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Key principles of multicultural education
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Key principles of multicultural education
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The International Baccalaureate program that our school is a member of has adopted and implemented the IB philosophy of promoting intercultural understanding and respect. We encourage our students to become active in our communities, to think critically about themselves and the world around them, and to become compassionate, lifelong learners. Before I had heard of the IB program, I had already adopted this concept. I realize that my pre-teen students are so absorbed with our American pop culture and technology, thus somewhat oblivious to the real world around them. There are many opportunities to connect with others from around the world versus friends across the county using My Space or a cell phone. Yet that is what our children do, a lot! I feel that it is my job as an educator to nudge them out of their bubble to see how others live in other lands. It is so important for our children to realize there are bigger things outside of their schools and neighborhoods. In addition to becoming globally connected, our American children need to peel their eyes away from their iPods...
“In addition to giving special attention to the history and current situation of their own nation, [children should] learn a good deal more than they frequently do about the rest of the world in which they live” (6). In this method of education, students will be creating bonds with characteristics of cultures that they personally find good and worthy of upholding. Rather than upholding traditions of their own nation without the respect they where originally meant to give. In this way, you would find differences in other nations cultures and not see them as flaws, but as unique features you can appreciate and strive to
“Man oh man do I need some Culture-Lax I’m clogged up! Too much culture…can’t comprehend….” As American’s we seem “culturally constipated,” to have many cultural differences yet we do not know how to face them. A cross cultural bridge has to be firmly rooted on both sides, and strong enough to support those who need to cross over. This bridge needs to be built from scratch, by teaching our youth, that this equally true of bridges that have to span across the injustice of ethnic, cultural, economic and political oppression, we must better develop relationships with other cultures.
In Joel L. Swerdlow’s 2001 essay, “Changing America,” he writes about the current cultural differences among kids in high school. He goes on to talk about how you can gather a large variety of kids, coming from all over the world, yet they still somehow manage to develop the same “American Teenager” attitude toward life. The essay talks about how people used to view America as a “melting pot” of nations, and how over time that view is starting to change.
Just because other perspectives are incorporated in the classroom, this doesn’t mean that everyone will become more understanding and appreciative of other cultures. When multicultural practices have rigorous standards, allow the advancement of social communications with other cultures, and allow the advancement social justice concepts both inside and outside of the classroom, this is when students will become more appreciative of other cultures (Ladson-Billings, 1995, p.162).
Schools from all over teach children about different types of race, religions, and languages, regardless if it is social studies, science, or english; all subjects have a relation to different people all over the world. Children are constantly learning about the negative parts of the world where there is terrorism, wars, holocaust or where one religion is bad. Teachers and textbooks are teaching these children and teens misconceptions about people and parts of the world. Students tell their parents or friends about what they learned in that class, creating a chain
This needs to happen within the classrooms as well. “The literature should contain an accurate portrayal of the culture presented and characters and situations need to be representative and authentic” (Hillard, 1995). “The Curriculum emphasizes the strengths buts accommodates the needs of all children including those with special needs, at-risk, various minority groups, and limited English skills” (Rodriguez, 1998). As a teacher we can step outside the box; by creating a curriculum with current events and we can create multicultural projects that require students to choose a background outside of their own. Within the classroom I will make sure that the children do activities that are related to different culture like, comparing and contrast issues of racism through pop culture, and we can create a scrapbook about different stereotypes that women, men, boys, and girls face
As Quebec opens its doors to immigrations there have been many issues dealing with these different cultures. From Quebec to integrate them into society, Quebec needs to make policies and rules for them to ablate to. But because of this certain policy being place, they cause tensions and conflict within society, such as dealing with the Anglophones and Allophones. We shall discuss the issue that Quebec has with the minority’s and as well look into their policy of interculturalism We shall focus on two policies that was the start of Quebec intergrading immigrates, the protection of linguistic minorities and reasonable accommodation from both sides that they believe is best for society.
I have learned a great deal about different cultures and the communication between those cultures. I didn’t really think I would learn as much as I did. I am from an older cohort than most of the people in my class; therefore my experience level is a little greater. This did not prevent me from learning a few things and enhancing the knowledge I already have.
