, and support groups are available to international students at Purdue University, and they are designed to address their specific needs. When dealing with challenges like academic stress and isolation, it is essential to take a comprehensive approach to students' well-being. In the end, the tremendous resources offered by Purdue University significantly enhance the whole experience of students from other nations. Through a range of programs including orientation, immigration assistance, cultural programming, and mental health resources, we are guaranteed of the university's relentless dedication to our academic and personal success. These tools have helped me to fit into my new house and confidently pursue my academic goals.

References

Colarossi, J. (2022b, April 21). Mental Health of College Students Is Getting Worse. Boston University; The Brink. https://www.bu.edu/articles/2022/mental-health-of-college-students-is-getting-worse/

Wedemeyer-Strombel, K. R. (2019, August 27). Why we need to talk more about mental health in graduate school. The Chronicle of Higher Education. https://www.chronicle.com/article/why-we-need-to-talk-more-about-mental-health-in-graduate-school/

WEEK 2 Thriving in Graduate School: Your Essential Guide to Success

Discussions for Week 2 “ Thriving as Graduate Students”

Hipp, J. (2019, March 19). 10 Tips for new doctoral students. Insider Higher Ed. https://www.insidehighered.com/advice/2019/03/19/advice-students-just-beginning-their-phds-opinion

I choose to read the  10 Tips for new doctoral students by Dr. Jamie Hipp

I find these tips to be highly practical and insightful. Dr. Hipp in her writing, addresses many aspects of doctoral study that new students might overlook, from building a support network to strategically positioning oneself for future career opportunities. I particularly appreciate the emphasis on:

1. Proactive engagement: The advice encourages students to take initiative in their academic journey, from seeking out mentors to volunteering for service opportunities.

2. Strategic thinking: Tips like considering geographic location for future employment prospects demonstrate the importance of long-term planning.

3. Balancing academic and practical skills: The article highlights the value of both scholarly pursuits (like publishing) and practical skills (like teaching experience).

One area where I might add to the author's perspective is the importance of maintaining work-life balance and mental health during doctoral studies. While the tips focus on academic success, it's crucial to remember that self-care and maintaining relationships outside of academia are also vital for long-term success and well-being.

From the article, I came across with questions

1. Given the diverse academic backgrounds represented in our cohort, how might the applicability and implementation of these doctoral success strategies vary across different fields of study? What discipline-specific considerations should be taken into account when adapting these tips?

2. Considering the current competitive landscape in academia, particularly the potential over-saturation of doctoral graduates in certain fields, what additional career development strategies or alternative career paths should doctoral students explore to enhance their post-graduation prospects?