Module 7
Cultural Awareness
Tutor File
Project no – 2012-1-GB2-LEO05-08201
Introduction
An essential skill in the provision of culturally appropriate services, cultural awareness
entails an understanding of how a person's culture may inform their values, behaviour,
beliefs and basic assumptions.
Cultural awareness recognises that we are all shaped by our cultural background, which
influences how we interpret the world around us, perceive ourselves and relate to other
people. You don't need to be an expert in every culture or have all the answers to be
culturally aware; rather, cultural awareness helps you to explore cultural issues with
others more sensitively.
Information about specific cultural practices will help learners to increase their cultural
knowledge by providing an overview of cultural characteristics and issues. However, it is
always important to identify individual needs and preferences and remember that no
individual can be reduced to a set of cultural norms.
Within any culture, peoples' values, behaviour and beliefs can vary a lot. Differences may
occur due to time of arrival in the host country, length of settlement, socio-economic
background, level of education, rural or urban residence, identification with cultural and
religious background, and different life experiences - including the experience of
migration.
Cultural awareness entails an understanding of the migration process itself. Migration is
a key influence on a person's life, with differing effects due to the different experiences of
pre-migration, migration and resettlement.
While some migrants undergo a relatively easy transition, most migrants will undergo
some - if not many - challenges in adjusting to life in a new country.
Some of the many post-migration stressors include: the stress of separation from
homeland, family members, friends and support networks; racial discrimination; changes
in lifestyle and socio-economic status; culture shock; language barriers; and the ongoing
trauma of pre-migration experiences, which may have included war and political
instability, physical and psychological abuse, and travelling as a refugee or living in a
refugee camp.
Key Considerations to be aware of in facilitating this module:
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Be aware of your own cultural influences.
Be aware of judging other people's behaviour and beliefs according to the
standards of your own culture.
Be aware of making assumptions about cultural influences and applying
generalisations to individuals.
Understand that the behaviour and beliefs of people within each culture can vary
considerably.
Understand that the extent to which people adopt practices of their new country
and retain those from their cultural background can vary.
Understand that not all people identify with their cultural or religious background.
Understand that culture itself is a fluid entity.
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Title
Module 7 – Cultural Awareness
Objective
At the end of this module learners will be able to:
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Identify the perceived traits of their own culture.
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Understand cultural differences and practices in the workplace.
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Recognise the benefits of living and working in a multi-cultural society.
Task
To introduce the session
Method
Explain to the learners that they will be exploring elements of
their own cultures and how these may affect their interactions
or working relationships with other new cultures.
Activity 7.1 Own
Culture
Method – Discussion and
workbook activity
To begin ask learners to complete the Circles activity, this
activity engages learners in a process of identifying what they
consider to be the most important dimensions of their own
identities. Stereotypes are examined as participants share
stories about when they were proud to be part of a particular
group and when it was especially hurtful to be associated with
a particular group.
Ask learners to pair up with somebody they do not know very
well. Invite them to introduce themselves to each other, and
then follow these steps:
1. Ask learners to write their names in the centre circle.
They should then fill in each satellite circle with a
dimension of their identity they consider to be among
the most important in defining themselves. Give them
several examples of dimensions that might fit into the
satellite circles: female, athlete, Jewish, brother,
educator, European, middle class, and so on.
2. In their pairs, have learners share two stories with each
other. First, they should share stories about when they
felt especially proud to be associated with one of the
identifiers they selected. Next, they should share a story
about a time it was particularly painful to be associated
with one of the identity dimensions they chose.
3. The third step will be for learners to share a stereotype
they have heard about one dimension of their identity
that fails to describe them accurately. Ask them to
complete the sentence at the bottom of the handout by
filling in the blanks: "I am (a/an) ____________ but I am
NOT (a/an) _____________." Provide your own
example, such as "I am an educator, but I am NOT a
teacher."
4. Probe the group for reactions to each other's stories.
Ask whether anyone heard a story she or he would like
to share with the group. (Make sure the person who
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originally told the story has granted permission to share
it with the entire group.)
5. Advise learners that the next step will involve individuals
standing up and reading their stereotype statements.
You can simply go around the room or have people
randomly stand up and read their statements. Start by
reading your own statement.
6. Several questions can be used to process this activity:
1. How do the dimensions of your identity that you
chose as important differ from the dimensions
other people use to make judgments about you?
2. Did anybody hear somebody challenge a
stereotype that you once bought into? If so,
what?
3. How did it feel to be able to stand up and
challenge your stereotype?
4. (There is usually some laughter when somebody
shares common stereotype such as "I may be
Arab, but I am not a terrorist" or "I may be a
teacher, but I do have a social life.") I heard
several moments of laughter. What was that
about?
