Global Pathways: Cultural Competence Curriculum Module

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Counseling & Student Affairs Faculty Publications Counseling and Student Affairs

2014

Global Pathways: Cultural CompetenceCurriculum ModuleMonica G. BurkeWestern Kentucky University, [email protected]

Ric KeasterWestern Kentucky University, [email protected]

Hideko Norman

Nielson Pereira

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Recommended Repository CitationBurke, Monica G.; Keaster, Ric; Norman, Hideko; and Pereira, Nielson, "Global Pathways: Cultural Competence Curriculum Module"(2014). Counseling & Student Affairs Faculty Publications. Paper 71.https://digitalcommons.wku.edu/csa_fac_pub/71

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GlobalPathwaysCultural Competence Curriculum Module

COLLEGEOFEDUCATION&BEHAVIORALSCIENCES

Curriculum Module 2

Preface

Thesecurriculummaterialsprovideabasicintroductiontoexistingknowledgeregardingculturalcompetence.Theyaredesignedtoprovideinstructorswithaccurateinformationthatcaneasilybeintegratedintoexistingundergraduateandgraduate‐levelcourses,includingcoursesinpsychologyandeducation.Insodoing,itishopedthatthesematerialswillenhancethequantityandqualityofglobalizationandtheculturalcompetenceframeworkcontentinexistingcourses,sothatstudentscanbebetterpreparedfortheintellectualandsocietalchallengesfacinganincreasinglydiversesociety.

Thislearningresourcewasdevelopedby:

MonicaBurke,Ph.D.DepartmentofCounseling&StudentAffairsRicKeaster,Ph.D.DepartmentofEducationalAdministration,Leadership,&ResearchHidekoNorman,Ph.D.DepartmentofPsychologyNielsonPereira,Ph.D.SchoolofTeacherEducation

Curriculum Module 3

Thiscurriculummoduleconsistsoffivesections.Thefirstsectionprovidesanoverviewofandarationaleforinfusingculturalcompetenceandculturalquotientintoacurriculum.Sectiontwooutlinestheobjectivesofthecurriculummoduleanddefinitionsoftermsandconceptsfordiscussion.SectionthreepresentssamplesyllabifromtheDepartmentofCounselingandStudentAffairsandEducationalResearch.Inaddition,samplecoursemodulesfortheDepartmentofPsychologyandtheDepartmentofTeacherEducationareprovided.Theseillustratevariouswaysinwhichyoucanincorporatetheglobalizationandculturalcompetencecontentintoacourseinyourdepartment.Sectionfourprovidesexamplesofin‐classactivitiesthatwillpromotediscussion.Sectionfiveprovidesareferencelist,anannotatedbibliographyofsuggestedreadings,alistofavailableaudiovisualmaterialswithdescriptions,andalistingofwebsitestoassistwiththedevelopmentofcoursecurriculum.

Instructorsareencouragedtoadaptthesematerialsasappropriatetotheirspecificneeds.Thematerialsandinformationcanbeusedasasourceoflecturematerialorinstructorscanassignsectionsforstudentreadinganddiscussion.Thesematerialsalsomaybeusefulasbackgroundreadingforstudentsandfacultynewtothistopic.Itishopedthatthesematerialswillinspireanincreasedawarenessinandknowledgeaboutglobalizationandculturalcompetence.

Curriculum Module 4

TableofContents

SectionI: DefiningCulturalCompetenceandCulturalQuotient………………………... 5

SectionI: RationaleCurriculumInclusion………………………………………………………. 6

SectionII: CourseModuleGuidelines,Terms&Concepts………………………………… 7

SectionIII: SampleSyllabi:DepartmentofEducationalAdministration,Leadership&Research….. 10

SyllabusforCNS581‐InternationalStudentServicesDepartmentofCounseling&StudentAffairs……………………………………... 13

CulturalCompetenceCurriculumModuleDepartmentofPsychology………………………………………………………………. 18

TeacherEducationModuleDepartmentofTeacherEducation…………………………………………………… 21

CourseModule:CulturalAwareness&InterculturalDialogueDepartmentofMilitaryScience………………………………………………………… 30

SectionIV: In‐ClassActivities:BookResources…………………………………………………... 35

ClassroomAssignments…………………………………………………………………… 36

SectionV: Resources:

Books…………………………………………………………………………………………….. 40

Teaching/Curriculum(Books)………………………………………………………… 42

ShortStories………………………………………………………………………………….. 43

MediaResources:Video/Documentaries…………………………………………. 44

MediaResources:Movies……………………………………………………………….. 46

WebResources……………………………………………………………………………… 48

Appendices

PowerpointPresentation………………………………………………………………. 49

CaseStudyDiscussion:Nacirema…………………………………………………… 59

Culturaltests/Assessmenttools………………………………………………………. 64

Curriculum Module 5

CulturalCompetenceCurriculumModuleCollegeofEducationandBehavioralSciences

SectionI

DefinitionsofCulturalCompetenceCulturalcompetenceisthesocialawarenessthateveryoneisnotlikeIam,thattheirdifferentculturesandbackgroundsaffecthowtheythinkandbehave,andthatthisawarenessallowsmetobehaveappropriatelyandperformeffectivelyinculturallydiverseenvironments.“Culturalandlinguisticcompetenceisasetofcongruentbehaviors,attitudes,andpoliciesthatcometogetherinasystem,agency,oramongprofessionalsthatenableseffectiveworkincross‐culturalsituations.”(U.S.DepartmentofHealthandHumanServices–OfficeofMinorityHealth)“Culturalcompetencereferstoanabilitytointeracteffectivelywithpeopleofdifferentcultures...andcomprisesfourcomponents:(a)awarenessofone'sownculturalworldview,(b)attitudetowardsculturaldifferences,(c)knowledgeofdifferentculturalpracticesandworldviews,and(d)cross‐culturalskills.Developingculturalcompetenceresultsinanabilitytounderstand,communicatewith,andeffectivelyinteractwithpeopleacrosscultures.”(http://en.wikipedia.org/wiki/Cultural_competencecitingMartin&Vaughn,2007–seenextdefinition)“CulturalCompetencyisdefinedasintegratingthefollowingintoaninstitution'sculturalfabric:awareness,attitude,knowledgeandskillssurroundingdifferentracialandethnicgroups.” Martin,M.&Vaughn,B.(2007).StrategicDiversity&InclusionManagement

magazine,pp.31‐36.DTUIPublicationsDivision:SanFrancisco,CA.Culturalcompetenceisasetofcongruentbehaviors,attitudesandpoliciesthatcometogetherinasystem,agencyoramongprofessionalsandenablethatsystem,agencyorthoseprofessionstofunctioneffectively.Fiveessentialelementscontributetoasystem’s,institution’s,oragency’sabilitytobecomemoreculturallycompetentwhichinclude:

Valuingdiversity Havingthecapacityforculturalself‐assessment Beingconsciousofthedynamicsinherentwhenculturesinteract Havinginstitutionalizedcultureknowledge Havingdevelopedadaptationstoservicedeliveryreflectingandunderstandingof

culturaldiversity

Curriculum Module 6

Thesefiveelementsshouldbemanifestedateverylevelofanorganizationincludingpolicymaking,administrative,andpractice.Furthertheseelementsshouldbereflectedintheattitudes,structures,policiesandservicesoftheorganization(Cross,Bazron,Dennis,&Isaacs,1989).

Cross,T.,Bazron,B.,Dennis,K.,andIsaacs,M.(1989).Towardaculturallycompetentsystemofcare(Vol.1).Washington,DC:GeorgetownUniversity.

CulturalQuotient(CQ)CulturalQuotient(CQ)helpsusunderstandandcommunicatewithpeoplefromothercultureseffectively.Itisone’sabilitytorecognizeculturaldifferencesthroughknowledgeandmindfulness,andbehaveappropriatelywhenfacingpeoplefromothercultures.Theculturalintelligenceapproachgoesbeyondthisemphasisonknowledgebecauseitalsoemphasizestheimportanceofdevelopinganoverallrepertoireofunderstanding,motivation,andskillsthatenablesonetomoveinandoutoflotsofdifferentculturalcontexts(Ang&VanDyne,2008).

Ang,S.,&VanDyne,L.(Eds.)(2008).Handbookonculturalintelligence:Theory,measurementandapplications.Armonk,NY:M.E.Sharpe.

Duetotheglobalizationofourworld,peopleofdifferentculturestodaylivetogetherincommunitiesacrossourmanynations.Thispresentsmoreopportunitiestointeractwithdiverseindividualsinmanyfacetsandthus,today’sworkforcewouldneedtoknowthecustomsandworldviewsofothercultures.Therefore,peoplewithahigherCQcanbetterinteractwithpeoplefromothercultureseasilyandmoreeffectively.ThemostimportantreasonforunderstandingCQisthatCQisacriticalcapabilitythatenhanceseffectivenessinculturallydiversesituations.Forexample,CQ(1)enhancessensitivitytoculturaldifferences;(2)reducesuseofoverlysimplisticstereotypes;(3)enhancesadjustmentandrelationshipsinmulti‐culturalcontexts;and(4)improvesdecision‐makingandworkperformanceinmulti‐culturalcontexts(http://www.culturalq.com/benefitscq.html).RationaleforCurriculumInclusionOurcountryandourworkplacesettingsarebecomingmoreandmoreculturallydiverse.Additionally,interactionwithindividualsandgroupsfromothercountriesandcultureseitherface‐to‐faceorinvirtualcontextsismorecommonplacethanever.Effectiveworkingrelationshipsprovideforproductiveoutcomes(e.g.,products,services).ForgraduatesofWKUtobesuccessfulintheirfuturecareers,itisnecessarythattheybeexposedtootherswhoareculturallydiverseandthattheyengageindiscussionsandactivitiesthathelpthemnotonlyeffectivelyfunctioninthosesettingsbutactivelycontributetothosepositiveandproductiveoutcomes.

