How can we become more aware of the cultures in our classrooms so we can all be

successful?

https://www.youtube.com/watch?v=PSt_op3fQck

Four Actions We Can Take

1. Build your knowledge of cultural constructs

2. Understand that people from different cultures deal with

conflict differently which effects our expectations around

communication

3. Look beyond cultural patterns & stereotypes

4. Plan inviting curriculum and instruction

1 – Build Your Knowledge of Cultural Constructs

Cultural Constructs

Individualism and Collectivism The degree of interdependence a society maintains amongst its members

Power Distance The expectation of how power is distributed

Uncertainty Avoidance The extent to which the members of a culture feel threatened by ambiguous or unknown situations

Long-Term Orientation Societies that score low on this dimension, prefer to maintain time-honoured traditions and norms while viewing societal change with suspicion. Those with a culture which scores high take a more pragmatic approach: they encourage thrift and efforts in modern education

Masculinity vs Femininity The fundamental issue here is what motivates people, wanting to be the best (Masculine) or liking what you do (Feminine).

Indulgence The extent to which people try to control their desires and impulses.

Geert Hofstede (1983)

Individualism Values Collectivism ValuesWestern Countries 70% of the World Cultures

(I) Well-being of the individual – “I am responsible for myself”

(WE) Well-being of the group - “I am responsible to my group”

Independence and self-reliance Interdependence and cooperation

Individual achievement Family or group successSelf-expression RespectSelf-esteem ModestyTask orientation Social OrientationCognitive Intelligence Social IntelligenceChildren learn they need to take on responsibility for themselves early on

Children learn that they must work together to benefit the family

Free to think and act according to personal choice

Personal choices evaluated relative to the family /group association

“Stand on your own two feet” “No task is too big when done together”“Every man for himself” “The nail that sticks up gets pounded

down”

Direct conflict styles & Self-face saving behaviors Avoidance and compromising conflict styles & “other” face saving behaviors

Small Power Distance Large Power Distance

Typically individualistic: North America, Australia and Western Europe

Typically collectivistic: Arab world, Middle Eastern countries, Africa, Asia, Central and South America

Value: equality, rights, independent thinking, democratic decision making

Value: unequal distribution of power, support hierarchy and status. Rank, role, age, title, gender rewarded.

Out of 50 countries: USA ranks 16/50& PDI =40Australian ranks 13/50 & PDI =36Great Britain ranks 15/ 50 & PDI =35Canada ranks 10/50 & PDI =39

Out of 50 countries,Arab World countries rank 44/50 with & PDI of 80

Source: Geert Hofstede, 1980

Country to Country Comparisons

http://geert-hofstede.com/countries.html

2 - Understand that People Deal with

Conflict Differently

Understanding one’s own conflict style and being aware of the reasons for the conflict behaviour of

other cultural groups may help teachers in international schools be more sensitive when

communicating inter-culturally.

Conflict Face Negotiation Theory

1. “Face” represents a person’s core identity and self worth. When one’s “face” is threatened one chooses a conflict style to do so.

2. Conflict styles have their roots in the cultural value patterns of the society in which a person lives.

3. Individual, relational and situational factors influence choice of conflict styles.

5 Conflict-interaction Styles (Rahim, 1983) Integrating (IN) – attempting to resolve conflict using a high concern for self and high concern for othersObliging (OB) – attempting to resolve conflict using a low concern for self, high concern for othersDominating (DO) – attempting to resolve conflict by using a high concern for self, low concern for others

Avoiding (AV) – attempting to resolve conflict by using a low concern for self and low concern for others

Compromising (CO) – attempting to resolve conflict using an intermediate concern for self and intermediate concern for others

• DO style predominates

Individualistic Cultures-assertion of personal opinion

-expects personal accountability

-tend to “talk out” the conflict

-democratic decision-making processes

-equity in rewards & punishment

• Avoiding (AV) conflict style predominates

Collectivistic Cultures -assertion of collective opinions/ideas

-restraint of personal/emotional expression

-talk “around the point” to preserve harmony

-autocratic decision making process

-role-based, status-based process/rewards

3 – Look Beyond Cultural Patterns & Stereotypes

1. Avoid developing expectations of the student

solely on the basis of cultural background.

