The goals of intercultural education focus on the improvement of relations between individuals and groups, for it seeks to increase respect for the various individualized differences among diverse populations in order to strengthen a national identity (Giles, Ingram, & Pitkin, 1946). The objectives of intercultural education are theoretically connected to notions of inequality, discrimination, ethnic and cultural diversity, and national identity (Leeman & Ledoux, 2005). Through historical evaluation of intercultural programs, there is much disagreement on the perspectives, target groups, boundaries and key concepts of intercultural education. The value attached to its ideals varies, and it is closely linked to visions of equity of multicultural …show more content…
Therefore, an approach to intercultural education for children in Esmeraldas was intended to be inclusive of all cultures. This differs from the many traditional inclusive education efforts that failed to promote intercultural learning. Gundara (2000) provides an example of religious schools in Europe. Although, the aim of these schools is to promote cultural identity, Gundara argues that they merely perpetuate unequal relations amongst groups because of the lack of inclusiveness in their curriculum development. Therefore, intercultural curriculum in Esmeraldas can only promote self and cultural awareness if it is less of an ethnocentric education and more of a promotion of self-awareness in relation to …show more content…
Coulby (2006) argues that intercultural education discourse must provide adequate context for discourse to be valuable. This means not only the immediate context, but also the wider framework in international education discourse. Coulby (2006) provides an example of the Albanian language teaching in supplementary schools in Athens. For Coulby (2006), this context cannot be understood without adequate mention of the complexities of historical context of Albanians in Greece, for teaching of Albanian language is not separated from these contexts. This not only includes historical context, but concepts of globalization. Coulby (2006) argues that to ignore global relations of cultures in intercultural education is to depoliticize the content desired to be learned. Therefore, Coulby (2006) would argue that international education for Afro-Ecuadorians must include discourses of pre-colonial as well as post-colonial contexts of slavery in relation to European imperialism to current systematic policies that benefit one ethnic group over another in Ecuador and how these policies connect to the United States and
Throughout history, there have been various perspectives of multicultural differences. According to Meriam Webster (n.d.), culture is “the beliefs, customs, arts, institutions, and the thoughts or products of a particular society or group.” Unfortunately, African Americans, Native Americans, Italians, Irish, Jews as well as various other cultural groups have been profoundly discriminated against and negatively stereotyped (Good Therapy org.). With the frequent mingling of cultures in educational settings, the workplace, and in the social arena, we are bound to encounter cultural differences.
In this essay I will be addressing the argument if there is a collision of “two cultures” in this book. I will look at the fact the Hmong people have their own medical practices that is completely different from the western medicine practices. I will look at the fact that the Hmong and the doctors did not communicate well and that it’s hard for those people of different cultures to understand one another.
In today’s society there are many words that are used or said without giving it complete thought. For example, the word “identity” is something to which I have never really given much thought or even considered how I identify myself.
Multiculturalism describes the existence, acceptance, or promotion of multiple cultural traditions within a single influence, usually considered in terms of the culture associated with an ethnic group. This can happen when a jurisdiction is created or expanded by amalgamating areas with two or more different cultures or through immigration from different jurisdictions around the world. Multicultural ideologies and policies vary widely, ranging from the advocacy of equal respect to the various cultures in a society, to a policy of promoting the maintenance of cultural diversity, to policies in which people of various ethnic and religious groups are addressed by the authorities as defined by the group to which they belong. Multiculturalism that
The multiculturalism idea is about how to respond towards challenges that are associated with religious and cultural diversity. The term is used as a descriptive term that characterizes the diversity facts in the society. The proponent of multiculturalism rejects the melting point idea though the term has encompasses a variety of claims. The melting point idea is that members of the minority group maintain a distinct collection of practices and identities.in general multiculturalism means the practices and policies that respond and recognizes ethnic diversity (Roach et al, 2005 pg. 37). The first black president elected in us Barack Obama describes the different points of view regarding multicultural societies. Though each Atlantic side are
This report will address three fundamental themes of intercultural comm-unication: stereotyping, discrimination, prejudice, essentialism, and their func-tions in every day life, relativism and ethnocentrism as a role in worldview, and the rapid increase in cultural diversification around the world. Gender and sexuality are not deemed relevant to the case at hand, and will not be exam-ined in this report.