Curriculum Module 7

SectionIIUnitDescriptionInthisunit,studentswillexamineglobalization,itsmanyfacets,complexities,paradoxes,andcontroversies,especiallyastheseaffectthemissionandworkofauniversity.Theunitintendstomovethestudyofglobalizationbeyondtheclassroombyextendingactivitiesintothecommunityandaroundtheworld.Studentswillalsorefinetheirtheoreticalunderstandingofglobalizationbystudyingitsconcretemanifestationsinvariousareas(e.g.,counseling,studentaffairs,psychology,teachereducation,educationaladministration,andmilitaryscience).TheimpactofglobalizationonthefutureofWKUwillbeemphasized(Lake,2007).ObjectivesAtthesuccessfulconclusionoftheunit,thestudentswillbeableto

demonstrateanunderstandingofdiverseinterpretationsofglobalization; identifytheopportunitiesandbenefitsofglobalizationandthewaysthesecanaffect

themissionandworkoftheuniversity; articulatewhatitmeanstobeagloballycompetentlearner; defineculturalcompetence; articulatetheroleofuniversitiesinshapinggloballycompetentlearners;and elaborateontheuneven,unintended,andcomplexrelationshipofglobalizationon

educationandeducationsystems.

DefinitionsBicultural:Apersonwhoiscompetentintwoculturesandeducationalprogramsthatrecognizethevalueandworthofboththedominantcultureandcultureofastudent’sfamily,enhancingthedevelopmentormaintenanceofapositiveself‐image.Bilingualism:Theabilitytofunctionintwolanguages.Whilesomecontendthatbilingualismimpliesnative‐likefluency,othersmeasurecompetencyintwolanguagesasadequatetobeconsideredbilingual.

Colorblindness:Claimthatonedoesnotseeaperson’sraceandtreatseveryoneequallyregardlessofrace.

Culture:ablueprintthatdetermineshowwethink,feel,andbehaveinsociety.Cultureprovidesacceptedandpatternedwaysofbehaviornecessaryforpeopletolivetogether.Cultureimposesorderandmeaningonourexperiences.Withineachcultureareindividuals,whoareuniqueexpressionsofmanyculturesandsubcultures.

Curriculum Module 8

CulturalBias:interpretingandjudgingoccurrencesintermsparticulartoone'sownculture.

Enculturation:Processofacquiringthecharacteristicsofagivencultureandbecomingcompetentinitslanguageandwaysofbehavingandlearning.

Acculturation:Theprocessofassumingnewwaysandbehaviorsofaculturethatisdifferentfromone’scultureoforigin,whileretainingsomeofthebeliefsandattributesofone’sownculture.

Ethnocentrism:Viewthatone’sculturalgroupissuperiortoallothers.

Globalization:Asystemthatconnectscountrieseconomically,politically,environmentally,andculturallythroughaglobaleconomysupportedbyfreetrade,internationalcorporations,andworldwidelabormarkets.

Individualism:Referstotheattitudeofvaluingtheselfasaseparateindividualwithresponsibilityforone’sowndestinyoractions.Forexample,takescareofownneedsoverthegroup,self‐interestisanappropriategoal

Collectivism:Emphasizescommoninterests,conformity,cooperationandinterdependence.Forexample,takingcareofthegroupneedsoverone’sindividualneeds

Norms:Rulesandexpectationsforpeople’sbehaviorwithinasociety.ConceptsforDiscussion(Gollnick&Chinn,2009)

1. Definitionsofferedimmediatelyaboveandthegeneraldefinitionsofculturalcompetency.

2. CharacteristicsofCulturea. Itislearned.b. Itisshared.c. Itisanadaptation.d. Itisdynamic.

3. Fundamentalbeliefsofmulticulturaleducationincludethefollowing:a. Culturaldifferenceshavestrengthandvalue.b. Schoolsshouldbemodelsforhumanrightsandrespectfordifferences.c. Socialjusticeandequalityforallshouldbeofparamountimportancein

curricula.d. Schoolingcanprovidetheknowledge,skills,anddispositionstohelp

studentsfromdiversegroupslearn.e. Attitudesandvaluesnecessaryforthecontinuationofademocraticsociety

canbepromotedinschools4. NewChallengesforEducators

Curriculum Module 9

a. Withthearrivalofeachnewgroup,newchallengesawaiteducatorswhoseektoworkcollaborativelywithfamiliestorespectholidays,rituals,andcustoms.

b. Agoalistohelpstudentsaffirmtheirculturaldifferences,whilerealizingthattheirfellowstudentshavemanysimilarities.

5. OtherSuggestionsforContenta. TESOL/ESLResourcesb. CaseStudiesc. Statistics(e.g.,numberofinternationalstudentsandnumberofnationalities

presentattheWKUcampus)

Curriculum Module 10

SectionIII

SampleSyllabi

______________________________________________

DepartmentofEducationalAdministration,Leadership,&Research

SampleSyllabusActivityforCulturalIntelligenceComponent______________________________________________

COURSESYLLABUS

EDAD640–IntroductiontoSchoolLeadership

(3CreditHours)Cataloglisting:Surveycoursedesignedtoprovideafoundationintheconceptsofschoolleadership,especiallyastheyrelatetotheroleofadministratorsinP‐12settings.Fieldworkconsistentwiththeroleoftheschoolprincipalisrequired.Coursedescription:Thiscoursewillprovideafoundationforallothercoursesintheadministratorcertificationprogram.Prerequisites:Completionofamaster’sdegreeineducation‐relatedareaandadmissiontotheInstructionalLeadership‐SchoolPrincipalAllGradesprogram.CourseObjectivesandStandards:ThefollowingstandardsfromtheKentuckyCohesiveLeadershipSystemContinuumforPrincipalPreparationandDevelopmentwillbeaddressed:TheDimensionofSecuringandDevelopingStaffincludingthefunctionsofStaffSelection,PersonnelEvaluation,WorkConditionsandEnvironment,andProfessionalDevelopment;ISLLCandTechnologystandards.(StandardsIndexed–DimensionsandFunctionsforSchoolLeaders‐DF;ISLLC‐I;Technology‐T)(Belowisoneof15objectivesforthecourseandtheonlyonethatrelatestogloballearning/culturalquotient–likewisefortheCourseTopicbelow.)

Atthecompletionofthecourse,thestudentwillbeableto:

Demonstrateanunderstandingoftheimportanceofdiversityincurriculum(1.1e)


CulturalDiversityActivityAtyourtablescompletethefollowingassignmentgiventhescenarioprovided.ScenarioYouaretheleadershipteamatyourelementary(K‐5)school(principal,assistantprincipal,guidancecounselor,andgradelevelchairs).Atthecloseofthepastschoolyear,youlearnedthatyourschoolwillhaveitsfirstwaveofBosnianrefugeesattendingyourschoolthiscomingfall;these30studentswillberelativelyevenlydistributedamongyoursixgrades,withfourtosevenstudentsineachclass.Youraverageclasssizeis25,sothesestudentscompriseapproximately20%ofeachclass.Inthepast,youhavehadnostudentsinyourschoolfromcountriesorbackgroundsotherthantheU.S.Thiswillbeabrandnewexperienceforyourstudents,yourfacultyandstaff,you,andthecommunity.PlanDevelopaplanthatwilladdressthefollowing:

1. Suggestionsfor“educating”yourfaculty/staffoverthesummerconcerningtheBosnianculture,howthatcultureisdifferentfromours,andthetypesofexperiencesthesechildrenmighthaveencounteredintherefugeecamps.

2. Suggestionsforcopingwiththechallengesthesestudentswillpresenttofaculty/staffduringtheupcomingyear.Besuretoincludeapproachestoassessmentandanycurricularadaptationsthatmighthavetobemade.

3. Suggestionsforwaystocapitalizeonthis“opportunity”toengagethefaculty/staff/students/communityindiscussionsconcerningthefollowing:

a. Becomingculturallycompetent(awareandknowledgeableofothercultures)b. Benefitsofhavingothers“notlikeus”inourmidstc. Howthisexperienceincreasesourindividual/collectiveworthin

contributingtoaglobalizeworld(beginwithdefiningthephrase“culturallycompetent”)

Follow‐upLarge‐GroupDiscussion

1. Whatdoes“globalization”mean?2. Whatdoesitmeantobe“culturallycompetent”?3. Whatareourobligationsascitizensinaglobalsociety?4. Howdothoseobligationsmaterializeforusaseducatorsinaglobalsociety?5. Howcaneducatorsbetterpreparethemselvesforthechallengestheywillbefacing

inthisarenainthefuture?


Resources(availableintheEducationalResourceCenter[ERC]atWKU):

GlobalPathwaysTitle Author

InterculturalCompetence:InterpersonalCommunicationAcrossCultures MyronW.Lusting

Globalization:TheEssentials GeorgeRitzer

BehaveYourself!:TheEssentialGuidetoInternationalEtiquette MichaelPowell

Globalization:AVeryShortIntroduction ManfredSteger

AYearofFestivalsAndrewBain

JamesBainbridge

EssentialDo’s&Taboos RogerAxtell

TheNewGlobalStudent MayaFrost

PreschoolinThreeCultures J.J.Tobin

UnderstandingArabs:AGuideforModernTimes MargaretK.Nydell

EducatingCitizensforGlobalAwareness NelNoddings

InternationalizingtheCurriculuminHigherEducation:NewDirectionsforTeaching&Learning

CarolinKreber

TheSAGEHandbookofInterculturalCompetence DarlaK.Deardorff

AGuidetoEducationalSystemsAroundtheWorldShelleyFeagles(ed.)

