I Too Dream America

About the Book

I Too Dream America is based on a true story. My aim is to present this culture in a form that informs and teaches you, allows you to make cross-cultural connections, and create the opportunity for you to see your own culture through this cultural mirror.

In the pages that follow, you will learn mostly about the customs and beliefs of this African culture. Some of the customs and beliefs you are about to encounter in this volume may shock you, amaze you, amuse you, or leave you awe-inspired. You may find the whole thing fascinating. Whatever emotion you come away with as you thumb through these pages, it is my hope that you will hold on to something that is life changing for you- for the better.

The purpose of this book is to emphasize similarities between cultures, heighten students' consciousness about ethnic diversity and appreciation for their own ethnic heritage. Although the African culture is presented in this story, it is the universality of the issues discussed that is important. I have done everything I could to make this journey to a strange world as easy as possible without compromising the very essence of cultural discovery. I hope that you will get a lot from this book, and it will change your views about life, yourself, your culture, and the cultures of other peoples of the world.

As a teacher, I am aware of the need to educate people, especially our children, on the cultures of other peoples. I have, therefore, included discussion on the socio-cultural issues and cross-cultural issues from an ethnographic perspective and incorporated strategies for teaching this culture and the cultures of other ethnic groups.

You really do not need to study the culture of every group before you can begin to teach in a multicultural classroom. The idea is that once you have mastered the strategy for teaching the culture of one ethnic group, you can teach the culture of any ethnic group. This is necessary because, as Takaki (1993) notes, all students in America today need to know much more about the origins and history of the particular cultures which, as Americans, they will encounter during their lives.

Finally, it is my heart's desire to impress upon you, the teacher, the fact that every student that enters your classroom, like the little boy in this story, comes with a dream. It is your responsibility to keep every student's dream alive, to focus every one of them, and to motivate each of them to achieve his or her purposes. All children want to succeed. They, too, dream America.

As Dr. Hanson observes, "I Too Dream America gives readers a tantalizing glimpse into a world few Americans have experienced or imagined. As he relates his youthful experiences in Nigeria, we are simotaneously intrigued and astonished by the sense of participation his stories deliver. He makes it possible for readers to share his adventures, successes, and tragedies as participants in his vivid memories of a unique African cultural heritage."

Dr. Allen notes, "It captures the spirit of voice of every parent, teacher and child who would like to understand the culture of other countries. It is a look at the African culture through the eyes of a native who has come to America and now lives the American dream. It gives direction to teachers, parents and students on how to understand and appreciate the culture and contributions of every child that shows up on the steps of an American school, seeking an education that would lead him or her to the American dream. It brings to life the desires of every parent and the aspirations of every child"

About the Author

Dr. Ndubuike is a professor in the College of Education at Prairie View A & M University and the Coordinator of the Teacher Induction Program. He is a member of the Faculty Senate and the originator of the BACKPACK concept.

He is the author of The Struggles, Challenges, and Triumphs of the African Immigrants in America and Multicultural Education in Urban Schools. He has also published several articles including The BACKPACK: The Tool for Successful Teaching and Learning in Culturally Diverse Classrooms, Effective Teaching Practices for Diverse Populations, The CASH Flow Increases Students Learning and PUSH: Teaching Diverse Populations. He also authored the 1997-1998 and 1998-1999 Art K-5 Curriculum Scope and Sequence for the Houston Independent School District.

Dr. Ndubuike has a Bachelor's in Radio and Television from the University of Houston, a Master's in Drama from the University of Houston, a Doctorate in Education from the University of Houston, and a Doctorate in Christian Counseling from the International Christian Institute and Graduate School. He is a graduate of the Principal's Academy at the Houston Independent School District's Achievement Institute.

He has a diploma in Creative Writing from the Institute of Children's Literature in Redding Ridge, Connecticut, a Higher National Diploma (HND) in Fine and applied Arts from the Institute of Management and Technology, Enugu, Nigeria. He attended Methodist College Uzuakoli and graduated from the Teacher College Ihie-Ngwa in Abia, a Texas Teacher Certificate, and Mid-Management/Administrator's Certificate from the state of Texas.

Dr. Ndubuike taught both elementary and secondary schools in his hometown, Nigeria. He was the Art Teacher/Specialist and the Instructional Coordinator at Grimes Elementary School in Houston, Texas. He was Teacher of the Year in 1996 and received the Houston I.S.D. South District Outstanding Teacher Award. He also received the Multicultural Excellence Award and numerous Black History Awards from several schools. The International Guardian Newspaper called him "The Renaissance Man."