When individuals or groups from different cultures communicate, this process is called intercultural communication. The transaction process of listening and responding to people from different cultural backgrounds can be challenging. The greater the difference in culture between two people, the greater the potential of misunderstanding and mistrust. Misunderstanding and miscommunication occur between people from different cultures because of different coding rules and cultural norms, which play a major role in shaping the patterns of interaction (Jandt, 2012).
In class, we would always explore how other countries celebrated their holidays such as Cinco De Mayo and Hanukkah, We also had the opportunity to take foreign language,s and the foreign language classes you took also taught about the countries that speak these languages. The information we learned about other cultures was reinforced by our peers who were from these respective cultures through discussion. As much as what the teachers did to integrate diversity in the classrooms, much of our multicultural experiences was done outside the classroom. It sort of felt like a shadow you didn’t really notice until for some reason or another you looked right at it. The multicultural experiences took place everywhere. It took place in the lunchroom, when we were debating what culture had the best food (which is still debated to this day, I’m sure). It took place suiting up in the locker room for a football game, reminiscing about what it was like to celebrate the holiday season the year before. It took place in our hearts, when someone was sharing their pain regardless of what culture we affiliated ourselves with because human culture is
In the contemporary global economy which can be categorized as dynamic and evolutionary in nature, one needs to be cognizant of change that is inevitable within the tourism industry. Due to the demands of the global customer the world can be viewed as being more so inter-connected, owing to this fact the traditional workplace has become more diverse. With diversity in mind the barriers to communication have become prevalent. Within the ambit of the essay such barriers to intercultural communication outlined by LaRay M. Barna shall be explored; anxiety, assuming similarity instead of difference, ethnocentricity, stereotypes and prejudice, nonverbal misinterpretations, language and modern technology will be further discussed. In going forward it is essential to define culture and communication.
What does it mean to be a competent communicator and a competent intercultural communicator? A Competent communicator defines as a person who can communicate with others properly and sufficiently, and a competent intercultural communicator is the ability to communicate effectively and appropriately with people of other cultures. It takes many abilities to be an effective competent communicator and an effective competent intercultural communicator. While some environments and factors can affect the way you communicate properly, there are also abilities that can help you achieve better communication. In this discussion I will be comparing and contrasting the concepts of both competent communication and competent intercultural communication.
Humans have been communicating since four million years. On the other hand, the birth of culture is estimated to have taken place about 35,000 years ago. Today, both culture and communication have evolved considerably and have become interdependent of one another, to the point that communication is considered to be a product of culture. Thus, our own culture has a deep impact on our thoughts and behaviors. Since each culture has its distinct aspects, intercultural communication can be the cause of conflict and disorder. There are three main issues which are at the root of the problem of intercultural miscommunication : language as a barrier, cultural diversity and ethnocentrism. I will analyze these three notions in situations in which intercultural communication is frequent such as : the workplace, the classroom and vacation trips.
The increasing impact of globalization has, in recent years, caused a significant shift in the goals of foreign language education from communicative competence to a requirement for intercultural communicative competence (Byram, 1997). He defined intercultural competence as the ability to establish and maintain relations with members of other culture but not necessarily linked to foreign language proficiency while intercultural communicative competence implies that the learner can do this in a foreign language (Helm & Guth, 2010). However, in a traditional language classroom, the focus of language teaching is to develop reading, writing, speaking, and listening skills. If the focus on language teaching is to improve this set of
I wasn 't quite sure what I was getting into when I first enrolled in Intercultural Communications. I had assumptions as to the goals of the course such as I would be learning about the way cultures interact with each other, learn about communication in general, or I would be learning about the ways we use communication through our culture. I think that I achieve the latter goal, but I also gained knowledge about more then just my culture. I came to realize that there is more to a culture than just language, appearances, and customs, which are aspects of culture that could be seen above the waterline, or they are more noticeable/obvious to someone outside of that culture. There are aspects of culture that are below the waterline, or more