GlobalizationandEducation:CriticalPerspectivesNicholasBurbulesCarlosTorres


DepartmentofCounseling&StudentAffairs

SyllabiforCNS581:InternationalStudentsandStudentServicesRationale:Culturalcompetenceisessentialinanyhelpingprofession.Itallowsprofessionalstounderstandtheimportanceofworkingwithdiverseindividualsinordertoimprovetheiroverallwell‐being.Thefollowingsyllabusprovidesanexampleacoursethatincorporatesglobalization,internationalstudiesandculturalcompetence.Culturalcompetencemayassiststudentaffairspractitionersincreatingdiverseandinclusivecampuses.AccordingtoPope,Reynolds&Mueller(2004),multiculturalawareness,knowledge,andskillsarecorecompetenciesthatallstudentaffairsprofessionalsneedregardlessoftheirjobresponsibilitiesandleveloftraining.Despitethephilosophicalconnectionbetweenmulticulturalismandthevaluesofthestudentaffairsprofession,manystudentaffairspractitionersandscholarsarenoteffectivelytrainedtoaddressthecomplexandconstantlyevolvingculturaldynamicsontoday’scampuses(Pope,Reynolds&Mueller,2004).Therefore,itisnecessarythatgraduatestudentsinstudentaffairsprogramstoengageinactivities,discussionsandcriticalreflectionstodeveloptheirculturalcompetence.

CNS581InternationalStudentsandStudentServices

(Excerpts)

*Thisisanonlinecourse

CourseDescription:Exploresinternationalstudents’needsandinterestsandglobalissuesconfrontinghighereducation.Focusesonincreasingstudentinterculturalawarenessasafoundationforstudentservices(domesticandabroad)andstudyabroad.

Purpose:HighereducationhasbecomeglobalizedresultinginaneedforAmericancampusinternationalizationandattentiontocompetitionposedbyuniversitiesabroadforstudentenrollments.Trendsindicateaneedforinternationalstudentservicesinallpostsecondaryinstitutionsaswellasleadershipincampusinternationalization.Recognizingtheuniquecontributionofinternationalstudentstothelearningenvironment,studentsinthecourse


willbepreparedtoprovideservicesandprogramstomeettheequallyuniqueneedsofinternationalstudentsinadditiontoservingcampus‐widefaculty,staff,andstudentswitheducationandprogrammingtobroadencrossculturalunderstanding.

Preparation/PresentationofAssignments

WrittendocumentsmustbeinMSWordfileformat(.doc/.docxextension).PresentationsmustbeinMSPowerpointformat.(.ppt/.pptxextension).SpecialNote:IfyouareusingOffice2007or2010,pleasesavealldocuments/presentationsin‘compatibilitymode’sostudentswithearlierversionsofWordandPowerPointwillbeabletoaccessthem.Otherfiletypeswillnotbeaccepted,asIandothermembersoftheclassmaybeunabletoopenthem.Reminder:AllAssignmentsaredueby11:59pmondesignatedduedate.

ApplicationstoStudentAffairs.Thefollowingthree(.pdf)documentsareinthe

"CourseDocuments"sectionofBlackboard: InternationalSkillsandExperiencesforaGlobalFuture TheSignificanceofInternationalIssuesandResponsibilitiesintheContemporary

WorkofStudentAffairs ContributionsofInternationalStudentsandProgramstoCampusDiversity

Pleasereviewthesedocumentsanddevelopa(single)PowerPointpresentationthatsummarizesyourreactiontothem.

TheRoleofCulture.Pleasereadthearticle“PositiveAspectsofInternationalStudentTransitions:AQualitativeInquiry”(foundin“TheRoleofCultureAssignment”folderunder“CourseDocuments”)andthenreviewthefollowingsevenvideos.DevelopasinglePowerPointpresentationthatsummarizesyourreactiontothem.ThisPowerPointshouldbepostedtoTheRoleofCultureAssignmentTabandtoTheRoleofCultureDiscussionBoard.

WhatisAmericanCulture?http://www.youtube.com/watch?v=pg87sSaTZSc

MostdifficultthingforanAmericanstudenttoadjustto...http://www.youtube.com/watch?v=‐Vypw1O59u4


InternationalStudentExperiencePart1:CultureShockhttp://www.youtube.com/watch?v=tPfB6GIjM9Q

InternationalStudentExperiencePart2:CultureShockhttp://www.youtube.com/watch?v=H82IFq0HbTQ

InternationalStudentExperiencePart3:SocialAdjustmenthttp://www.youtube.com/watch?v=C7iznNFGzIg

InternationalStudentExperiencePart4:AmericanHandshakeshttp://www.youtube.com/watch?v=powo_XwMTZs

InternationalStudentSocialPreparation&OrientationtoSuccessinAmerica(part2/3)http://www.youtube.com/watch?v=SA9Od5Zxft0

ChapterPresentation/Discussion.Studentswillleadaclassdiscussionoveranassignedchapterfromthetextbook:

HigherEducationandInternationalStudentMobilityintheGlobalKnowledgeEconomy”byKemalGűrűz(StateUniversityofNewYorkPress,2011)

ISBN978‐1‐4384‐3568‐8Specificchapterswillbeassignedbytheinstructor.TheDiscussionLeader(thestudentresponsibleforpresentingthechapter)willdevelopaPowerPointpresentationoverhis/herassignedchapteranduploadittotheChapterPresentation/DiscussionAssignmentTabandtotheChapterPresentation/DiscussionDiscussion.ThePowerPointshouldbe25‐30slidesandcovertheessentialcontentofthechapter.Itshouldalsoinclude2‐3discussionquestionsthattheotherstudentsintheclasswillrespondtoontheDiscussionBoard.Thepresentationistohaveallthequalitiesofafacetofacepresentation,becomprehensiveincoverageofthetopic,exhibitcreativity,andincludecitationsandreferencesasappropriate.Youareencouragedtoincludeweblinks,videoclips,andothercreativemeanstopresentinformationthroughthePowerPointpresentation.

TheDiscussionLeaderwillmoderatethediscussionfortheirpresentation‐‐interactingwithandrespondingtoquestions,responses,andfurtherencouragingthediscussion.


TheDiscussionParticipantswillrespondtoquestionsinthepresentationusingchapterinformationaswellasotherreading,sources,orexperiences.Themoreinteractiveyouareinthediscussionthebetteropportunityyouhavetolearn.Youareencouragedtoposequestionsandfullydiscussissuesraisedandideasputforward.

Asareminder:On‐linediscussionisgenerallylooserandmorefreeflowingthanface‐to‐faceconversation.Everyonewillbeexpectedtoexercisebasicrespectforoneanotherintheseonlinediscussions.

TheDiscussionParticipantswillbeevaluatedforlevelofcontributionandinvolvementinthediscussiontoearnParticipation/Contributioncredit.

InterculturalSkillsProject.Studentsaretochooseoneofthefollowingthree

Options(activities)thatwillcontributemosttohis/herpersonalandprofessionalgoalsandlearning.

OptionA:AttendandassistwithactivitiesattheInternationalStudentOrientation.Onceyouhaveparticipatedinthisactivity,pleaseprepareareport(4‐6pages)inwhichyouaddressthefollowingpoints:

1. Describeyourfeelingsandthoughtsregardingyourexperiencesattheorientation.2. Whatdidyoulearnaboutyourself?3. Whatdidyoulearnaboutinternationalstudents?4. Nametwowaysinwhichyoucanusewhatyouhavelearnedinrelationshiptoyour

personal/professionalgoals.

OptionB:Makecontactwitharefugeecenter,internationalserviceagency,directorofInternationalProgram(ifnotinyouroffice),orachurchtovolunteertobeabletomeetandspendsometimeservinganinternationalstudent,family,orindividual.(Thismustbeastudent,family,orindividualyouarenotpreviouslyacquaintedwith).Manyinternationalstudentshaveremainedonthecampusduringthebreakoraresoonarrivingatcampuses.Theymayneedassistancefindingtheirwayaround,visitingvariouscampus/communityoffices,groceryshopping,etc.TheInternationalCenterhasrefugeeswhomayneedsomeonetotakethemgroceryshopping,tovisitthriftshops,orotherintroductoryexperiencesinthecommunity.

Onceyouhaveparticipatedinthisactivity,pleaseprepareareport(4‐6pages)inwhichyouaddressthefollowingpoints:

1. Describeyourfeelingsandthoughtsregardingyourcrossculturalinteraction.


2. Whatdidyoulearnaboutyourself?3. Whatdidyoulearnaboutindividual(s)fromothercountries?4. Nametwowaysinwhichyoucanusewhatyouhavelearnedinrelationshiptoyour


OptionC:Developaprogram,activityorservicedesignedtomeettheneedsofaspecificinternationalstudentpopulation.Aspartoftheresearchforthedevelopmentofthisprogram,activityorservice,youshouldinterviewandinteractwithrepresentative(s)oftheinternationalstudentpopulationidentifiedforthisproject.Onceyouhaveparticipatedinthisactivity,pleaseprepareareport(4‐6pages)inwhichyouaddressthefollowingpoints:

1. Describetheprogram,activityorserviceyoudeveloped(what,why,how,when,where).

2. Whatdidyoulearnaboutyourself?3. Whatdidyoulearnaboutindividual(s)fromothercountries?4. Nametwowaysinwhichyoucanusewhatyouhavelearnedinrelationshiptoyour



CulturalCompetenceCurriculumModuleDepartmentofPsychology

Thismodulecanbeusedinmanydifferentpsychologycourses.However,themaintargetedcoursesare“IntroductiontoPsychology”and“IntroductiontoLifespanDevelopmentalPsychology”.

