These cultural differences still continue to into the cognitive dissonance that arises from individuals. We learned how post choice dissonance is more prevalent in individualistic culture. Cognitive dissonance can be vicariously experience more commonly in collectivistic cultures. Lastly the pertaining roles that cognitive dissonance has on impression management. Decisions are not just a matter of choosing between black and white, but instead is a complex decision that has many factors that are attributed to the culture that the individual identifies with, their self-concept and thereby their
Many discussions could be had on the complex differences between cultures within America and within the greater international community, but the dichotomy of collectivism and individualism appears to be a common way to categorize cultures based on their worldviews (Hwang, 2005). 2. These cultural differences often can complicate different functions of society, including education. When individuals from one setting interact with individuals from another, information may be misunderstood and some difficulties can arise from these complicated interactions. Thus, various researchers discuss that educators who
Because if students were outfitted in mandatory school uniforms, they could be easily recognized outside the school grounds during the normal school day. Thereby elimin... ... middle of paper ... ...chool uniforms and weigh the good they can do so that we can make the choice that will most benefit our students and teachers. We have now been better informed about some of the good points and concerns on the issue of school uniforms. The information has been presented on how school uniforms can help restore the discipline, safety and security that's lacking today in our public schools. The information given has informed you as to how the implementation of school uniforms would help turn our schools back into the places where students go an learn in a safe and secure environment.
Nieto (2000), argues that “becoming a multicultural teacher…means first becoming a multicultural person.” Without this transformation of ourselves, any attempts at developing a multicultural perspective for the teaching and learning will be shallow and superficial. This is particularly true for students whose skin color becomes a major focus or whose culture or language is different from their teachers and the schools. It is a transformative journey of acquiring more knowledge about ethnic and cultural diversity; confronting our own racism and ethnic biases; learning to see really from a variety of ethnic and cultural perspectives; challenging inequities in conventional school policies, programs and practices; concerns, and being change agents
However, Alba and Nee are not the only writers to have an opinion on the subject of ethnic boundaries; Fredrik Barth in his piece Ethnic Groups and Boundaries expounds on the ideas of ethnic boundaries and what they mean to society. Therefore, it is useful to compare and contrast the two differing opinions in order to understand the full scope of information on ethnic boundaries. In Remaking the American Mainstream, Alba and Nee claim that ethnicity is a “social boundary, a distinction that individuals make in their everyday lives…that shapes their actions and mental orientations toward others.”(11) The authors also assert that this distinction is something that is based on “cultural differences between groups that give an ethnic boundary significance.”(11) That is to say, the ethnic boundary acts on the idea of an out-group and an in-group. In order to be within the boundary, you must possess certain specific, unique and authentic qualities that separate you from the out-group. Barth maintains the same sentiment, as he states, “The boundaries to which we must give our attention are of course social boundaries…If a group maintains its identity when members interact with others, this entails criteria for determi... ... middle of paper ... ...pating in “mainstream institutions”, with a connotation of desire and willingness to participate, whereas Barth takes more negative approach implying that the reason for this assimilation is not willing, rather essential.
They suggested that teachers needed to go beyond practicing multiculturalism in the classroom, they need to embrace it as a modicum of everyday life and find ways to get involved in organizations and events that encourage social justice. The techniques suggested by the authors were realistic and easy to implement in the classroom. The authors acknowledge that though white educators will experience some difficulties in teaching cross-cultural courses, these difficulties should not discourage them from teaching multicultural content. This article should be a required reading for all multicultural courses because it can provide a sense of enlightenment for all students, regardless of their cultural backgrounds. It exposed some of the trials and tribulations that white professors’ experience, and even acknowledges some of the thoughts that I would have as a black student being taught by a white professor.
This subject is important to investigate as our own socio-economic and academic backgrounds may influence how one teaches a Global Studies course and inadvertently reproduce colonial attitudes on knowledge. To properly understand and study the world and its relationships we must be aware of how colonial discourses are reproduced in education. I will use the post-colonial concept of ‘the other’ presented by Edmund Said and post structuralist investigations of power relations discussed by Francois Foucault in my research. My first goal is to assess the prevalence of white privilege in the literature and theory taught within the Global Studies department. I will seek to deconstruct the cultural legacies within the curriculum and investigate the different ways the subject matter is being viewed through a cultural perspective.
The pluralism theory was formed as a reaction to the idea of a “melting pot”, and “ethnicity remains a powerful force” (Aguirre, and Turner 34-36). To clarify, pluralism is when subgroups or minorities in a society retain their distinctive cultural identities. An ideal pluralistic society would encourage unique cultural traditions and practices, as opposed to blending in with the dominant society (which is known as assimilation). According to the textbook, social identity theory is the most outstanding aspect of the psychological approach to understanding cultural relations (Aguirre, and Turner 34-36). This theory addresses how people view themselves according to the various perspectives they man have on their personality.
It concentrates on the tensions of difference and similarity erupting from the globalization processes: circulation via people, cross-cultural interaction, interaction of local and global knowledge. Postmodernism manifests historical perspective of modernism and modernity. Reflexivity emphasizes the point of theoretical and practical questioning, changing the ethnographers view of themselves and their work. There is an increased awareness of the collection of data and the limitation of methodological systems. This idea becomes inherent in the postmodernists study of the culture of the anthropologist/ethnographer.
Conflicting Cultures in Gish Jen's Mona in the Promised Land Novels that illustrate a confrontation between disparate cultures provide particularly straightforward insights into basic human behavior. Characters confronted with a cultural conflict must explore basic human commonalities to breach the gap between the cultures. In doing so, one diminishes the differences between her culture and the unknown culture, ultimately bringing her closer to her raw humanity. Simultaneously, this sets the stage for countless sociological case studies that may illuminate important human behaviors that are otherwise masked by the bias of a dominating culture. A prime subject for one such examination is Mona Chang, a natural-born American who strives to overcome the cultural pressure posed by her Chinese immigrant parents so that she may be accepted by her peers.