Multicultural Competence & Pedagogy

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Image:Multicult.jpg --Crliang2 uiuc cter9 12:02, 1 September 2007 (CDT)

Contents

[edit] Introduction

When most people think of multiculturalism, they recall cute little plays and cultural festivals where they might have eaten burritos, had their names written in Chinese, or learned a foreign song or dance. Activities such as these became especially popular in the 1990s in the USA when the need of multiculturalism and understanding became apparent. This simple viewpoint of multicultural competence urges us to celebrate diversity by sharing traditions and cultures (Rothenberg 2007). In a sense, tolerance is taught by exposure.

But authentic and effective multicultural pedagogy goes far beyond the juvenile one day event and aims to teach a reciprocal respect of differing cultures by placing them all on an equal level (Szilassy & Arendas 2007). Tolerance is not the goal, because that would place one culture in a dominant position with its members choosing to either eliminate or tolerate the others.

Students should not become "color-blind" but instead recognize their differences, value them, and celebrate them. Multicultural Pedagogy creates multicultural competent individuals.

[edit] Descriptions, definitions, synonyms, organizer terms, types of

  • Multicultural Competence - knowledge and awareness of difference cultures, their differences, and their implications
  • Multicultural Pedagogy - teaching and training techniques designed to help learners have multicultural competence

[edit] Types of Multicultural Pedagogy

[edit] Elementary, Classic Definition

  • Share different beliefs, traditions, and practices with each other
  • Expose to differences to become more comfortable
  • Realize that individual's culture is not universal
  • Learn to be tolerant of other cultures - become "color-blind"
  • Become culturally sensitive

[edit] Modern, Higher Order Definition

  • Place all cultures on equal level
  • Differences celebrated and encouraged
    • Should not become "color-blind"
  • Tolerance not involved
  • Analyze effect of cultural differences on social and economic well-being
  • Work towards serious social change - far beyond acceptance

[edit] Other Thoughts

Multicultural competence refers to an appreciation of different cultures especially in regards to education,research and psychology. Because our motivation to develop skills and to behave in particular ways derives both from our individual characteristics and from the organizational and institutional contexts in which we are embedded, multicultural competence can be seen as an attribute of both individuals and of organizations (Ferdman & Gallegos, 1996). Culture is more than race or gender. It can include values, beliefs and language. Cultural diversity can affect the way one deals with such issues as personal space, communication styles and making eye contact.

There are multiple facets of multiculturalism: race/ethnicity, religion, age, gender, sexual orientation (GLBT), language, georaphic location, economic status, and SES according to the research of Dr. Violet Harris. I believe that political and educational backgrounds may also be considered as facets of multiculturalisml; however, I have no concrete published evidence to prove my opinion other than what I have read in novels and such. - K. Mattis

[edit] Application in classrooms and similar settings

[edit] Possible Dimensions of Cultures to be Aware of

[edit] Hofstede's 5 Cultural Dimensions

  • Power Distance
    • DEF: The extent to which a less powerful person accepts inequality and considers it normal
    • Large = the teacher should rightfully be in complete control
    • Small = student centered activities giving power to students should be used
  • Collectivism Vs. Individualism
    • DEF: The extent to which one's relatives and group members should look after the individual
    • Collectivism = the group members look out for one another at all times
    • Individualism = looser social network with emphasis on being independent, only immediate family may be valued
  • Uncertainty Avoidance
    • DEF: The extent to which one is made nervous by unpredictable situations
  • Masculinity Vs. Feminity
    • Mas = focus on heroism, assertiveness, material wealth
    • Fem = focus relationships, caring, and compassion
  • Long-term Vs. Short-Term
    • Long = persistence valued, order relationships by status
    • Short = personal stability focused, worry about "face", respect tradition

(Cifuentes & Ozel 2006)

[edit] Peace Corps 13 Cultural Dimensions

The Peace Corps gives a book to volunteers to help them prepare and deal with cultural differences they will encounter abroad. Here is their list of 13 dimensions where cultures can differ in their opinions:

  • Age
  • Fate (existence of destiny)
  • Human Nature
  • Change
  • Taking Risks
  • Suffering
  • Face
  • Self-esteem Source
  • Equality
  • Formality
  • Realism
  • Doing/Taking Action
  • Natural World

[Peace Corps Website with downloadable workbooks and handouts]

[edit] Possible Classroom Activities

Activities in the classroom are designed to help learners define their own cultural identity while learning about others to help make differences more apparent and understandable. This can be essential for immigrants and students with multicultural backgrounds that often feel "lost" in the dominant culture.

  • Reflective Thinking/Writing
  • Exploration of history - possibly family specific
  • Acknowledge membership - white, female, heterosexual, etc
  • Include community
  • Learn values of others through movies, literature, etc
  • Social and political consciousness exercises
  • Language exchanges
  • eTandem cultural exchanges

It should be noted the multicultural pedagogy is in many ways more of a mindset than an actual set of activities or a teaching unit. It is about consciously considering cultural factors and identities and modeling the proper mindset on a daily basis.