Thismodulecanbebrieflyintroducedatthebeginningofasemesterandthenreintroducedthroughoutthesemesterduringappropriatetopics(e.g.,cross‐culturalcomparisonofchildrearingpractices,bullying,stereotypes,etc.)

Attheendofasemester,theclassinstructormayadministerashortsurvey(seesamplesurveyquestionsonpages4and5)tofindoutwhetherstudents’understandingofculturalcompetenceimprovedornot.

UnitDescriptionandRationaleforCurriculumInclusionPsychologyisthescienceofmindandbehavior.Howwethinkandbehaveinacertainsituationcanbeinfluencedbymanyfactors,includingculture.Forexample,studentshereintheUSA(=individualisticculture)areencouragedtoexpresstheiropinionsandtoaskquestionsintheclassroom,whilestudentsinmanyAsiancountries(=collectivisticculture)areexpectedtobequietintheclassroom.Traditionally,manyareasofpsychologyhavesoughtandfocusedongeneral/universalprinciplesthatcanbeappliedtoallhumanbeings.Theseuniversalprinciplesareimportant.However,inourglobalizedsociety,psychologystudentsalsoneedtolearnhowculture,ethnicbackground,gender,race,and/orsocioeconomicstatuscaninfluencethewaypeoplethinkandbehave.Ourcountryandworkplacesettingsarebecomingmoreandmoreculturallydiverse.Additionally,interactionwithindividualsandgroupsfromothercountriesandcultures,eitherface‐to‐faceorinvirtualcontexts,ismorecommonplacethanever.Effectiveworkingrelationshipsprovideforproductiveoutcomes(e.g.,products,services).ForgraduatesofWKUtobesuccessfulintheirfuturecareers,itisnecessarythattheybeexposedtootherswhoareculturallydiverseandthattheyengageindiscussionsandactivitiesthathelpthemnotonlyeffectivelyfunctioninthosesettings,butactivelycontributetothosepositiveandproductiveoutcomes.


Objectives:Atthesuccessfulconclusionoftheunit,thestudentswillbeableto

demonstrateanunderstandingofdiverseinterpretationsofglobalization; identifytheopportunitiesandbenefitsofglobalizationandthewaysthesecanaffect

themissionandworkoftheuniversity; articulatewhatitmeanstobeagloballycompetentlearner; defineculturalcompetence; articulatetheroleofuniversitiesinshapinggloballycompetentlearners;and elaborateontheuneven,unintended,andcomplexrelationshipofglobalizationon

educationandeducationsystems.SampleIn‐ClassActivities

1.Samplescenariosthatcanfacilitatediscussionsinpsychologyclasses:Matt’scase:

MattisparticipatinginastudentexchangeprograminJapan.Helovestoeatdoughnutsorpancakesforbreakfast.However,hishost‐familyusuallyhasatraditionalJapanesebreakfast(e.g.,rice,miso‐soup,pickles,eggdish,and/orbroiledfish)withchopsticks.Heislearningandgettingbetteratusingchopsticks.However,hedoesn’tfeellikehavingsouporfishforbreakfast.OnedaywhenhewenttoagrocerystorewithSachi,hishost‐mom,hefoundadoughnutssection.Mattsuggestedthattheyhavedoughnutsforbreakfast.Sachiwassurprisedandsaid,“Wecanhavedoughnutsasasnack,butnotforbreakfast.Theyaretoosweetforbreakfast.”

Culturalnormsinfluencewhen,how,andwhatweeat.

Kate’scase:

Kateisafirst‐generationcollegestudentfromaruralareaofKY.WhenshecametoWKU,shewassurprisedtoseemanyforeign‐bornstudentsandfaculty/staffoncampus.OneofherclassinstructorsisnotanativeEnglishspeaker,andhehasathickforeignaccent.Atfirstshewasshockedbecauseshecouldhardlyunderstandherteacher.However,whenshepaidmoreattentiontowhathesaid,shefoundoutthathisEnglishwasnotbad.Sheactuallygotusedtohisaccentduringthefirstweekofclasses.


Oneday,KatemetTimfromBoston,MA.Unfortunately,shesometimescouldnotunderstandwhathesaidbecauseofhisBostonaccent.Whenshepolitelymentionedabouthisaccent,helaughedandpointedoutthatshehasaSouthernaccent.Heseemstobeaniceperson,butshefeelsthatheistoodirect.

Howwespeakandwhatkindofaccentwehavearedeterminedbyourexperience(i.e,wherewegrewupandbywhomwewereraised,etc.).

2.BARNGA:AsimulationgameonculturalclashesParticipantsplayasimplecardgameinsmallgroups,whereconflictsbegintooccurasparticipantsmovefromgrouptogroup.Thissimulatesrealcross‐culturalencounters,wherepeopleinitiallybelievetheysharethesameunderstandingofthebasicrules.Indiscoveringthattherulesaredifferent,playersundergoaminicultureshocksimilartoactualexperiencewhenenteringadifferentculture.Theythenmuststruggletounderstandandreconcilethesedifferencestoplaythegameeffectivelyintheir"cross‐cultural"groups.Difficultiesaremagnifiedbythefactthatplayersmaynotspeaktoeachotherbutcancommunicateonlythroughgesturesorpictures.Participantsarenotforewarnedthateachisplayingbydifferentrules;instrugglingtounderstandwhyotherplayersdon’tseemtobeplayingcorrectly,theygaininsightintothedynamicsofcross‐culturalencounters.[Thiagarajan,S.(2006).BARNGA:Asimulationgameonculturalclashes.Boston,MA; InterculturalPress.]

SampleSurveyQuestions:

Icanexplainwhat“CulturalCompetence”means.(YesorNo) Inowfeelmorecomfortableinteractingwithpeoplefromdifferentcountries.(Yes

orNo) Myunderstandingofhowculturecanaffectthinkingandbehaviorincreasedinthis

class.(YesorNo) Iammoreawarethatmyownculturalbackgroundisimportanttomypersonal

identityandgrowth.(YesorNo) Becauseofthisclass,Icanunderstandothersbetter.(YesorNo) Ihavediscussedculturaldiversitywithotherstudentsoutsidethisclass.(Yesor

No)


GlobalPathwaysTeacherEducationModuleTeacherEducationProgram

CollegeofEducationandBehavioralSciences

RationaleforIncludingaModuleonTeachingGlobalPerspectivesinTeacherEducationPrograms:

AsdiversityinU.S.schoolscontinuestoincrease,itiscrucialforteachercandidatestounderstandhowdiversityimpactstheirpractice.Abetterunderstandingofglobalizationwillhelpteachersmeettheneedsofallstudentsregardlessofrace,nationality,andEnglishlanguageproficiency.OneofthechallengesteachersencounterwhileworkinginschoolsacrosstheUnitedStatesistheincreasingnumberofEnglish‐languagelearners(ELLs).ThefollowingaresomestatisticsrelatedtotheincreasingculturalandlinguisticdiversityinU.S.schools:

• In1970,4.7%or9.6millionpeopleoftheU.S.populationwasforeignborn,andby2009thatpopulationhadmorethandoubledto12.5%oftheU.S.populationor38.5millionpeople(Grieco&Trevelyan,2010).

• StudentswhospeakalanguageotherthanEnglishathome:21.1%oftheentirepopulationoftheUnitedStates(U.S.CensusBureau,2012).

• Between1997and2008,therateofgrowthinthenumberofLimitedEnglishProficientchildreninKentuckywas233.1%(OfficeofEnglishLanguageAcquisition,2010).

• AccordingtoMeskill(2005),by2050therewilllikelybeELLsineveryAmericanclassroom.Atthecurrentrateofgrowth,theELLpopulationinU.S.schoolsshoulddoubleby2050(Meskill,2005).

KentuckyTeacherStandardsAddressedinthisModule

STANDARD1:THETEACHERDEMONSTRATESAPPLIEDCONTENTKNOWLEDGE

1.2Connectscontenttolifeexperiencesofstudent.

1.4Guidesstudentstounderstandcontentfromvariousperspectives.

STANDARD2:THETEACHERDESIGNSANDPLANSINSTRUCTION

2.2Usescontextualdatatodesigninstructionrelevanttostudents.


STANDARD3:THETEACHERCREATESANDMAINTAINSLEARNINGCLIMATE

3.3Valuesandsupportsstudentdiversityandaddressesindividualneeds.

3.4Fostersmutualrespectbetweenteacherandstudentsandamongstudents.

STANDARD4:THETEACHERIMPLEMENTSANDMANAGESINSTRUCTION

4.2Implementsinstructionbasedondiversestudentneedsandassessmentdata.

Definitions

Basicinterpersonalcommunicationsskills(BICS)Basic,everydayconversationalskills,whichEnglishlanguagelearnerscandevelopinapproximatelytwoyears.

ColorblindnessClaimthatonedoesnotseeaperson’sraceandtreatseveryoneequallyregardlessofrace.

CulturallyresponsiveteachingApedagogythataffirmstheculturesofstudents,viewstheculturesandexperiencesofstudentsasstrengths,andreflectsthestudents’culturesintheteachingprocess.

DefactosegregationTheseparationofgroupsthatoccursaspeoplechoosetoliveindifferentneighborhoodsorparticipateindifferentclubsandsocialgroups.

DejuresegregationTheseparationofgroupsofpeoplethathasbeenmandatedbycity,state,orfederalgovernmentpolicies.