2. Remember that sometimes you see situations

through an ethnocentric lens.

3. Think about a) “prototypes” instead of

stereotypes, and b) mindful observations

which leads to mindful reframing.

To act “mindfully” of intercultural differences, we need to learn to:

1. Attend to one’s own internal assumptions, cognitions and emotions and at the same time become attuned to the other’s assumptions, cognitions and emotions.

2. Be open to novel or unfamiliar behaviour – and see the non familiar behaviour from a non-judgemental perspective.

3. For conflict - develop multiple lenses for understanding the cultural-level and situational level factors that shape the conflict.

4 - Plan Inviting & Culturally Inclusive and Responsive Curriculum and Instruction

10 Strategies (adapted from ECIS International Teaching Certificate Program and Standards 2011 University of Cambridge)

Strategy 1

Examine and understand your own value constructs and assumptions that come

along with them.

Think about how your own value constructs are embedded in your own teaching style.

Do you have expectations that are generalized, or specific to a group or particular culture?

Remain open and inquisitive.

Strategy 2

Try to develop a good awareness of the host country culture.

Show some appreciation for the local culture and use the local culture to enhance the experiences of the students.

You can share with the students how the local Cypriot culture made you reflect and understand in new ways.

Discuss to what extent your students are aware of local, regional, and national current issues.

Strategy 3

Explore learning opportunities with greater awareness of your students’ cultural

backgrounds.

Know where your students are from. Design some activities using the cultural

backgrounds in your classroom. Share with your students how you have

incorporated intercultural themes in your teaching prior to knowing your class.

Propose some new ways and discuss challenges around those themes.

Strategy 4

Be aware of a wide variety of needs and contexts coming from a diverse student community.

Explore the cultural perspectives of your students.Create/activities/tasks that require your students to

empathize and wear the shoes of the otherBe ready to differentiate, and motivate, use suitable and

relevant materials and build up the profiles of the individual leaner

Tap into the sense of shared responsibilityThink about praise and criticism from a cultural point of view

– maybe praise for contributions to a group are more appropriate

Maybe cheating is helping – in some cultures?

Strategy 5

Design, implement and assess learning activities that integrate global issues.

Deliberately integrate global issues in the taught curriculum.

Strategy 6

Create cooperative and collaborative group projects and assessments

Plan your groups so they intentionally include a mix group of cultures – don’t let the students

always pick their own groups.

Strategy 7

Apply additional language acquisition theory.

Celebrate multilingualism and accent. View multilingualism as a strength, not as a

deficit. Build empathy.Do not neglect the mother tongue – show

awareness and importance to the development of the mother tongue.

Strategy 8

Discuss issues around transitions openly with your students.

Consider advantages and disadvantages of being a student in transition.

Understand the need for new students to engage socially in her/his new environment.

Be aware and responsive to these needs.Come up with strategies for integrating newly arrived

students.Discuss how the local students feel about the

transitions they observe each year – what are the pros and cons socially.

Strategy 9

Organize your tasks, assignments, and assessments on a continuum.

to observe ----- to test ideasexternal structures ----- create own structurescompetition ------ collaborationon-demand response ----- reflective responseneeds to challenge authority ----- to respect authorityto conform ----- to createto be reserved -----to be expressivea fixed sense of time ---- flexible sense of timeinformation driven teaching ---- feeling driven teaching

Strategy 10

Refrain from sharing your personal judgements but openly consider all points of view on a topic

or issue.

A culturally sensitive curriculum should:

Guide learners to see the interconnectedness of knowledge and human experience over time and across places.

Lead learners to explore content through universal lenses rather than only parochial ones.

True cultural sensitivity

requires person sensitivity, as well.