Interculturalism : To Infuse or Not to Infuse, that is the Question…

1. Interculturalism: To Infuse or Not to Infuse, that is the Question… Presented by: The Tennessee Teaching and Learning Center March 24, 2010

2. Reflection Questions • What is the racial/ethnic/cultural make-up of your classes this semester? • Does your syllabus, goals, course content connect with the students in the classroom? • Have you thought about how your own growth and development (from a cultural, racial, and gendered perspective) influences your teaching methods? • Have you come to terms with your own racial, cultural, ethnic, gender identity? Source: Howard-Hamilton, 2003

3. Workshop Overview • Awareness • Reasons for Intercultural Education • Self-Awareness exercises • Implementation • Exercises for practical application • Design • Student outcomes • Syllabus and course design

4. Reasons for Intercultural Education • The social realities of American society (Hurtado, 2001; Gurin, Dey, Hurtado & Gurin, 2002) • “The increasing ethnic and cultural diversity of the United States population makes intercultural education for all students an imperative, particularly if education is to fulfill its basic functions by being personally meaningful, socially relevant, culturally accurate, and pedagogically sound” (Gay, 1994).

5. Reasons for Intercultural Education • Culture and ethnicity influence human growth and development (Gay, 1994; Sleeter, 2001; Spindler, 1987) • “By becoming more aware that they are products of their cultures and live within given value and symbol systems and by reflecting on this condition, educators can free themselves from the tyranny of their own cultures and free children from the damaging effects of premature, inaccurate, and prejudiced interpretations of their culturally induced behavior” (Spindler, 1987).

6. Reasons for Intercultural Education • Conditions of effective teaching and learning (Clark, 2002; Gay, 1994; Gurin, Dey, Hurtado & Gurin, 2002) • The way in which the teacher responds to student behavior, the often subtle distinctions made between the sexes, the nature of the classroom control mechanisms, the topics and issues chosen for classroom study, the schedule of activities in terms of the amount of time devoted to particular aspects of the school day, the spatial organization of the classroom, and the rewards and punishments meted out are…culturally loaded and…transmit messages [that] reinforce certain student behaviors and discourage others (LaBelle, 1976, p. 73).

7. First Impressions • Find the person who has the matching X on their name tag • On the sheet of paper provided write your first impressions about this person. • When you are finished writing, turn this sheet over • DO NOT SHARE THIS WITH ANYONE

8. Circles of My Multicultural Self • Write your name in the center circle • Think for a moment about all the identities that make up who you are • Rank them in your head or on a piece of paper from most important or salient to the least salient identity • Write the most salient in the circle nearest your name and then the next salient in the next circle and so on

9. Circles… • Discuss your identities with the person with the matching X on their name tag

10. Definitions of Interculturalism • A type of education that is concerned with various groups in American society that are victims of discrimination and assaults because of their unique cultural characteristics (Banks, 1977). • Interculturalism is about working through a dialogue between cultures…the focus should be on the dialogue itself, rather than on the multiplicity of voices for the sake of inclusivity. (Man Ling Lee, 2005, p. 201). • Interculturalism should address systemic influences of power, oppression, dominance, inequity, and injustice on schooling (Gorsky, 2009, p. 313). • An ongoing process that requires long term investments of time and effort as well as carefully planned monitored actions (Banks & Banks, 1993).

11. Case Study • “Case studies are stories with an educational message”(Herreid, 1997, p. 92). • Based on real world circumstances • Can be use in straightforward or complex ways • Can be used in conjunction with other pedagogies

12. Role Play • Involves acting out a scenario to explore concepts, theories, points of view, and opinions • Role Plays can allow to class to develop: • Interpersonal skills • Conflict management skills • Active listening skills • Critical thinking skills

13. Dealing with Difficult Moments • How do we think about these moments? • How do we help students think and learn from these moments? • How do we handle ourselves in these moments?

14. Benefits of an Intercultural Classroom • Learning outcomes • Active thinking skills • Intellectual engagement and motivation • Complex social structures • People who function within CSS develop a clearer and stronger sense of individuality and a deeper understanding of the social world (Coser, 1975) Source: Gurin, Dey, Hurtado & Gurin, 2002

15. Benefits of an Intercultural Classroom • Democracy outcomes • Perspective-taking • Citizenship engagement • Racial and cultural understanding • Judgment of the compatibility among different groups • Students can best develop a capacity to understand others and move to a more advanced stage of moral reasoning when they interact with peers who have different points of view (Piaget, 1965)

16. Adding Interculturalism to an Existing Course: Concept Design Column 1: Think about one course and how does it connect with interculturalism?

17. Levels of Learning Bloom’s taxonomy (1956) revised by Anderson and Krathwohl (2001)

18. Adding Interculturalism to an Existing Course: Concept Design Column 1: Think about one course and how does it connect with interculturalism? Column 2: For each connection, how could you creatively engage students in learning about that connection? Column 3: Identify the level of learning

19. Teaching a Concept: Concept Design

20. Adding Interculturalism to an Existing Course: Concept Design Column 1: Think about one course and how does it connect with interculturalism? Column 2: For each connection, how could you creatively engage students in learning about that connection? Column 3: Identify the level of learning

21. Types of Learning Objectives • Column 1: session / concept objectives • What are the specific learning outcomes for a short period of the course in terms of understanding and ability? • Interculturalism example: Students will apply principles of cultural exchange to analysis of news articles (for a rhetoric course). • Course objectives • What are the central ideas, skills, and abilities that every student in class should understand and be able to use by the end of class? • Interculturalism example: Students will apply understanding of culturalism to (course subject)

22. Student Driven Influences Preferred learning style Active/Reflective Sensing/Intuitive Visual/Verbal Sequential/Global Student motivations Life experiences Present content knowledge Perceived instructor role Perceived student role Circle of Learning Learning Outcomes Pedagogy Assessment Faculty Driven Influences Life experience Present content knowledge Perceived instructor role Perceived student role Balance of power Preferred learning style Teaching philosophy Scientist/Teacher balance

23. Session/Concept Design(six column approach)

24. Pulling It All Together • Interculturalism of the classroom community • Composing your own working definition of interculturalism • Real world scenarios and cultural content • Exploring connections of course content and interculturalism • Course redesign, incorporating interculturalism • Q & A

25. References • Branche, J., Mullennix, J., & Cohn, E.R. (Eds.). (2007). Diversity across the curriculum: A guide for faculty in higher education. Bolton, MA; Anker Publishing Company. • Ginsberg, M.B., & Wlodkowski, R.J. (Eds.). (2009). Diversity and motivation: Culturally responsive teaching and college. San Francisco, CA; Jossey-Bass. • Gurung, R.A.R., & Prieto, L.R. (Eds.). (2009). Getting culture. Sterling, VA; Stylus. • Landis, D., Bennett, J.M.,& Bennett, M.J. (Eds.). (2004). Handbook of intercultural training. Thousand Oaks, CA; Sage Publications. • Morey, A.I., & Kitano, M.K. (Eds.). (1997). Multicultural course transformation in higher education: A broader truth. Needham Heights, MA; Allyn and Bacon. • Schiebinger, L.(1999). Has feminism changed science? Cambridge MA; Harvard University Press.