5. Where do stereotypes come from? How are they
connected to the kinds of socialisation that make
us complicit with oppressive conditions?
Notes:
The key to this activity is the process of examining one's own
identity and the stereotypes associated with that identity, then
having one's own stereotypes challenged through others'
stories and stereotype challenges. Encourage learners to think
about the stereotypes they apply to people and to make a
conscious effort to think more deeply about them, eventually
eliminating them.
As with most activities, it can be especially effective if you
participate while you facilitate. If you are willing to share your
own experiences, learners are more likely to feel open to share
their own.
It is crucial, especially for the final part of the activity when
learners are sharing their stereotypes, to allow for silences.
People will be hesitant to share initially, but once the ball starts
rolling, the activity carries a lot of energy. Allow time at the end
for participants to talk more about whatever stereotype they
shared.
Once learners have completed this activity ask them to
consider and discuss what the word “culture” means to them.
What do they associate with this word? Repeat this with the
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word “multi-cultural” and then discuss the results. Definitions
for both are included in the PowerPoint.
Activity 7.2 Cultural
Differences
Method – Discussion,
simulation game and
workbook activity
Now that learners have explored their own cultures and when
they have been stereotyped we will look at when cultural
differences can cause problems, rather than base this on
learners own cultural backgrounds we will explore this issue
through a role play simulation with assumed cultural identities.
The following activity has been adapted from Ecotonos
(developed by Nipporica Associates, Intercultural Press, 1997)
Timing:
 Introduction: 5-10 minutes
 Mono-cultural Group, myth development 15 minutes
 Task in mono-cultural and in multicultural groups: 30-40
minutes
 Debrief: 30 minutes
Exercise parts
Introduction and orientation (10 minutes)
- Form three groups. Hand out trait sheets to each group.
- Each group will be asked to prepare its cultural ‘story,’ this
may include an important historical event, a national
anthem, heroes, a flag, a national symbol, and anything
else that serves to strengthen the group’s cohesion as a
clear national culture.
- Each group will perform/show their culture to the others.
- Each group will receive a task to work on and follow further
instructions from the facilitators.
1. Acculturation (20 minutes). Learners are assembled into
fictive mono-cultural groups and given cultural rules. Each
group discusses and agrees on how they will enact their rules
and create a story about their culture. The main purpose for
this phase is for learners to practice their cultural ‘personae’
and become accustomed to their culture.
Ask learners to read the cultural traits and then reflect on them,
first individually and then as a group.
2. Task – mono-cultural problem solving. Following the
process of “acculturation”, each group is given a task to work
on, using their cultural rules. Before the groups are able to
fully accomplish their task (but after they are all well into
working on it) multicultural groups are formed
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3. Task – multicultural problem solving.
attempt to complete their task in mixed groups.
Participants
Mono-cultural problem solving (15 minutes)
- After “acculturation”, each group is given a task of your
choice to work on, using their cultural traits.
- Before the groups are able to fully accomplish their task but
after they are all well into working on it, some participants
are moved to another group, creating multicultural groups
- Handout coloured sticks or badges in each group to a few
individuals who are to move to the group of that colour. Tell
each group that some new people are joining them to help
them complete the task.
Multicultural problem solving (20 minutes)
- Groups continue to work on their task in their now mixed
groups. They are told that they may use what they have
done so far, modify it, or start over. They are given 20
minutes to complete the task.
Debriefing
 De-role participants
o How did it feel to be this culture?
 Mono-cultural Debriefing:
o Report cultural identity (3 minutes per culture)
o What happened in mono-cultural groups?
o What worked in the original culture? What did not?
Why?
o What strategies were used in problem-solving?
 Multicultural Debriefing:
o Describe interpersonal interactions
o Try describing (rather than judge and evaluate)
what happened. Did anyone take a leader role?
Were newcomers welcome? Why or why not?
After you have debriefed the simulation, ask learners to stay in
their groups and discuss what cultural differences or practices
they could face in a work environment.
There is a section in the workbook to list a variety of examples
and an opportunity to explore how they would deal two specific
situations. This may have to be a tutor led discussion activity
depending on the ability level of the group.
Activity 7.3 Living and
Working in a multicultural society
The group will now explore the stereotypes they unconsciously
project onto others and how these can affect the integration of
newcomers into a community through the “Not Up My Street”
activity.
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Project no – 2012-1-GB2-LEO05-08201
Method – Discussion and
workbook activity
Explain to the group that a house has become vacant on the
street where they live. The local authority has decided that they
will consult with the residents on who should be allocated the
house. They will be given a list of six people and asked to
decide who they feel should be given the house by ranking
them from 1 to 6 in order of preference.
After this is done, divide the group into subgroups of five or six.
Ask the subgroups to come up with an agreed group ranking
for the applicants. For this they use their own individual ranking
to argue their case for their preferred applicant.
