Cultural Diversity and NVC

1. Cultural Diversity and NVC Spring 2009

2. Aims and Outcomes Aim: To build on the introduction to NVC in previous module, this time in the context of promoting cultural diversity Outcomes: learners to be able to: • Understand the importance of quality measures for promoting cultural diversity • Have an awareness of recent policy initiatives for colleges to help prevent violent terrorism • Have practised methods of discussing difference without making judgements • Have explored responses to potential conflict in class

3. Policy Background • Speech_by_David_Bell_HMCI_further_education_The_first_Ofsted_inspection_cycle_and_the_way_ahead_(Word_format).doc • Common_Inspection_Framework_for_inspecting_education_and_training_(Word_format).doc • Cornwall College Ofsted monitoring 2009.pdf • Ofsted to inspect cultural diversity in schools.pdf • FE and terrorism from Guardian.doc

4. Link to this module • Examine and critically evaluate ways in which equality of opportunity and respect for diversity can be built into teaching and learning practice. (WPP 1.2) Paired activity – can you explain, as if to an Ofsted inspector, how you build respect for diversity into your teaching?

5. Reading exercise –Mixed blessings What strategies can/do you use to extract meaning from a fairly long and complex article like this? • Study picture • Skim read and then re-read • Look for key words/sentences • Read beginning and end first • Highlight important points • Make notes – summarise – mind map – flow chart

6. Communicating about cultural difference • Look at these three pictures • Jot down thoughts/reactions • Why do you think I have shown them to you?

7. Being criticised for your culture • Divide into two groups – one will be English and one will be ‘foreigners’ • Scenario is a social get together for people on a computers for beginners course • ‘Foreigners’ to go out and prepare – come in, find an English person to talk to and respond to their question • English people to start by asking: ‘So what do you think of England then?’ – then react to answer • Back to whole group – how did it feel to be criticised for basic cultural practices?

8. Respectful communication • Remember Non-Violent Communication? • How could it help here? • The first stage of the NVC process is to observe without judging • Can you re-phrase the comments on English hygiene habits so that they are non-judgemental? (but still explore difference)

9. How do we react to difference? • Look at these pictures • Note your reactions/thoughts • Why have I shown you these pictures? • What do we/our students find difficult to understand/accept about some aspects of cultural practices linked to some Muslim communities? • In groups of 3 practice asking someone from a Muslim community about their culture without being judgemental – How did you find this?

10. Using empathetic listening to tackle anger and prejudice • Read the extract by Marshall Rosenberg • In threes check you understand the method he is explaining • Can you see how using these techniques of empathetic listening and reflecting back could help deal with difficult situations in your classes?

11. Possible scenarios • Responding to a story in the news, one of your students says loudly ‘You can’t trust any of them, all Muslims are terrorists’ • An English born and bred student from a Pakistani background aggressively tells you they will support any team against England in the world cup

12. Summary – what have you learnt?