Module 2: Culture and Curriculum in International Contexts
To me, culture includes perspective, traditions, communication, language and expression. In my experience having parents that were born and raised in the Middle East, it’s been interesting to reflect on the contrast between their culture and how it is expressed here in Canada. Being born and raised here in Canada, my experience of culture has been a combination of both Anglophone and Francophone Canadian culture along with the Middle Eastern culture expressed through my parents in my upbringing. My culture involves some traditions that I practice with my family, along with new traditions that I’ve created with my friends and other peers. I would describe my culture as being an entirely new culture, composed of the influence of my parents culture, which includes their own personal expression of their culture and the transition of immigrating to a new country. I’ve heard the term “third culture” being used to portray the specific experience of the children of immigrants. I think this depicts my experience in a way that considers the influence of different cultures, creating an entirely new culture considering the unique experience of having conflicting cultural values and traditions.
It’s interesting to think about the aspects of culture that are not readily visible that come up during periods of conflict. I think we’ve observed this within the past year while the world has been experiencing a pandemic. The aspects of culture that represent systemic racism and oppression come surfaced as we have been faced with the stress of the pandemic. Activism has really surfaced in lots of different areas, considering animal cruelty, systemic racism, cultural appropriation, capitalism, and our patriarchal system. Although these issues were present before the pandemic, they were certainly amplified when under stress. Cultural dissonance in intercultural learning brings up the concept of authenticity within our learning environments, along with a mindset of open-mindedness and curiosity. As Allan (2002) outlines, the home/school interaction can play a significant role in this. In my experience, it’s important to have students able to make connections throughout different aspects of their life, if it’s in extracurricular activities, their home life and their school life. I’ve always found it important in language learning to have students able to connect to their first language when learning a new language, especially if that language isn’t English (since it is less likely to be encouraged at school). It’s interesting to think about how there needs to be a balance of cultural dissonance to create a meaningful intercultural experience, as outlined in the examples given by Allan (2002).
For me, the most important aspect of navigating across cultures involves a level of self-awareness that can identify judgement and the limits of my own perspective. To me, identifying with different cultures within my own identity has given me the mindset to be able to navigate between different cultures and adapt accordingly, while maintaining my own sense of identity. As a child, I learned how to adapt to different cultures by observing others and understanding social cues to be able to assimilate to the environment I was in. As an adult, it’s important to be self-aware enough to be able to adapt to different cultures and respect traditions while maintaining a sense of identity within that culture. In the context of international schools, Sears (2011) outlines this student experience when explaining how it is influenced by how students situate themselves in the environment and also by the identity positions set out in the environment. This perception of identity empowers individuals to be able to shape their own identity. Sears (2011) also outlines that, “…identity in a postmodern world is hybrid, composite, dynamic and unfixed, with identity positions being negotiated according to the social possibilities and constraints of each context” (p. 74). This makes me think about my own experience navigating different cultures and those of my students that have had to do the same. It’s interesting to think of identity becoming more influenced by a hybrid of different cultures as we are exposed and immersed in more diversity, where children are required to adapt according to social norms and expectations. As outlined by Pellegrino Riccardi (TedX, 2014), culture is a system of behaviour that shapes our actions as accepted or familiar to the environment. This makes it so that others perspectives on our identity can also influence and shape how we see ourselves as well.
It was also interesting to look into the way Ryan and Louie (2007) outline the contrast of ‘Western’ and ‘Confusion’ education systems in Australia. To me, this really outlined a limiting perspective of integrating cultures that lacks open-mindedness, which ultimately prevents students from gaining anything from the diversity in culture. Ryan and Louie (2007) outline that, "CHC students are often characterised as passive, dependent, surface/rote learners prone to plagiarism and lacking critical thinking” (p. 406). This brings up the impact of stereotypes and prejudice in the education system, not only preventing students from learning and understanding those different from them, but also causing those experiencing the judgement to internalize these projections. This is such an unfortunate loss for an opportunity for students to gain such valuable insight by learning from those that come from different cultures from their own.
In looking into the many resources for promoting cultural diversity in the classroom, I’ve been thinking about how important daily classroom practices can be in creating a safe, culturally diverse space for students. Rather than constantly explicitly teaching about diversity, I really see the value in incorporating cultural diversity in everything we do in the classroom, including the media being shared and the traditions and holidays being acknowledged. I think it’s most important to be able to provide the space for students to feel seen and have open discussions about culture. This applies for me teaching French Immersion specifically, where we are mostly all already being exposed to a new culture and language, highlighting the need for open discussion and a space to ask relevant questions.
Intercultural competence is something that is becoming increasingly relevant as teaching environments become more diverse. This brings up the demand for teachers to have had and bring in diverse experiences to their teaching practice. It’s interesting to see the diversity that international schools provide through their teachers, typically representing numerous different cultures, although typically still coming from and having been trained in dominantly Western cultures (Cushner, 2015). This also highlights the importance of creating intentionally meaningful intercultural experiences within schools, going further than just having the representation (although that is also important!).Cushner (2015) also highlights that “We cannot simply assume that contact alone brings about the desired change in perception, attitude or behavior” (p. 10). This makes me think about the French Immersion setting as well, where language learning can be the only measure of intercultural competence. It’s important to foster an environment that supports diversity in an authentic way to provide the space for students to really learn these skills that reflect curiosity and an expansion of perspective.
References:
Allan, M. (2002). Cultural Borderlands: Cultural Dissonance in the International School. International Schools Journal, 21(2), 42-53.
Cushner, K. (2015). The challenge of nurturing intercultural competence in young people. The International Schools Journal (34)2: 8-16.
Ryan, J., & Louie, K. (2007). False dichotomy? ‘Western’and ‘Confucian’concepts of scholarship and learning. Educational Philosophy and Theory, 39(4), 404-417.