EnglishLanguageLearners(ELL)StudentswhohavelimitedornoEnglishskillsandwhoareintheprocessoflearningEnglish.

EthnicgroupMembershipbasedonone’snationaloriginorthenationaloriginofone’sancestorswhentheyimmigratedtotheUnitedStates.

GlobalizationAsystemthatconnectscountrieseconomically,politically,environmentally,andculturallythroughaglobaleconomysupportedbyfreetrade,internationalcorporations,andworldwidelabormarkets.

MulticulturalcurriculumCourseworkinschoolsthatincorporatesthehistories,experiences,traditions,andculturesofstudentsintheclassroomandsupportsandcelebratesdiversityinthebroadestsense.

MulticulturaleducationAneducationalconceptthataddressesculturaldiversityandequityinschools.Itincorporatesthedifferentculturalgroupstowhichindividualsbelong,withanemphasisontheinteractionofrace,ethnicity,class,andgenderinstudents’lives.


MultiethniccurriculumAcourseofstudiesthatreflectsaccurateandpositiveinformationaboutthehistory,experiences,contributions,andperspectivesoftheethnicgroupsthatcomprisetheU.S.population.

RefugeesPersonsrecognizedbytheU.S.governmentasbeingpersecutedorlegitimatelybearingpersecutionintheirhomecountrybecauseofrace,religion,nationality,ormembershipinaspecificsocialorpoliticalgroup.

Self‐fulfillingprophecyAteacher’sprojectionofastudent’sacademicachievementbasedonsocioeconomic,social,andculturalfactorsthatdonotindicateastudent’sacademicpotential.

(Gollnick&Chinn,2013)

SuggestedActivities

1. BecominganELLAskstudentsto(a)listentoaradiostationinaforeignlanguage(alanguageunknowntothestudent)for1hour;(b)watchatelevisionprograminanotherlanguage(alanguageunknowntothestudent)for1hour;and/or(c)attendareligiousorcommunityserviceinaforeignlanguage(alanguageunknowntothestudent).Duringclass,havestudentsdiscussthefollowing:

a. Whatitfeltliketolistentosomeonespeakinalanguagetheydidnotunderstandforanhour.

b. Whetherornottheywereabletounderstandanyofwhatwassaid,andifso,whathelpedthemunderstand.

c. Whatitfeltliketoapproachandattendanunfamiliarmeetingorservicewheretheywereculturalandlinguisticoutsiders,andmaynothaveknownmorethanoneortwoothers?

MainconceptsthatstudentsmaytakefromthislimitedexperienceincludeempathyforELLsinapproachingindividualsandinstitutionswheretheyaretheracial,ethnic,andlinguisticminority;therangeofemotionsthatonegoesthroughwhenlisteningtosomethinginalanguageonedoesnotunderstand,evenforasbriefatimeasonehour;thecognitivefatigueoneexperiencesintryingtounderstandwhatothersaresayingandmeaningwhenspeakinginalanguagethatisunknowntothelistener,andinwhichfewcuesorcontextualsupportsaregiven.

2.ConfrontingStereotypesHavestudentsgatherinsmallgroupstobrainstormstereotypesofindividualsfromdifferentcountries.Discusshowthosepreconceptionsareformed–whatinfluencesustoholdthosestereotypes?Howarestereotypesformed?


Asaclass,discussifthestereotypesarealways,sometimes,ornevertrueofpeoplefromthosecountriesandifstudentshavehadanypersonalexperienceswithanyonefromthosecountries.Discusshowlabelsanddescriptionsprovideuswithframeworksofunderstandinggroupsofpeople,butthattherearealwayssubgroupandindividualdifferencesamongpeopleofanygroup,andaseducators,wemustbecautiousintheextenttowhichweclassifystudentsandschoolsbasedongeneraldescriptors.

3.UnderstandingWhoWeAre Atthebeginningofthefirstclassinthesemester,askeachstudenttodescribewhohe

orsheisinonesentence.Explainthatyoudonotseektheirname,physicalfeatures,oraqualitativedescription.Ratherthesentenceshouldreflectthesinglemostimportantcharacteristicthatdistinguishesthem,forexample,“Iamwoman,”or“IamAmerican.”

Askthestudentstokeepwhattheyhavewrittenforfuturereferencethroughoutthe

semester.Aftertheclasslecturesordiscussionsonmanifestationsofculturesandculturalidentities,askthestudentstotakeoutthedescriptivesentencewrittenaboutthemearlierandaddtoit,inrelationtowhattheyvalue,whatlanguagestheyknow,andhowtheywoulddescribetheiridentity.Invitestudentstosharetheirresponses,iftheyfeelcomfortabledoingso.

4.BaFaBaFaSimulationTraining Provideanddiscussthesimulationexercise,BaFaBaFa(availablefromSimulation

TrainingSystems,P.O.Box910,DelMar,CA92014,Phone:800‐942‐2900:http://www.stsintl.com)Theobjectivesofthesimulationare(a)toincreaseawarenessofone'sownculturalidentity;(b)toincreaseinterculturalcommunicationskills;(c)toincreaseunderstandingof"culture"anditsfunctionininterpersonalrelations;(d)tounderstandtheproblemsofadaptinginanewenvironment;(e)tobecomebetterinterpretersofnonverbalcommunication;and(f)tostimulatethoughtfuldiscussionaboutdifferencesinvalues,attitudes,andcommunicationstylesamongcultures.Participantsaredividedintotwogroups:alphacultureandbetaculture.Eachgroupistaughtanew(anddifferent)setofculturalvalues,behaviors,andcommunicationstyles.Bysendingvisitorsbackandforth,eachgroupattemptstolearnorfigureoutthecultureoftheother.Theparticipantsareurgedtojoininthegameuninhibitedly,toexaggerate,andtohavefunactingoutthedesignatedrolesforthedurationofthegame.Participantsusuallyexperiencethemajorpitfallsofcross‐culturalinteraction,suchasstereotyping,misperception,cultureshock,andin‐group‐out‐groupfeelings.

Thisexerciseshouldassistintheawarenessofthedifficultynewstudentshaveinadjustingtoaculturallyandlinguisticallydifferentschoolenvironment.Italsohelpsustoseewhyweareunabletounderstandotherculturalgroupswhenwedonotknowwhattheirvaluesare.


5. EthnicSurveyofRegionHaveindividualsorsmallgroupsofstudentsconductanethnicsurveyofthegeographicalarea(forexample,city,county,orseveral‐countyarea)inwhichtheWKUislocatedorofthegeographicalareainwhichtheywereraisedorplantoteach.Inadditiontodeterminingtheethniccompositionoftheareabeingsurveyed,thefollowingadditionalinformationcouldbecollected:

a. Historicaltimelineofimmigrationandmigrationtoandfromtheareab. Traditions(e.g.,customs,foods,orclothing)andinstitutions(e.g.,socialclubs,

churches, or social welfare agencies) that are still maintained by the ethnicgroups

c. Political attitudes and activities of the various ethnic groups, including theethnicityoftheindividualsinpoliticalpowerinthecommunity

d. Housingpatternsofthevariousethnicgroups(e.g.,canpatternsofsegregationbedeterminedorhavefamiliesmovedfromruralareastotownsorfromcitiestosuburbs?)

e. Socioeconomicstatusofethnicgroupsinthearea

6. CaseStudyofCulturalNormsAskstudentstodevelopacasestudyoftheculturalnormsprevalentinthecommunityservedbytheschoolinwhichtheyarecompletingfieldworkoraschoolingeographicalareainwhichtheyplantoteach.Studentsshouldindicatethediversityofthecommunityandtheculturalnormsthatarereflectedintheschool.Teachers,parents,andstudentsshouldbeinterviewedduringthedevelopmentofthecasestudy.Inaddition,observationsofstudentsshouldinformthecasestudy.Studentsmightconsiderfindingoutspecificdemographicinformationofthecommunitysurroundingtheschool(percentagesofethnicandracialgroups,numberoffaithinstitutions,typesoffaithinstitutions,locationofsuchinstitutions,typesofhousing,medianincome,medianhousingprices,clubsandorganizations,etc.).Aretherepatternsinthetypesofhousing,locationoffaithinstitutions,andcommunityorganizationsinrelationtoethnic,racial,andsocioeconomicdata?Whattypesoftransportationareavailable,inwhichareas?Whattypesofservicesareavailableforindividualswithdisabilities,refugees,recentimmigrants,orindividualsandcommunitiesspeakingalanguageotherthanEnglish?Giventhecommunitydemographics,whatmightyousuggestintermsofadditionalcommunityresources?

(ActivitiesadaptedfromHickman,2009)

7. CaseStudy/Debate:IncorporatingGlobalPerspectivesintheCurriculumWhenanumberofteachersinJohnF.KennedyHighSchoolbegantorealizetheimpactthatglobalizationwashavingontheircommunity,theybegantotalktotheircolleaguesaboutmoresystematicallyincorporatingglobalperspectiveacrossthecurriculum.Someofotherteachersagreed.TheyclearlysawthatanumberofparentshadlosttheirjobswhenseveralfactoriesrelocatedtoSoutheastAsiancities.Andall


aroundthemtheycouldseethattheyandtheirstudentswerewearingclothingandbuyinggoodsthatweremadeoutsidetheUnitedStates.ThelatestthreatstofoodwereduetoimportsfromChina.

Otherteachersthoughtitwasnonsensetochangetheircurriculumtointegrateglobalissuesandperspectives.Oneteacherwasoverheadsaying.“Whodotheseyoungradicalsthinktheyare?AlltheywanttodoisconvincethesekidsthattheUnitedStatesisanimperialistcountrythatonlycaresaboutfillingcorporatepockets.Thecountrywillberuinedwithsuchtalk.”Theprincipal,however,likestheideaofstudentsdevelopingagreaterglobalawareness.Shethinksthatitmightgaincommunitysupportandprovideauniquebrandingfortheschool.