[edit] Applications for Second Languages

[edit] Promoting equal language development in the USA

The education system in the United States of America deals with massive amounts of second language learners whose population continues to grow. However, instead of promoting the development of the child's first language and English, many districts enforce an ideal of "English first" - with some even containing strict rules against using other languages on school grounds [Washington Post Article]. Even culturally at large, there is an unspoken mindset that people that don't speak English constantly are of a lower social status or less educated. In the end, despite possibly speaking their native tongue at home, many students buy into the cultural pressures and adopt English as their primary language and ignore the other. Their level of English develops significantly while they remain semi-fluent or even unable to use what should be their strongest language.

Ironically, later on in life, multi-lingual individuals are seen as highly educated and more prepared for the modern, global marketplace. Thousands of college students, whose first language is English, major in foreign languages in hopes to become as fluent as a native speaker.

A genuine application of multicultural pedagogy would prevent these second language learners from losing their skills in their native tongue so early on. The native Spanish speaker would not be encouraged to speak Spanish to the class just on some special "Mexican Day", but instead be supported on a daily basis to share his/her "difference" as much as desired. The mentality of the teacher and students should hold this special skill of speaking Spanish or Chinese or Arabic in a positive light to be celebrated. This will in turn help the second-language speaker to become more confident in his/her identity and use of the foreign language - resulting in a fully bilingual adult.

[edit] Sex-Education and Multicultural Pedagogy

Multicultural competence does not need to be taught as a separate unit in the classroom, and actually is better understood when integrated with class material. Sex-education in the USA provides an excellent vehicle for exploring different values. Some culturally hot topics could be:

  • The role of the man and woman in a relationship
  • Homosexual relationships
  • Masculinity and Femininity
  • Marriage and Sex
  • Parents' opinions towards relationships & sex
  • Abortion
  • Complex issues with identity involved

(Ashcraft 2006)

[edit] Personal Statements

It is important of the education field to recognize that the United States is a culturally diverse society and that multicultural education is a major part of the educational process. "As our society becomes more and more dependent on other societies, it is critical that the schools address the problems of the world as a whole. The development of the global identification provides the students with the opportunity to see how as a nation we fit into the world society. It allows students to better understand that the actions of a nation must not only be viewed in terms of the implications for that nation but what are the effects on the whole world. Children who have developed both a strong ethnic and national identity should have the perspective to also develop a global identification which should in turn make them better citizens of the world community."(http://www.edchange.org/multicultural/initial.html)

Teachers must be culturally sensitive and conscious at all times in the classroom. Actions or content that can cause a student be become offended, confused, or opinionated should warrant extra consideration and cautiousness before applying them to the curriculum. Educator often, and rightfully, attempt to use many references to popular culture to help learners connect the concepts and ideas from the classroom to real life. But what pop culture is being used? How current is it? For example, if an English teacher is reviewing the word “eminent” and makes a reference to Elvis, how many students make the connection? What about to Albert Einstein or to Michael Jordan? One may assume that anyone in the world knows these three famous figures, but if the student is from a culture that does not take interest in basketball, the connection will be lost. I personally have even had students that did not know exactly what the “Super Bowl” is or who Oprah is. American culture and the cultures around the world are infinitely rich and diverse, and educators must remember that universal “common knowledge” does not exist. -Christopher Liang

[edit] Evidence of effectiveness

[edit] New Jersey Doctors Cultural Competency

New Jersey has become the first state to require cultural competency training for individuals to qualify for a medical license by the state board. Arizona, Illinois, and New York are also strongly considering a similar move given their diverse populations. This training has helped doctors to:

  • Better understand health risks specific to certain races and cultures
  • Properly educate their patients about the complex US healthcare system and how to get access to resources
  • Overcome barriers of communication to earn more trust with patients
  • Balance cultural differences in power distance (i.e. who is control and who makes decisions)
  • Work more effectively with collectivist cultures in which family members' opinions hold significantly greater weight

(Gutierrez & Armani 2006)

The American School Counselor Association has recognized the significance of multicultural awareness.School counselors are encouraged to take action to ensure that students of culturally diverse backgrounds have appropriate access to services and opportunities.It is important that today's school counselors gain knowledge of how to best serve these students.An article from Cheryl Holcomb McCoy delineates a checklist of competencies that she feels are tantamount to professionals working with culturally diverse students. http://www.findarticles.com/p/articles/mi_m0KOC/is_3_7/ai_114784733


[edit] Critics and their rationale

[edit] Nation-State Identity Lost

Critics of multicultural pedagogy argue that by encouraging differences it prevents a nation from forming a concrete identity. The United States of America has often been labeled as the melting pot of the world without any definable American culture.

In Hungary, the country has recently been trying to improve its nation-state identity while dealing with an influx of refugee children. The refugee children have been treated equally or with "color-blind" eyes, and as a result they have adopted Hungarian cultural practices. This has been essential to improve Hungary's unity on its road to joining the European Union.(Szilazzy & Arendas 2007)

Proponents of the English only movement in schools in the USA believe that the language must remain standardized to keep communication within the country efficient. The growing immigrant communities are creating areas where people can live their whole life in the USA without ever speaking a word of English. These language barriers can lead to further segregation and division among the nation. Instead of being united, the country could become scattered and separated with pockets of different languages.