In the workbooks there are 6 individuals listed, ask the group to
individually rank the applicants in the 1st preference table only.
Create a chart on a page of flip chart paper and ask each
group to feed back their choices. Note these on the flip chart.
At this stage provide the group with some background
information on the applicants on the list. This is included at the
end of this document.
Ask the group to reconsider their original rankings, now that
they have some information on the applicants and input the
results into the 2nd preference table.
Ask the group to feed back their reconsidered lists. Again note
this on a grid on the flip chart.
Point out any obvious differences in the groups first and
second rankings. Do a comparison for each small group. Ask
the following questions:
1. Did people change their list? Why?
2. Why do we make judgements on people based
on limited knowledge?
3. Why is it helpful to gain more knowledge before
making judgements?
4. What are the parallels within our society?
5. How would they feel if this happened to them?
Explain that many of us actually lose out on getting to know
others because we make rash judgements about them and put
up barriers. This is done mostly out of a primitive fear known as
xenophobia: the fear of people who are different. However,
when we take the time to get to know people, we usually find it
an enriching experience that nurtures personal growth.
To finish this module ask learners to consider and identify
some of the key benefits of living in a multi-cultural society.
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Depending on the time you have available for this module you
can begin to explore some basic language phrases using the
resources available on this website –
http://www.omniglot.com/language/phrases/
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RED CULTURE
 You gesture profusely. You are action-oriented and you
like to stay in motion. In conversations, you are loud and
you often interrupt others.
 You state your opinions firmly and forcefully. You expect
others to listen to you. You interrupt others when you feel
you need to.
 In conversation you often disagree with others. You may
very well contradict or criticize others.
 You believe that every moment in life ought to be used to
its fullest. You are always in a hurry and you make
frequent reference to time.
 You value quick decision-makers and self-assertive people.
You believe that they make good leaders.
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BLUE CULTURE
 You stand very close to people. You like to touch people
when you talk to them.
 You talk in a soft almost musical way.
 You like harmony. Therefore, you never directly disagree
with anyone and you never point out mistakes. If you feel
that your point of view is not being heard or not taken
seriously, you resort to begging and pleading behaviours.
 You like to savour each moment of your life. Therefore,
you frequently express your feelings of wonderment about
the current moment and the people you are with. Clocks or
reference to time make you uncomfortable.
 You believe that a leader takes care of others, guiding them
and protecting them with love and patience.
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GREEN CULTURE
 You are comfortable when you are at least an arm’s length
away from others. Touching is extremely uncomfortable for
you.
 You talk very deliberately. You are logical and rational.
You hate being interrupted.
 You analyze issues from all perspectives and wait for the
most logical solution to emerge. You believe that
differences can be resolved through logical reasoning and
rational analysis.
 You never hurry a decision. You seek background
information and empirical evidence.
 Your ideal leader is a serious and wise person who gathers
all the facts before making a decision.
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‘Not Up My Street’ Supplementary information
Reformed Drug Dealer
Helen is aged 47, and was a heroin and cocaine addict for 10 years while living in
Belfast. She has now been free of any habit for the past 10 years. For the past 5 years,
she has been working as an Education Officer with the Health Promotion Agency. She
wishes to move to your area as she has been offered a job in the local Drug rehabilitation
Unit.
Unemployed Youth
Jeff is aged 19, and was recently made unemployed after serving a two-year
apprenticeship as a joiner. He wishes to move to your area as a couple of new
developments have started in the neighbouring town and he believes he has a good
chance of getting some work there. He also feels he might be able to help his neighbours
out by doing odd jobs.
Retired Bank Manager
Susan is aged 52, and was recently asked to take early retirement because she was
involved in fraud at her branch. Her employers did not want the case splashed all over
the newspapers, so they agreed to give her early retirement. She now wishes to start a
new life in your area and start up a scheme to provide financial advice to her new
neighbours.
Head Teacher
Mary is aged 47, and has just left her job because of allegations that she has assaulted a
pupil. A vacancy has come up in a local high school and she is considering applying.
Far Right Councillor
Peter is aged 36, and has a young family. He decided to get involved in politics 3 years
ago and felt that the Far Right best represented his political views. He has always been
very active in the community, and has been very successful in helping elderly people
access cold weather payments, and in helping young people fill out job application forms.
Recently, he was elected as a councillor for your area. Politicians on all sides speak very
highly of his tireless work for the community.
Refugee from Afghanistan
Rudi is aged 57, and has recently come to your country from the conflict in Afghanistan.
Rudi was the manager of the local factory in his town. He had to escape because his
factory was burnt down by local militants after troops liberated the town. Nobody knows
why the factory was burnt and there are stories that Rudi had moved most of his money
out of the country. For now, he is a refugee and needs somewhere to live.
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