Welcome

The most distinctive
mark of a cultured
mind is the ability to
take another’s place,
and see life and its
problems from a point
of view different from
one’s own.”

--A.H.R. Fairchild
Success in the World
The Roles of Cultural Competencies
Personal & Professional
The Rubenstein School: 5 September 2006
SNR 6 – POSTING COPY
Presenter:
Sherwood Smith, IPS & CCP
UVM
Overview
Introductions
A. Personal Experience: Defining culture
B. Social Construction
C. Intercultural Communication Skills
D. Identity: Internal & External
E. Personal and/or Professional
F. Applications and Goals:
G. Question & Answer
KEY CULTURAL CONCEPTS
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Culture can impact levels of conflict,
cooperation, and community
Cultures have rules
Culture is learned, transmitted and impacts
behavior
Culture changes understanding and values
Stress in People's Experiences
*
Disconfirmed Expectancies *
Belonging
*
Ambiguity
*
Cognitive Dissonance
*
Stigma (Xenophobia/”ism”)
Language: The Question of Definition
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Intercultural Communication:
Bennett, M. (1998) Basic Concepts of Intercultural Communication. Intercultural
Press, ME
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Diversity
Glen, John M. ( 1996). Highlander: No Ordinary School. Knoxville, Tennessee: The
University of Tennessee Press.
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Social Justice
Adams, M., Bell, L.A. & Griffin, P. (Eds.) (1997). Teaching for diversity and social
justice: A source book. New York: Routledge.
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“Ism”
Hilliard, Asagi G. III. (1997).Teaching/Learning Anti-Racism: A developmental
Approach. New York, NY: Teachers College Press.
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Multiculturalism:
Banks, James A. (1994). Multiethnic education: Theory and Practice (3rd Edition).
Boston, MA: Allyn and Bacon
Cheatham H. 1991. Cultural Pluralism On Campus. ACPA Media Board Publ.
CULTURE
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IcebergmodeCulture can be compared to an iceberg, because so much goes undetected. So that much of the mass is
often ignored. The influences of cultural elements need to be explicitly explored rather than taken forgotten or ignored. Below are
list some of the cultural issues that impact on evaluation:
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LANGUAGE
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ARTS LITERATURE
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DRAMA MUSIC DRESS
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DANCING GAMES SPORTS COOKING
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/////\\\\\\//////\\\\\//////\\\\\\//////\\\\\////\\\\\///////\\\awareness level
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NOTIONS OF MODESTY
CONCEPTS OF BEAUTY
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EDUCATION
CHILD RAISING
RULES OF DESCENT
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COSMOLOGY RELATIONSHIP TO THINGS, ANIMALS & PLANTS
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COURTSHIP PRACTICES CONCEPT OF JUSTICE MOTIVATION TO WORK
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CRITERIA FOR LEADERSHIP DECISION MAKING PROCESSES DEITIES
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IDEAS OF CLEANLINESS LOCUS OF CONTROL THEORY OF DISEASE PHYSICAL SPACE
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ROLES IN RELATION TO STATUS BY AGE, GENDER, CLASS, KINSHIP, OCCUPATION, RELIGION,....
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CONVERSATIONAL PATTERNS IN VARIOUS SOCIAL CONTEXTS, CONCEPTION OF TIME AND SPACE
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DEFINITION OF SANITY, FRIENDSHIP, LOVE, MURDER, LIFE, GENDER, FACIAL EXPRESSIONS
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PREFERENCES FOR COMPETITION, COOPERATION, INDIVIDUALISM OR GROUPING SIN OR GRACE
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NOTION OF ADULTHOOD NOTION OF LOGIC AND VALIDITY PHYSICAL SPACE ARRANGEMENTS
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PATTERNS OF HANDLING EMOTIONS LIFE ACCEPTANCE OF FRUSTRATION AND/OR PAIN
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Beyond the Tip of the Iceberg
Author: Jerome Hanley
“Understanding the cultures of the youth we serve requires more than words and good intentions. The journey toward cultural
competence requires the willingness to learn from those experiences and act.”
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PART B
Social Construction
Topics
1. Socialization
- Cultural Communication of Power & Paradigm
2. Knowledge
-Transmission of information
3. Personal and Institutional Beliefs
- Norms, Values & Learning Styles
PART C
Intercultural Communication
Power Distance and Privilege
Individual vs. Group
PART D
Power Distance Relationships
(Identity Development)
Privileged
Marginalized
Dominant
“Majority”
Marginalized
“Minority”
Ponterotto & Pedersen. (1993). Preventing Prejudice. Sage. CA
PART E
Personal & Professional
(Institutional Norms)
Institutions:
Consist of cognitive, normative, and regulative
structures and activities that provide stability for the
status quo and define the meanings of normative
social behavior.
