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Classrooms and Schools as Cultural Crossroads

Chapter Three. Classrooms and Schools as Cultural Crossroads. Schools and Classrooms: Where Cultures Interact. In schools, as perhaps nowhere else in American society, people of many different backgrounds are forced to come together for significant periods of time.

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Classrooms and Schools as Cultural Crossroads

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  1. Chapter Three Classrooms and Schools as Cultural Crossroads

  2. Schools and Classrooms: Where Cultures Interact • In schools, as perhaps nowhere else in American society, people of many different backgrounds are forced to come together for significant periods of time. • When they arrive, they find a culture of the school itself that may be very different from their own familiar cultural milieu.

  3. Facets of School Culture Student Culture Teacher Culture  Culture of the School as a Whole

  4. Student Culture: Diverse in Many Ways Basis for association and identity: • Cultural: ethnicity, race, gender, class • Academic: Biology Club, French Club • Interest or Skill: choir, band, football • Social: cliques, gangs

  5. Teacher Culture: Predominantly Homogenous • 70 percent female • Historically working and middle class • Relatively low status in the adult social system of the school • 90 percent European American

  6. Culture of the School as a Whole • Overwhelmingly middle class in values • Purpose is to transmit the cultural beliefs, values, and knowledge affiliated with the dominant society • Interested in social control • Often sees diversity as a problem, not as a resource

  7. Teachers as Cultural Mediators • A new role for teachers: mediating cultural similarities and differences • Be knowledgeable about the role of culture in teaching and learning. • Be skillful in addressing the educational needs of diverse students. • Be prepared to engage students in content and activities that enable them to handle intercultural interactions with others.

  8. Reshaping Cultural Identity • Given the diversity of today’s schools, teachers need to adjust to a new reality. • There are predictable patterns in such adjustment. • One such pattern is the U-Curve Hypothesis.

  9. Diagram of the U-Curve Hypothesis (Figure 3.1)

  10. Honeymoon: Excitement at dealing with new people; preconceived notions Hostility: Frustration when preconceived notions do not produce desired results Humor: If frustrations are conquered, understanding begins and one can laugh at one’s mistakes. Home: One’s own cultural identity has been altered; one feels “at home.” The U-Curve Hypothesis

  11. Reshaping Identity Takes Time • It may be as long as two years; if a new language is involved, it may take up to seven. • It is difficult, though not at all impossible, to alter deeply-held beliefs about others. • In order to take full advantage of diversity, both teachers and students need to think seriously about reshaping their own cultural identities.

  12. A Model of Cross-Cultural Interaction • Is designed to be universal; adaptable to any cross-cultural encounter • Recognizes that people have similar reactions to cross-cultural encounters • Builds on a desire to analyze, understand, and improve intercultural interactions Continued…

  13. Captures the experience of cultural differences from a variety of perspectives • Emotional • Informational • Developmental • Does not prescribe specific courses of action • Relies on the individual, empowered by culture-general knowledge, to inquire into causes of problems and propose solutions

  14. Stages of Intercultural Encounters (Fig. 3.2)

  15. Stages in Intercultural Interaction • Stage One: Understanding Emotional Responses • Stage Two: Understanding the Cultural Basis of Unfamiliar Behavior • Stage Three: Making Adjustments and Reshaping Cultural Identity

  16. Stage One: Understanding Emotional Responses • Anxiety: about appropriate behavior • Ambiguity: messages may be unclear • Disconfirmed Expectations: what we think will happen doesn’t • Belonging/Rejection: we don’t know the “rules” • Confronting Personal Prejudices: we may find that our previously-held beliefs are inaccurate

  17. Emotional Responses in Intercultural Interaction (Figure 3.3)

  18. Stage Two: Understanding the Cultural Basis of Unfamiliar Behavior Communication and Language Use: understanding verbal and non-verbal expressions, gestures Values: deeply held, may be quite different Rituals and Superstitions: may be viewed as “silly” by one group or another Situational Behavior: the “rules” of behavior may vary in the same situation Continued…

  19. Roles: knowledge of appropriate role behavior may also vary across culture groups Social Status: markers of high and low status with respect to roles may vary Time and Space: differences in conceptions of time and space may vary, as well as differences in appropriate behavior regarding time (e.g., punctuality) Relationship of the Group to the Individual: the importance of the individual and/or the group may be different across culture groups

  20. Analyzing Unfamiliar Behavior (Figure 3.4)

  21. Stage Three: Making Adjustments and Reshaping Cultural Identity • Changes and adjustments may occur in the following: • Categorization—the content and value of our categories • Differentiation—as we become more sophisticated, meaning is associated with more refined categories Continued…

  22. Ingroups and Outgroups—redefining who’s “in” and who’s “out” in meaningful ways • Learning Style—adjustments and expansions in our ability to learn effectively • Attribution: broadening the basis on which we understand the behavior of others

  23. Ways of Processing Information (Figure 3.5)

  24. Applying the Culture-General Model • Allows people to build a common culture-related vocabulary around differences • Provides a tool with which to better assess the nature of intercultural interactions

  25. Identifying Commonalities • The goal of the culture-general model goes beyond simply negotiating differences. • It is intended to help individuals search for commonalities, to build bridges to one another, so that all may feel sufficiently comfortable that they can confront differences with equanimity.

  26. Identifying Differences • Equally important to identifying differences between groups is the ability to identify differences within groups. • Such variations as social class, geographical location, sexual orientation, or religion are not easy to “see,” but may be important in the way individuals perceive the world and approach learning.

  27. Something to Think About It is often hard to learn from people who are just like you. Too much is taken for granted. Homogeneity is fine in a bottle of milk, but in the classroom it diminishes the curiosity that ignites discovery. --Vivian Gussin Paley

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