[edit] Signed life experiences, testimonies and stories

As a teacher I had several years instructing 1:1 a student from a culture unfamiliar to me. In this particular culture and in this female student's family, education of female children was not a priority. The student absence rate greatly impacted her academic progress. At one point I contacted the truancy officer and the family was forced to appear in court. Attendance improved after that but soon after the family moved and I was no longer in contact with them. This family also was in the country after visas had expired and it was difficult to pursue college plans for my student. Rhonda Hall

When I stepped into my EFL teaching position in Beijing, China, I knew multicultural competence would be a major issue for me. Prior to my first day of work, I talked to as many other native Chinese teachers and students I could about their philosophies of learning and how a teacher conducts the classroom. What did the students expect? The administration? The parents? Naturally, most of my real learning came through experience, but my openness and constant sensitivity to what was going on around me helped tremendously. That can often be the determining factor in multicultural competence – not necessarily knowing everything the day you start, but being aware and sensitive to the environment of students around you, and learning from them in the moment. And I always reminded myself that there was no "right" and "wrong" ... I knew what I thought about laws such as the one child per family, and I knew what they thought. It's wasn't a fight to convince each other one way or the other - it was just an understanding of our differences, fully acknowledging them, and taking them into account during our interactions. In the end, it's all about respect. -Christopher Liang CTER 9

[edit] References and other links of interest

===General Resources*Peace Corps Library of Cultural Handouts

[edit] Lesson Plan Ideas and Strategies

[edit] References

  • Abrams, L., & Gibson, P. (2007). REFRAMING MULTICULTURAL EDUCATION: TEACHING WHITE PRIVILEGE IN THE SOCIAL WORK CURRICULUM. Journal of Social Work Education, 43(1), 147-160. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Ashcraft, C. (2006). "Girl, You Better Go Get You a Condom": Popular Culture and Teen Sexuality as Resources for Critical Multicultural Curriculum. Teachers College Record, 108(10), 2145. Retrieved Tuesday, April 10, 2007 from the ERIC database.
  • Bruna, K. (2007). Finding new words: how I use critical literacy in my multicultural teacher education classroom. Journal of Education for Teaching, 33(1), 115-118. Retrieved Tuesday, April 10, 2007 from the Professional Development Collection database.
  • Cifuentes, L., & Ozel, S. (2006). RESOURCES FOR ATTENDING TO THE NEEDS OF MULTICULTURAL LEARNERS. Knowledge Quest, 35(2), 14-21. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Hurtado, A. (In Press). Intellectual Entrepreneurship: Improving Education and Increasing Diversity. Change, 39(1), 48-50. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Lockhart, B. (2007). Proposal for Asian-American panel gets a good reception in Hartford. Advocate, The (Stamford, CT), Retrieved Tuesday, April 10, 2007 from the Newspaper Source database.
  • Lovelace, S., & Wheeler, T. (2006). CULTURAL DISCONTINUITY BETWEEN HOME AND SCHOOL LANGUAGE SOCIALIZATION PATTERNS: IMPLICATIONS FOR TEACHERS. Education, 127(2), 303-309. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Niesz, T. (2006). Beneath the Surface: Teacher Subjectivities and the Appropriation of Critical Pedagogies. Equity & Excellence in Education, 39(4), 335-344. Retrieved Tuesday, April 10, 2007 from the Professional Development Collection database.
  • Obiakor, F. (2007). Multicultural Special Education: Effective Intervention for Today's Schools. Intervention in School & Clinic, 42(3), 148-155. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Park, J. (2006). CASE CULTURAL COMPETENCE. Pharmaceutical Executive, 26, 40-44. Retrieved Tuesday, April 10, 2007 from the Business Source Premier database.
  • Richards, H., Brown, A., & Forde, T. (2007). Addressing Diversity in Schools: Culturally Responsive Pedagogy. Teaching Exceptional Children, 39(3), 64-68. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Rothenberg, P. (2007, December 1). Half-Empty or Half-Full?. Liberal Education, pp. 44,49. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Schmidt, P. (2007). Diversity-Program Administrators Fear Challenges to Their Spending. Chronicle of Higher Education, 53(22), A20-A20. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Swiniarski, L. (2006). Helping Young Children Become Citizens of the WORLD. Early Childhood Today, 21(3), 36-43. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Valentíin, S. (2006). ADDRESSING DIVERSITY IN TEACHER EDUCATION PROGRAMS. Education, 127(2), 196-202. Retrieved Tuesday, April 10, 2007 from the Academic Search Premier database.
  • Williams, S. (2007). College takes action after racial incidents: Ohio Dominican beefing up diversity programs, training. Columbus Dispatch, The (OH), Retrieved Tuesday, April 10, 2007 from the Newspaper Source database.
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