Adams, M., Blumenfeld, W.J., Castañeda, R., Hackman, H.W.,
Peters, M.L., & Zúñiga, X. (Eds.) (2000). Reading for diversity and
social justice: An anthology on racism, anti-Semitism, sexism,
heterosexism, ableism, and classism. New York: Routledge.
F:
Applications for Practice
1. Individual or Institutional
Burn, Shawn Meghan. (2000). Women Across Cultures: A Global Perspective.
Mountain View, CA: Mayfield Publishing Company.
2. Skill Levels - Consciousness & Competency
Summerfield, E. (1997). Survival Kit for Multicultural Living. Intercultural
Press: ME
Applications and Goals
Systemic Issues
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Nurture Understanding: experiences,
histories and contexts
Create Awareness: internal and external
Build Abilities and Skills: do and teach
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Do Assess: explain, share and
institutionalize
Five Personal Skills for Survival
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Know yourself
Know how to adapt
Know when the paradigm shifted
Sharing the knowledge
We do not know everything…
Assessing Allies and Bigots
SAMPLE ACTIONS SHEETS
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Personal
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Professional
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Attend a new cultural
event
Attend a social justice
focused workshop
Have a discussion with
friends
Attend a film or lecture
Read a book
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Investigate research on
specific topic / issue
Attend a power &
privilege workshop
Survey attitudes and
beliefs of peers on
cultural issues
Invite a speaker
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G
Questions & Discussion
1.
Discussion and applications
2.
Feedback
Summary
Personal Experiences
Social Construction
Intercultural Communication Skills
Identity Development
Personal and Professional
Applications and Goals
Feedback
Professional Applications
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Content
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Allen, T. (1994) The Invention of the White Race. Verso
Astin, Alexander W., (1993) What Matters in College? San Francisco: Jossey-Bass Publishers
Diamond, Jared. (1999). Guns, Germs, and Steel: The Fates of Human Societies. New York: W.W.
Norton & Co.
Stromquist, Nelly P. (1991). Daring to be different: the choice of non conventional fields of women
Students. New York, NY: Institute of International Education
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Concepts
Peggy.(1995) “White Privilege, Male Privilege” in Race, Class, Gender. ed. Anderson, M.L. & Collins,
P.H., Wadsworth Publishing
Rothschild, J. (1983). Machina Ex Dea: Feminist Perspectives on Technology. NY, NY. Pergamon
Press.
*Brislin, R. (1993). Understanding culture’s influence on behavior. Fort Worth, TX: Harcout Brace
College Publishers.
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Creativity
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Summerfield, Ellen (1993). Crossing Cultures Through Video Film. Yarmouth, Maine USA: Intercultural
Press Inc.
Bull, Barry L., Fruehling Royal T., and Chattergy, Virgie (1992) The Ethics of Multicultural and Bilingual
Education. New York, Teacher's College Press
*Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London,
UK: Falmer Press.
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CRITCAL CONCEPT
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“I truly believe that everyone’s education is qualitatively
improved when we are confronted with an analysis of
our society, when we are asked in an academic setting
to struggle with viewing ourselves from another’s
perspective and seeing the relationships between our
thoughts and ideology that repress/oppress others. We
need to be jolted into seeing how our attitudes fit into a
systemic application of power within our society. Lazy
is a power-filled word. We need to begin to own how
we use our power….”
Source: Power Works, Power Plays, by John Fiske ( New York, Verso. 1993)
Understanding & Awareness
PARADIGM SHIFT
“It is directed at promoting personal change, cognitive
restructuring, or what Kuhn (1962), Mestenhauser (1981) and
M. Bennett (1993) refer to as a paradigm shift. We agree with
Alder (1976) that substantive culture learning cannot occur
without the acquisition of a new worldview.”
Adler’s useful observation that multiculturalism as a skill is
the ability to operate effectively in a multiplicity of cultural
settings and to integrate those diverse cultural perspectives into
one’s personality. The development of this skill can pose acute
personal dilemmas.”
Landis and Bhagat. 1996. Handbook of Intercultural Training. Sage Publishers.