FOR

Thestudyofglobalizationwillhelpstudentsunderstandhowdifferentnationsareconnected.

Itwillhelpstudentsunderstandwhichpeoplearebenefitedbyglobalizationandwhichonesloseasaresult.

Studentswilllearntothinkmorecriticallyaboutthechangesthatareoccurringinthecountryasaresultofglobalization.

Projectsinsomeclassescouldhelpstudentsbecomemoreinvolvedintheircommunitiesbyorganizingtofightagainstinequalities.

AGAINST

Socialstudiescoursesalreadycoverglobalissues. Theapproachmustpresentabalancedviewoftheimportanceofglobalization

foroureconomy. Includingglobalperspectivesinthecurriculumwillpoliticizethecurriculum. Thecurriculumshouldconcentrateonpreparingstudentsforcollegeorjobs.

QUESTIONSa. Whydofacultymembersdisagreeabouthowglobalizationshouldbe

addressedinthecurriculum?b. Whydotheproponentsfeedthatitisimportanttohelpstudentsnotonlyto

understandglobalization,buttounderstandthenegativeimpactitishavingonmanyofthemstudentsaswellaschildrenaroundtheworld?

c. Wheredoyoustandonincludingglobalperspectivesthroughoutthecurriculum?Howcouldtheybeintegratedintothesubjectthatyouwillbeteaching?

(Gollnick&Chinn,2013,p.312)


PortfolioActivities

ThefollowingareportfolioactivitiesthatinstructorsinTeacherEducationcanaskteachercandidatestocompletethroughoutthesemester.Studentscankeepaportfoliocontaininginformationrelatedtotheincreasingculturalandlinguisticdiversityinschoolsandglobalization.

1. Surveyyourstudents(whereyouteach,studentteachorareinvolvedinapracticum)tofindouthowmanydifferentlanguagesordialectstheyspeak.AskthemwhenandwheretheyfeelcomfortablespeakingadifferentdialectorlanguageotherthanStandardEnglish.

2. Checkwithyourlocalschooldistrictofficeandfindouthowmanydifferentlanguage/culturalgroupsareservedinthedistrict.

3. FindoutwhattypeofprogramsareusedinyourdistricttofacilitateEnglishlanguageacquisitionofEnglishLanguageLearnersintheschools.

4. Selectaschoolandwriteacasestudyofitsmulticulturalorientation.Describethediversityofthestudentsandteachersintheschool.Describetheinsideandoutsideoftheschool.Describehowtheschooladdressesmulticulturaleducationbasedoninterviewswithselectedteachersandstudents.

ElectronicResources

KentuckyDepartmentofEducationEnglishLearnersandEnglishasaSecondLanguageProgramhttp://www.education.ky.gov/KDE/Instructional+Resources/English+Learners/InformationonprogramsforEnglishlanguagelearnersinKentucky,assessmentofELLs,demographics,andresourcesforteachersworkingwithELLs.

EducationalChange/MulticulturalPavilionhttp://www.edchange.org/multicultural/activityarch.htmlThiswebsiteoffersahostofsuggestedactivitiestohelpstudentsexploreelementsofdiversity.

NationalCenterforCulturallyResponsiveEducationSystems(NCCRESt)http://www.nccrest.org/Fromthewebsite:“TheNationalCenterforCulturallyResponsiveEducationalSystems(NCCRESt),aprojectfundedbytheU.S.DepartmentofEducation'sOfficeofSpecialEducationPrograms,providestechnicalassistanceandprofessionaldevelopmenttoclosetheachievementgapbetweenstudentsfromculturallyandlinguisticallydiversebackgroundsandtheirpeers,andreduceinappropriatereferralstospecialeducation.The


projecttargetsimprovementsinculturallyresponsivepractices,earlyintervention,literacy,andpositivebehavioralsupports.”

CenterforResearchonEducation,Diversity,andExcellencehttp://crede.berkeley.edu/index.htmlFromthewebsite:“CREDEisafederallyfundedresearchanddevelopmentprogramfocusedonimprovingtheeducationofstudentswhoseabilitytoreachtheirpotentialischallengedbylanguageorculturalbarriers,race,geographiclocation,orpoverty.CREDEoffersawiderangeofmulti‐mediaproducts(interactiveCD‐ROMs,videos,onlinedirectories),printpublications,andausefulwebsiteforpractitioners,researchers,andparents.”

PBS:ClassroomActivitiesaboutAmericanIdentityhttp://www.pbs.org/pov/borders/2006/foreducators.htmlThisisonlyoneoftheMANYresourcesPBSoffersforeducatingaboutdiversity.Thislinkistoasitethathasbriefvideoclipsanddiscussion/activitysuggestionsforonetousewithstudents,thattheymightthenreflectonhowtheymightusethisintheirownclassrooms.TeachersofEnglishtoSpeakersofOtherLanguages(TESOL)http://www.tesol.orgFromthewebsite:“TeachersofEnglishtoSpeakersofOtherLanguages,Inc.(TESOL),isaglobalassociationforEnglishlanguageteachingprofessionals.TESOL'smissionistoensureexcellenceinEnglishlanguageteachingtospeakersofotherlanguages.EducationalstandardsforlanguagelearningforELLsacrossthenationarebasedontheTESOLstandardsoutlinedonthissite.”Resourcesforeducatorsareabundant.(AdaptedfromHickman,2009)ResourcesintheLibrary’sGlobalCorner

Title Author(s)1. BARNGA:ASimulationGameonCulturalSlashes SivasaliamThiagarajan

2. BuildingaHouseforDiversity:AFable… R.R.Thomas,Jr.M.I.Woodruff

3. Globalization:AVeryShortIntroduction ManfredSteger

4. AYearofFestivals AndrewBainJamesBainbridge

5. EssentialDo’s&Taboos RogerAxtell

6. TheNewGlobalStudent MayaFrost

7. StudyAbroad:Howtogetthemostoutofyourexperience Michele‐MarieDowell

8. IntegratingStudyAbroadintotheCurriculum:TheoryandPracticeAcrosstheDisciplines

ElizabethBrewerKiranCunninghamMadeleineGreen


9. CrisisManagementinaCross‐CulturalSetting PatriciaA.Burak(ed.)WilliamW.Hoffa(ed.)

10. PreschoolinThreeCultures J.J.Tobin

11. EducatingCitizensforGlobalAwareness NelNoddings

12. InternationalizingtheCurriculuminHigherEducation:NewDirectionsforTeaching&Learning

CarolinKreber

13. LearningintheGlobalEra:InternationalPerspectivesonGlobalizationandEducation

MarceloM.Suarez‐Orozco

14. ExperientialActivitiesforInterculturalLearning NealH.Seelye(ed.)

15. LearningAcrossCultures GaryAlthen(ed.)

16. 52ActivitiesforImprovingCrossCulturalCommunication DonnaM.Stringer

17. Do’sandTaboosAroundtheWorld RogerE.Axtell

18. TeachingEnglishAbroad:AFullyUptoDateGuidetoTeachingEnglishAroundtheWorld

SusanGriffith

19. AWorldofDifferencesDVD

20. AWorldWithoutStrangersDVD

21. AWorldofGesturesDVD

22. TheUPSeriesDVDSet

23. What’sGoingon?DVDSet

24. AreWeReallySoDifferentYouandI?DVD

ReferencesGollnick,D.M.,&Chinn,P.C.(2013).Multiculturaleducationinapluralisticsociety.Upper

SaddleRiver,NJ:PearsonEducation.

Grieco,E.M.,&Trevelyan,E.N.(2010).PlaceofBirthoftheForeign‐BornPopulation:2009.Retrievedfromhttp://www.census.gov/prod/2010pubs/acsbr09‐15.pdf

Hickman,P.(2009).Onlineinstructor’smanual[toaccompanyMulticulturaleducationinapluralisticsociety,byD.M.Gollnick&P.C.Chinn].UpperSaddleRiver,NJ:PearsonEducation.

Meskill,C.(2005).InfusingEnglishlanguagelearnerissuesthroughoutprofessionaleducatorcurricula:Thetrainingallteachersproject.TeachersCollegeRecord,107,739‐756.

NationalClearinghouseonEnglishLanguageAcquisition.(2010).KentuckyRateofELGrowth1997/1998‐2007/2008.Retrievedfromhttp://www.ncela.gwu.edu/files/uploads/20/Indiana_G_0708.pdf

U.S.CensusBureau(2012).StatisticalabstractoftheUnitedStates:2012.Retrievedfromhttp://www.census.gov/compendia/statab/2012/tables/12s0236.pdf


MilitarySciences|CourseModule:CulturalAwareness&InterculturalDialogueintheMilitary

Theabilitytopositivelyinfluencethenativepopulation’sperceptionoftheUnitedStatescandirectlyaffectmissionaccomplishmentinthisoperatingenvironment,anabilitywhichbeginswithculturalawareness(Milligan,2006,p.18).DemonstratingculturalawarenessandunderstandingduringsuchoperationscanhelpU.S.servicemembersavoidcreatingnewenemiesamonganeutralpopulation(Harder,2006,1A).Itcanalsohelpmilitaryforceselicitthesupportofthepopulationoratleastdiminishtheirsupportandaidtotheenemy(Freakley,2005,p.2).Soldiersmustunderstandinternalprimarycultureandsub‐cultureinfluences,beingacceptingofotherdiverseculturesandculturaladaptable.Soldierswhounderstandtheirinternalizedcultureinfluenceswillbeabletorecognizecorevalues,beliefs,andcustomsthatcharacterizetheirparticulargroup.IthelpsaSoldiertoputon“culturalspectacles”byknowingoneself,andunderstandinghowcorevaluesinfluencehowonelooksatothercultures.―RichardD.Lewis,WhenCulturesCollide(London:NicholasBrealeyPublishing,1999).

