Leadership, Development & Learning

(The Class Film as case study)

15 June 2011AAC& U

HIPS

“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 1

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Knowledge Areas: Cultural Difficulties & Misunderstandings

1. Work:• 2. Time & Space: • 3. Language: • 4. Roles: • 5. Values:

• Bases of Cultural Differences• 1. Categorization: put into a group• 2. Differentiation: reason for groups• 3. Learning Styles:

Personal Skill Levels Model by Sherwood Smith (modified from Gloria Yamato) 2007

Unconscious Conscious

Incompetent Competent

• Preconscious competency3

Denial Defense Minimization Acceptance Adaptation Integration

ETHNOCENTRIC STAGES ETHNORELATIVE STAGES

Bennett’s Model of Intercultural Development

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Extremes of Community Responses:

• BEING RIGHT UNDERSTANDING• SILENCE ATTENTION • IGNORANCE KNOWLEDGE• FEAR OF IDENTIFICATION WITH• SEPARATENESS INTERDEPENCE• SHUNNING APPRECIATION• DEMEAN IMPORTANCE• INSENSITIVITY EMPATHY• AVOIDANCE APPRECIATION

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Information Processing Style

Human-Relational Style

Communication Style

Learning Style

Managerial Style & Workplace Dynamics

Interactive Styles & Cultural Model

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Some Fundamental Dimensions of Non-Western vs. Western World View

Non-Western• Emphasize group cooperation• Achievement as it reflects group• Value Harmony with nature• Time is relative• Accept affective expression• Extended family• Holistic thinking• Religion permeates culture

• Accept world views of other cultures

• Socially oriented

Western• Emphasize individual competition• Achievement for the individual• Must master and control nature• Adhere to rigid time schedule• Limit affective expression• Nuclear family• Dualistic thinking• Religion distinct from other parts

of culture• Feel their world view is superior

• Task oriented

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Kolb Learning Style Theory

Concrete Experience

(Interpersonal)

Abstract Conceptualization (Analytical)

Active Experimentati

on (Action)

Reflective Observation (Informatio

n)

Accommodating

Converging

Diverging

Assimilating

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Some Learning Style IssuesA person’ s learning style may be defined in part by theanswers to five questions:

1. Type of information preferentially perceive by the learner:sensory – sights, sounds, physical sensations, orintuitive – memories, ideas, insights

2. Modality is sensory information most effectively perceived:visual – pictures, diagrams, graphs, demonstrations, orverbal – sounds, written and spoken words and formulas?

3. Organization of information which is most comfortable for the learner:inductive – facts and observations are given, underlying principles are inferred, ordeductive – principles are given, consequences and applications are deduced?

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4. How does the student prefer to process information:actively – through engagement in physical activity or discussion, or reflectivity – through introspection?

5. How does the student progress toward understanding:sequentially – in a logical progression of small

incremental steps or globally – in large jumps, holistically?

From: “Reaching the Second Tier: Learning and Teaching Styles in College Science Education.” by R. M. Felder, 1993, Journal of College Science Teaching. 23 (5) p. 286

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Culture can be like an iceberg,…

• So that much of the mass is often ignored. The influences of cultural elements need to be explicitly explored rather than taken for granted or ignored.

• LANGUAGE • ARTS LITERATURE

• DRAMA MUSIC DRESS• DANCING GAMES SPORTS COOKING

• /////\\\\\\//////\\\\\//////\\\\\\//////\\\\\////\\\\\///////\\\awareness level• NOTIONS OF MODESTY CONCEPTS OF BEAUTY

• EDUCATION CHILD RAISING RULES OF DESCENT• COSMOLOGY RELATIONSHIP TO THINGS, ANIMALS & PLANTS

• COURTSHIP PRACTICES CONCEPT OF JUSTICE MOTIVATION TO WORK• CRITERIA FOR LEADERSHIP DECISION MAKING PROCESSES DEITIES• IDEAS OF CLEANLINESS LOCUS OF CONTROL THEORY OF DISEASE

• PHYSICAL SPACE ROLES IN RELATION TO STATUS BY AGE, GENDER, CLASS, KINSHIP, OCCUPATION, RELIGION,.... CONVERSATIONAL PATTERNS IN VARIOUS

SOCIAL CONTEXTS, CONCEPTION OF TIME AND SPACE, LIFE, GENDER,• DEFINITION OF SANITY, FRIENDSHIP, LOVE, MURDER, GENDER, EXPRESSIONS

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TYPES OF RESISTANCE

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POLITICAL STRUCTURAL PERSONAL

Boss won’t approve it

Not enough time or resources

Denial

The staff will never buy-in

Takes too much time

Lack of experience with these issues

Negative reaction by the community & staff

There is no evidence that this is an issue

Good intentions – “I treat everyone the same!”

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Resources :

• Intercultural Communication: Bennett, M. (1998) Basic Concepts of Intercultural Communication. Intercultural Press, ME

Nakayama, T.K. & Martin, J.N. (Eds.) (1999). Whiteness: The communication of social identity. Thousand Oaks, CA: Sage Publications, Inc.

MulticulturalismRosenblum, K.E. & Travis, T.C. (2006). The meaning of difference: American

constructions of race, sex and gender, social class, and sexual orientation (3rd Ed.) Boston, MA: The McGraw-Hill Companies, Inc.

Rothenberg, P.S. (2002). White privilege: Essential readings on the other side of racism. New York, NY: Worth Publishers.

Social Justice Adams, M., Bell, L.A. & Griffin, P. (Eds.) (1997). Teaching for diversity and social

justice: A source book. New York: Routledge.