According to Gay, culturally responsive teaching is employing previous experience, performance style of student, and cultural knowledge for the purposes of making learning more suitable and effective for students (Gay, 2000). In other words, culturally responsive teaching practice is using cultural experiences, perceptions of ethnically, and cultural features of student to facilitate when teaching. Furthermore, culturally responsive teaching practice teaches through and to the strength of students. Culturally responsive teaching practices is necessary in connecting the cultural knowledge of students, style of performance, and previous experience to the knowledge of academic with the goal of legitimizing what the students already know. Therefore,
As we go about our daily lives in the beautiful country of Canada which we have been blessed to live in, it has become normal to see a woman who wears the hijab walking down the street, or a Black family driving on the highway, or an Indian man wearing a suit and tie heading into the office. Canada’s cultural diversity is something which makes the country so special to live in, and instances where we see people of different cultures is increasing everyday. Many of the newcomers who arrive from overseas into Canada are families, with children and youth ready to begin their new life filled with opportunity here in Canada. However, youth who settle in Canada with their families aren’t exempted from the trials and tribulations youth face. In fact,
Out of all the American institutions that exist today, the educational system has one of the greatest impacts on the lives of people, especially for immigrants and their children who do not know how to speak English. The English language is a whole new, different perspective for people who come to America for the first time; their whole environment changes as well. The majority of the people who come to the United States are Hispanics, who are usually at the poverty level. Like everyone who come to America, they want to pursue a better quality of life, and in order to do that, you have to know how to speak the universal language, the English language. The myth of education here is that everyone can learn the same way through the English language—but that is not the case.
Adapting a multicultural perspective includes maintaining a unique understanding of one’s own cultural background and biases, and continuously striving to work through them. In the article, “White Professors teaching About Racism: Challenges and Rewards,” Smith and colleagues sought to address the challenges that white educators face when instructing multicultural courses, and to provide them with useful techniques to incorporate into their educational pedagogies. These challenges stem from their racial class orientation and can be summarized as fitting into one of three categories: (a) multiculturalism perfectionism, (b) multicultural impostor syndrome, and (c) multicultural projections (Smith, Kashubeck-West, Payton1, & Adams, 2017). Together
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
During this class there was a great deal of exposure to essays written by people from different cultural backgrounds. These essays tell the stories of these people over the course of their lives and occur at different times in our society. The essays are used as teaching tools to convey different ideas and facts about other cultures. They were all taken from the book “Among Us Essays on Identity, Belonging, and Intercultural Competence” by Myron W. Lustig and Jolene Koester. This is the second edition and was published in 2006. The textbook Intercultural Competence also by Lustig and Koester helped to bring a better understanding of the essays.
Cultural Appropriation versus Multiculturalism In today's society, there are many different cultures that individuals identify with. Culture is very important to many people and is something that helps define who we are. When different cultures are respected and appreciated, it is a beautiful thing, it can bring individuals in society closer to one another. Ideally, this understanding of one another’s cultures can lead to multiculturalism.
9). Hence, the advocacy for multicultural education focus is not the content but rather on value each ethnic group places on human rights and environmental issues. Therefore, in a multicultural education classroom the teacher must have a working knowledge of each student’s ethnic beliefs and values about the world around them. Armed without these tools, the teacher may tread into unknown and uncomfortable waters without comprehending they have drowned before they have
Communicating with other cultures characterizes today’s business, classroom, and community. Hence, the art of knowing how to communicate with other cultures should be a workplace skill that is emphasized. Various authors have studied on intercultural communication; however, their studies have diverse perspectives and emphasis. The various views give a balanced approach to intercultural communication. This paper outlines the various facets that authors have on the importance of intercultural communication in the field of education, business, medicine and counseling. In addition, perspectives that various authors have on intercultural communicate are