CONCEPTS:

1. Culturalawarenessmattersinmilitaryoperations.

2. Effectiveculturalawarenesstrainingdoesmorethanprovidethestandarddo’sanddon’tsofforeigncultures.

3. Interculturalcompetenceis[theability]“toseerelationshipsbetweendifferentcultures‐bothinternalandexternaltoasociety‐andtomediate,thatisinterpreteachintermsoftheother,eitherforthemselvesorforotherpeople.”Italsoencompassestheabilitytocriticallyoranalyticallyunderstandthatone’s“ownandothercultures’”perspectiveisculturallydeterminedratherthannatural.

—Byram,M.(2000).Assessinginterculturalcompetenceinlanguageteaching.Sprogforum,18(6),8‐13.

GOAL:Studentswilllearnhowtherolesinthearmedforces(aswellasinothersocialandoccupationalcontexts)ofpeoplewithdiversecharacteristics(past,present,andfuture)areafunctionoftheinterplaybetweenculturalforces(values,norms,beliefs,attitudes)andotherfactors,suchastechnologicalchange,demographicpatterns,occupationalstructures,


laborshortages,andthegoalofmilitaryeffectiveness.Policyquestionsareaddressed,includingargumentsandevidencesupportingdifferentpositionsontheissuesofinclusionandexclusionofcertaingroups.Wewilluserelevanttheoryandempiricalresearchfromthefieldsofsociology,psychology,history,politicalscience,anddemography.ImplicationsforleaderbehaviorareanalyzedASSIGNMENT:Source: www.bsos.umd.edu/socy/syllabi/socy699l_msegal.pdf TopicPapers:Eachstudentwillberequiredtowriteapaperduringthesemesterbasedonthetopicoutlinedbelow.Studentsmayalsoproposedifferenttopics,butthesemustbepreapprovedbytheinstructor(writeashortproposaldescribingthetopicandincludesomereferences).Allpapersshouldbe8to12pages(typed,doublespaced,andpagelimitdoesNOTincludetitlepageorworkscitedpage).AllsuggestedreferencesareavailableonBlackboardinthefolder“PaperTopics.”Thispaperrequiresgoingbeyondrequiredreadings,todifferingdegrees.Addressquestions(requirementsorcontent)totheinstructor.Besuretofocusyourliteraturereviewonresearchandwritinginbooks,scholarlyjournals,governmentalresearchreports,andpapersdeliveredatprofessionalmeetings.Useprimarysourcesthatyouhaveread;avoidsecondaryreferences.Theemphasisshouldbeonempiricalresearch(andtheoreticalexplanations).Youmayusesomeofficialmilitarypublicationswithoutempiricalresearchresultswhereappropriate,butdonotusethemassubstitutesforresearchreports.Minimizeuseofnewspapersandpopularmagazines;usethemwherenecessaryforuptodatefactualinformationnotavailableinothersources.Eachpapershouldcontainyourownideasandsynthesisofothers'ideas;itmustnotbemerelyastringofquotes.Selectonecountry(otherthantheUnitedStates)andanalyzethevariablesthataffectwomen’sparticipationinthatcountry’smilitary.Thepapershoulddescribetrendsinwomen’smilitaryroles,coveringbothhistoricalandcontemporaryperiods.Thedescriptionofwomen’smilitaryparticipationinyourselectedcountryshouldcoverthevariablesspecifiedinSegal,1995andIskra,etal.,2002.Youshouldrefertothefollowingreadings(amongothers):

1. Segal,MadyWechsler.1995.“Women‟sMilitaryRolesCross‐Nationally:Past,Present,andFuture.”Gender&Society9:757‐777.

2. Iskra,Darlene,StephenTrainor,MarciaLeithauser,andMadyWechslerSegal.2002.“Women’sParticipationinArmedForcesCross‐Nationally:ExpandingSegal’sModel.”CurrentSociology50(5):771‐797.

3. {Optional:Carreiras,HelenaandGerhardKummel.2008.WomenintheMilitaryandArmedConflict.Weisbaden,Germany:VSVerlagfurSozialwissenschaften.}


In–ClassActivities:

Cultureisablueprintthatdetermineshowwethink,feel,andbehaveinsociety.Cultureprovidesacceptedandpatternedwaysofbehaviornecessaryforpeopletolivetogether.Cultureimposesorderandmeaningonourexperiences.Ofcourse,whentwoculturesinteract,cross‐culturalcommunicationoccurs.

Cross‐culturalcommunicationskillsandculturalawarenessareessentialformilitaryforcestoemployinoperationstoensuresuccessfulmissionaccomplishment.Successfulcross‐culturalcommunicationmustfocusonensuringthatmessagesareaccuratelyconveyedandunderstood.Thisrequiresculturalawareness.AccordingtoColonelMaxieMcFarland(MilitaryReview,March/April2005,p.63),culturallyliteratesoldiers:

Understandthatcultureaffectstheirbehaviorandbeliefsandthebehaviorandbeliefsofothers.

Areawareofspecificculturalbeliefs,values,andsensibilitiesthatmightaffectthewaytheyandothersthinkorbehave.

Appreciateandacceptdiversebeliefs,appearances,andlifestyles. Areawarethathistoricalknowledgeisconstructedand,therefore,shapedby

personal,political,andsocialforces. KnowthehistoryofmainstreamandnonmainstreamAmericanculturesand

understandhowthesehistoriesaffectcurrentsociety. Canunderstandtheperspectiveofnonmainstreamgroupswhenlearningabout

historicalevents. Knowaboutmajorhistoricaleventsofothernationsandunderstandhowsuch

eventsaffectbehaviors,beliefs,andrelationshipswithothers. Areawareofthesimilaritiesamonggroupsofdifferentculturalbackgroundsand

acceptdifferencesbetweenthem. Understandthedangersofstereotyping,ethnocentrisms,andotherbiasesandare

awareofandsensitivetoissuesofracismandprejudice. Arebilingual,multilingual,orworkingtowardlanguageproficiency. Cancommunicate,interact,andworkpositivelywithindividualsfromothercultural

groups. Usetechnologytocommunicatewithindividualsandaccessresourcesfromother

cultures. Arefamiliarwithchangingculturalnormsoftechnology(suchasinstantmessaging,

virtualworkspaces,e‐mail,andsoon),andcaninteractsuccessfullyinsuchenvironments.

Understandthatculturaldifferencesexistandneedtobeaccountedforinthecontextofmilitaryoperations.

Understandthatassoldierstheyarepartofawidelystereotypedculturethatwillencounterpredisposedprejudices,whichwillneedtobeovercomeincross‐culturalrelations.


Aresecureandconfidentintheiridentitiesandcapableoffunctioninginawaythatallowsotherstoremainsecureintheirs.

Stereotypespresentobviousbarrierstoeffectivecross‐culturalcommunicationandculturalcompetence.Tofosterculturalawareness,studentsareexpectedtoengageinthefollowinggroupdiscussionandin‐classactivities.

ThefollowingisanoutlineforalecturetoaccompanyActivity1.

I. Definitionofcultureandcross‐culturecommunication.II. Definitionofculturalawarenessandculturalcompetence(*UsingCEBS

Powerpoint)III. Definitionofstereotypes.IV. Howwedevelopstereotypes.V. Barrierspresentedbystereotyping.VI. Discussionofstepstodevelopingculturalcompetenceandeffectivecross‐

cultural/interculturalcommunication.

Activity1:StereotypesinInterculturalCommunication

Eachgroupwillbeprovidedwithapacketofimagesrelatedtoaspecificcountry/culturalgroup.First,eachmemberofthegroupmustcreatealistofcommonlyheardstatementsabouttheassignedcountry/culturalgroup.Next,eachgroupwillreviewthehandoutsofstereotypicalimagesofcountries/culturesandasagroup,developalistofrecurringimagesandthemesextrapolatedfromtheimages.

Aftereachgrouphascompletedthisprocess,discussthefollowing:

1. Whichideas/themesandimages,ifany,surpriseyou?2. Whicharemosthurtful/insulting?Whataremostflattering?3. Whatdoyouthinkarethesourcesoftheseideas?Whymighttheseimagesbe

perpetuated?4. Whatstrategiescanhelpdispelerroneousimagethatothershaveofyourculture

andthecultureofmembersoftheU.S.Military?5. Asaleaderinthearmedforces,whatdoyouneedtodoinregardtotheimagesyou

haveofothersrepresentedintheimages?


Activity2:ReflectionStudentswillreadTheBodyRitualAmongtheNacirema.

AssignmentA:REFLECTION

Usethefollowingquestionsandpromptstoleadaclassdiscussionabouttheactivity:

1. WereyousurprisedwhenyoufiguredoutwhotheNaciremawere?Explainwhyorwhynot.

2. HowdoesBodyRitualAmongtheNaciremahelpusunderstandourownviewofotherculturesandhowweareviewedbyothercultures?

3. Whydosomeofthepracticesandritualsofotherculturesseemoddorforeigntous?Howdoourownculturalnormsaffectourunderstandingandperceptionofothercultures?

4. Whatassumptionsdowemakeaboutothercultures?Whataresomeexamplesofpracticesinotherculturesthatwefindoddandhardtounderstand?(Forexample,arrangedmarriages,eatingandpreparingunusualfoods,ritualbodypiercing,ritesofpassage.)