Dr. Ndubuike was the lead actor in the plays Jewels of the Shrine and The King's Daughter. He wrote and directed a play entitled The Calabash, which was performed by the Theater Arts Group of the Institute of Management and Technology, Enugu, Nigeria.

Dr. Ndubuike is a Certified Diversity Trainer (CDT), and educator, an author, an artist, an actor, a director, a playwright, a choreographer, a dancer, a singer, a writer, a sculptor, and a painter, and he has also achieved the integration of the art with the people's culture.

Table of Contents & Excerpts

CONTENTS

Dedication
Content
Foreword
Preface
To the Reader
To the Teacher
Acknowledgement
About the Author
Prologue
Before the Students Read the Story
As the Students Read the Story
After the Students Read the Story
I Too Dream America
Epilogue
Discussion Questions
Socio-cultural and Cross-cultural Perspective
Suggested Activities
Activity #1: Journal Writing
Activity #2: Dealing With Death
Activity #3: What's In A Name
Activity #4: Home-School Connection
Activity #5: Discovery
Activity #6: Transported Classroom
Activity #7: The Travel Agency
Activity #8: Folktales
Activity #9: New Yam Festival
Activity #10: Rites of Passage
Activity #11: Gender Role
Activity #12: School and Schooling
Activity #13: Home Remedies
Activity #14: Family Values
Familism 1
Filial Piety
Respect for Elderly
Respect for Authority
Food
Food Taboos
Chores
Activity #15: Masks
Activity #16: Handicraft
Activity #17: Simulation of Native Environment
Activity #18: Friends Across the Ocean
Activity #19: Music
Activity #20: Bargaining to Buy
Activity #21: Currency
Activity #22: Time Zones
Resources
Index

Foreword

Those of us who have been around education for any time, understand that every parent wants the very best possible education for their child. We also know that their desire for their children to be successful has nothing to do with race, color or creed. Instead it has every thing to do with improving the quality of life that their children will have when they become adults. Each generation would like for the next generations to live their life at a level that they were not privileged to live during their lifetime.

I TOO DREAM AMERICA captures the spirit and voice of every parent, teacher and child who would like to understand the culture of other countries. It is a look at the African culture through the eyes of a native who has come to America and now lives the American dream. His dream could not have come true without a good education. Now he is in the unique position to educate other American children of all races and cultures.

This handbook gives direction to teachers, parents and students on how to understand and appreciate the culture and contributions of every child that shows up on the steps of an American school, seeking an education that would lead him or her to the American dream. It brings to life the desires of every parent and the aspirations of every child.

Ndubuike has included a collection of stories from his African culture that brings to life people in his boyhood as well as his present life. These stories illustrate different aspects of life that give students an opportunity to use their thinking skills to draw their own conclusions.

The student activities are designed to make class interesting and challenging. Students will enjoy the activities specifically written to make them part of a student centered classroom. Teachers will assume their roles as coach, and parents will become partners in the education of their children to assure that the education of their children equip them for living and learning in the twenty first century.

Alma A. Allen, Ed. D.
Member, Texas State Board of Education
President, National Association of State Board of Education

Preface

I was listening to a preacher over the radio tell a short story about a little boy whose father gave pieces of puzzle to assemble. On one side of the completed puzzle would be a map of the world, and on the other side would be a picture of a man. It did not take the little boy time at all to put the entire pieces together. His father was puzzled and asked him how he did it so quickly and easily. The boy replied that he simply put the picture of the man on the back of the puzzle together, and once he did that, the map of the world on the front of the puzzle was automatically put together. The pastor then concluded, ÒIt is easier to put man together than it is to put the world together. For if man is put together, the world is put together.Ó

Our world seems to get smaller every day, bringing people closer. Every classroom in America today is a multicultural classroom. United States is a matrix of many ethnic groups (Henson, 2001), and as America experiences the greatest growth in immigration in the recent years, American classrooms equally experience large influx of immigrant students (Gay, 2001).

Our students are children and grandchildren of immigrants who left their countries of origin to seek a better life in America. Ultimately, because they share the same reasons to leave their countries, they also seemingly share the same dream, goal and motivation. They either left to escape persecution, political, and economic hardship or to flee from famine, drought, and pestilence.

Teachers now have students with different ability levels and from different cultural, ethnic, racial, economic, and linguistic backgrounds in their classrooms, and th