Sears, C. (2011). Integrating multiple identities: Narrative in the formation and maintenance of the self in international school students. Journal of Research in International Education, 10(1), 71-86.
Tedx Talks. (2014, Oct. 21). TEDxTalks - Pellegrino Riccardi - Cross cultural communication [Video]. YouTube: https://www.youtube.com/watch?v=bekZ6bhkM_Q
It’s interesting to think about the aspects of culture that are not readily visible that come up during periods of conflict. I think we’ve observed this within the past year while the world has been experiencing a pandemic. The aspects of culture that represent systemic racism and oppression come surfaced as we have been faced with the stress of the pandemic. Activism has really surfaced in lots of different areas, considering animal cruelty, systemic racism, cultural appropriation, capitalism, and our patriarchal system. Although these issues were present before the pandemic, they were certainly amplified when under stress. Cultural dissonance in intercultural learning brings up the concept of authenticity within our learning environments, along with a mindset of open-mindedness and curiosity. As Allan (2002) outlines, the home/school interaction can play a significant role in this. In my experience, it’s important to have students able to make connections throughout different aspects of their life, if it’s in extracurricular activities, their home life and their school life. I’ve always found it important in language learning to have students able to connect to their first language when learning a new language, especially if that language isn’t English (since it is less likely to be encouraged at school). It’s interesting to think about how there needs to be a balance of cultural dissonance to create a meaningful intercultural experience, as outlined in the examples given by Allan (2002).
For me, the most important aspect of navigating across cultures involves a level of self-awareness that can identify judgement and the limits of my own perspective. To me, identifying with different cultures within my own identity has given me the mindset to be able to navigate between different cultures and adapt accordingly, while maintaining my own sense of identity. As a child, I learned how to adapt to different cultures by observing others and understanding social cues to be able to assimilate to the environment I was in. As an adult, it’s important to be self-aware enough to be able to adapt to different cultures and respect traditions while maintaining a sense of identity within that culture. In the context of international schools, Sears (2011) outlines this student experience when explaining how it is influenced by how students situate themselves in the environment and also by the identity positions set out in the environment. This perception of identity empowers individuals to be able to shape their own identity. Sears (2011) also outlines that, “…identity in a postmodern world is hybrid, composite, dynamic and unfixed, with identity positions being negotiated according to the social possibilities and constraints of each context” (p. 74). This makes me think about my own experience navigating different cultures and those of my students that have had to do the same. It’s interesting to think of identity becoming more influenced by a hybrid of different cultures as we are exposed and immersed in more diversity, where children are required to adapt according to social norms and expectations. As outlined by Pellegrino Riccardi (TedX, 2014), culture is a system of behaviour that shapes our actions as accepted or familiar to the environment. This makes it so that others perspectives on our identity can also influence and shape how we see ourselves as well.
It was also interesting to look into the way Ryan and Louie (2007) outline the contrast of ‘Western’ and ‘Confusion’ education systems in Australia. To me, this really outlined a limiting perspective of integrating cultures that lacks open-mindedness, which ultimately prevents students from gaining anything from the diversity in culture. Ryan and Louie (2007) outline that, "CHC students are often characterised as passive, dependent, surface/rote learners prone to plagiarism and lacking critical thinking” (p. 406). This brings up the impact of stereotypes and prejudice in the education system, not only preventing students from learning and understanding those different from them, but also causing those experiencing the judgement to internalize these projections. This is such an unfortunate loss for an opportunity for students to gain such valuable insight by learning from those that come from different cultures from their own.
In looking into the many resources for promoting cultural diversity in the classroom, I’ve been thinking about how important daily classroom practices can be in creating a safe, culturally diverse space for students. Rather than constantly explicitly teaching about diversity, I really see the value in incorporating cultural diversity in everything we do in the classroom, including the media being shared and the traditions and holidays being acknowledged. I think it’s most important to be able to provide the space for students to feel seen and have open discussions about culture. This applies for me teaching French Immersion specifically, where we are mostly all already being exposed to a new culture and language, highlighting the need for open discussion and a space to ask relevant questions.
Intercultural competence is something that is becoming increasingly relevant as teaching environments become more diverse. This brings up the demand for teachers to have had and bring in diverse experiences to their teaching practice. It’s interesting to see the diversity that international schools provide through their teachers, typically representing numerous different cultures, although typically still coming from and having been trained in dominantly Western cultures (Cushner, 2015). This also highlights the importance of creating intentionally meaningful intercultural experiences within schools, going further than just having the representation (although that is also important!).Cushner (2015) also highlights that “We cannot simply assume that contact alone brings about the desired change in perception, attitude or behavior” (p. 10). This makes me think about the French Immersion setting as well, where language learning can be the only measure of intercultural competence. It’s important to foster an environment that supports diversity in an authentic way to provide the space for students to really learn these skills that reflect curiosity and an expansion of perspective.
References:
Allan, M. (2002). Cultural Borderlands: Cultural Dissonance in the International School. International Schools Journal, 21(2), 42-53.
Cushner, K. (2015). The challenge of nurturing intercultural competence in young people. The International Schools Journal (34)2: 8-16.
Ryan, J., & Louie, K. (2007). False dichotomy? ‘Western’and ‘Confucian’concepts of scholarship and learning. Educational Philosophy and Theory, 39(4), 404-417.
Sears, C. (2011). Integrating multiple identities: Narrative in the formation and maintenance of the self in international school students. Journal of Research in International Education, 10(1), 71-86.
Tedx Talks. (2014, Oct. 21). TEDxTalks - Pellegrino Riccardi - Cross cultural communication [Video]. YouTube: https://www.youtube.com/watch?v=bekZ6bhkM_Q
Comments
Post a Comment