5. Howdoesourownculturalworldviewaffecthowweperceivethisspecificgroup?

6. Whattechniquescanweusetonoticewhenwearemakingassumptionsaboutothers,andhowcanweavoidthis?


SectionIV

In‐ClassActivities:BookResources

Gannon,M.J.(2001).Workingacrosscultures:Applicationsandexercises.ThousandOaks,CA:SagePublications.

The71exercisesinthisbookcanhelpyouprovidestudentsandtraineeswiththepracticalexperienceandknowledgeneededtosucceedinreal‐worldsituations.Drawingfromover15yearsofcross‐culturaltrainingexperience,theauthorhasassembledadiversenumberofengagingexercisesthatcanbequicklyimplementedwithminimaleffort.Self‐administeredquestionnaires,casestudies,culture‐focusedinterviews,andproandcondebatesarejustafewofthewiderangeofactivitiesyoucanusetoenrichtheclassroom.Hofstede,G.J.,Pedersen,P.B.,&Hofstede,G.(2002).Exploringculture:Exercise,storiesand syntheticculture.Yarmouth,ME:InterculturalPress.ExploringCulture:Exercises,StoriesandSyntheticCulturestrulybringsGeertHofstede'sfivedimensionsofnationalculturetolife.Thisuniquetrainingbookcontainsanabundanceofexercises,dialogues,storiesandsimulationsthatputthefivedimensionsofculture(powerdistance,collectivismversusindividualism,femininityversusmasculinity,uncertaintyavoidanceandlongtermversusshorttermorientation)intoaction.DerivedfromthesefivedimensionsarewhatHofstedecallssyntheticcultures:tenpureculturaltypes.ExploringCultureisarrangedtofollowtheclassicculturelearningsequenceofgainingawareness,knowledgeandskills.Partlight,partserious,butalwaysthought‐provoking,thebookprovidesmorethanseventy‐fiveactivities,dialoguesandstoriesforreaderstoexploreanddiscuss.ExploringCultureisanoutstandingresourcefortrainersandeducatorsandtheperfectcomplementtoHofstede'spopularCulturesandOrganizations.Seelye,N.H.(1996).Experientialactivitiesforinterculturallearning.Boston,MA:Nicholas BrealeyPublishing.ExperientialActivitiesforInterculturalLearningisacollectionofthirty‐twoactivitiesdesignedtoexpandtherepertoireoftrainersandeducatorsalike.Centeringonthedevelopmentofculturalawareness,thisbookhelpsleaderstodevelopcross‐culturalsensitivityintheirgroupsthroughparticipationinsimulations,casestudies,role‐playing,criticalincidentsanddiversityexercises.Someactivitiesaddresscomplexworkplaceissues,whileothersfocusoninterculturaldynamicswithineducationalcontexts.Activitiesalsorangefrombeginnertoexperienced,facilitatingtheexplorationofinterculturalissuesindepthandallowingeveryparticipanttobenefit,nomatterwhattheirskilllevelis.EditorH.NedSeelyepresentseachactivityinanengagingmanner,interspersingthebookwithinsightfulcommentarythataddstothereader'sunderstandingandappreciation.


Stringer,D.&Cassiday,P.(2009).52Activitiesforimprovingcrossculturalconversations. Boston,MA:NicholasBrealeyPublishing.52ActivitiesforExploringValuesDifferencesisanentiremanualofactivitiesdevotedtounderstandingdifferencesinbasicvaluesandbeliefs.Theauthorshavewrittenandadaptedsound,ready‐to‐useactivitiesforsettingswheretheexplorationofvaluedifferenceswouldbebeneficial:theworkplace,theclassroom,humanresourcesprograms,ESLclasses,corporatediversitytraining,internationalteamdevelopmentworkshops,conflictmanagementandothers.Thedirectionsfortheactivitiesareeasytofollow,andtheworksheetscanbephotocopiedandusedwithoutspecialpermission.Thereissomethingforeveryoneinthisbook:thosewholikehands‐on,practicalactivities;thosewhopreferexperientialexercises;andthosewholearnbestiftheycanreflectonideas.Theactivitiesinthebookvaryaccordingtolevelofrisk,timerequired,contextandgroup(individual,team,organization,U.S.diversityorinternational).

ClassroomExercises&Activities

1).Discussawarenessofselfandpersonalstereotypes/biases.Havestudentfirstcompleteacultureinventory:

a.CulturalInventory

i.Howdoyoudefineyourculture?

ii.Whatdoesthatmeantoyou(benefitsanddisadvantages)?

iii.Listyourperceptionsoffourqualities/attributesaboutthreedifferent(fromyou)cultures.

iv.Wheredidyougettheaboveopinions(i.e.,first‐handexperience,someonetoldyouoryoureadaboutit,notsure)?

Nexthavestudentsdiscusstheirresponsesandwaysinwhichintoleranceandlackofknowledgeinfluencepracticeandeffectiveworkintheirrespectivefield.

Nextdiscusswaysofaddressingintoleranceandlackofunderstandingofdifferentcultures.


2)Havestudentsreadinclassacasestudyorvignette,suchasTheBodyRitualAmongtheNacirema.Subtledifferencesbetweenculturescanhavelargeimplicationsforhowpeoplelivetheirlives.Inaclassicexample,“TheBodyRitualoftheNacerima,”HoraceMiner(1956)describeda“foreign”cultureinwhichtheprimarybeliefisthatthebodyisuglyandhasanaturaltendencytowarddisease.Asaresult,the“tribemembers”visit“magicalpractitioners”forthemouthandbodyonaregularbasis.Eventually,readersdiscoverthatthe“Nacirema”aresimply“Americans”(NaciremaisAmericanspelledbackward)! Miner’spointisthatitishardtounderstandourowncultureunlesswestepoutsideitenoughtoseehowwhatweconsider“normal”maylooktooutsiders.

AssignmentA:REFLECTION

Usethefollowingquestionsandpromptstoleadaclassdiscussionabouttheactivity:

7. WereyousurprisedwhenyoufiguredoutwhotheNaciremawere?Explainwhyorwhynot.

8. HowdoesBodyRitualAmongtheNaciremahelpusunderstandourownviewofotherculturesandhowweareviewedbyothercultures?

9. Whydosomeofthepracticesandritualsofotherculturesseemoddorforeigntous?Howdoourownculturalnormsaffectourunderstandingandperceptionofothercultures?

10. Whatassumptionsdowemakeaboutothercultures?Whataresomeexamplesofpracticesinotherculturesthatwefindoddandhardtounderstand?(Forexample,arrangedmarriages,eatingandpreparingunusualfoods,ritualbodypiercing,ritesofpassage.)

11. Howdoesourownculturalworldviewaffecthowweperceivethisspecificgroup?

12. Whattechniquescanweusetonoticewhenwearemakingassumptionsaboutothers,andhowcanweavoidthis?

Source: http://mrwinandsclass.wikispaces.com/file/view/Nacirema+Lesson.pdf

AssignmentB:WRITINGASSIGNMENT/ESSAY

StepI:CarefullyreadHoraceMiner'sessayontheNacirema,payingattentiontoallthefootnotedtext.

StepII:Paycloseattentiontowhattheinstructorandotherstudentshavetosayabouttheirvarious(presumably)life‐longinteractionswithNaciremaculture.


StepIII:Carefully(re)consideryour(presumably)life‐long,"in‐the‐field"interactionswiththeNacirema.

StepIV:AsMinerdealtwithvariousbody‐relatedrituals,youaretocomposeanessayfocusingupononesingleNaciremabodyritual.

Source:https://www.msu.edu/user/jdowell/135/NaciremaEssay.html

3)Dividestudentsinsmallgroupsandhavethemchooseaparticularglobal/diverseculturalgrouptolearnabout.Havethemprepareabriefclasspresentation(15‐20minutes)regardingtheirgroup.Possibletopicsmightbe:roleoffamily,waysofviewingeducationormentalhealth,uniqueexperiencessuchasoppression,roleofreligion/spirituality,attitudestowardagingandolderadults,andsoon.WhatistheirworldviewandhowdoesitdifferfromAmerica’s?

4)Discussuniqueeventsinthecourseofourglobalhistoryandhowtheseeventshaveimpactedethnicminoritiesandhowtheyhavechangeddominantculture(i.e.civilrightsmovement,Apartheid,Holocaust,immigrationandsoon)?

5)Speakersfromdifferentculturalgroupscanbeinvitedtodiscusstheirviewofissuesandtrendsrelatedtopsychology,counseling,studentaffairs,educationormilitaryscience.Remindtheclassofthevarietyofviewpointsthatcananddoexistbetweenpeopleindifferentculturalgroups.

6)Developacasestudythatisspecifictoyourarea/field.Putstudentsintogroupsandfacilitateadiscussionaccordingtoaguidelinesuchasthis:

a.Discusspossibleculturaldifferencesinthefollowingareas:

i. Asapractitionerii. Socialinteractionsiii. Languagebarriers

b.Whatpossibleinterventionscouldbetried?

i.Howwillyoudecide?Whichvoiceswillyoulistento?

ii.Howwillyouapproacheachmemberofcasestudy?


c.Fromapolicy/helping/teaching/supervisionpointofview—whatneworexistingprogramsmightbehelpfultoeachmemberinthecasestudy?

7.)Activity:OnlineActivity,One‐PageReflectionPaper,andIndividualDiscussionwithInstructor.EachstudenttakesoneoftheImplicitAssociationTests(IAT):https://implicit.harvard.edu/implicit/.Thisisaresearch‐basedwebsitethatprovidesinformationandresearch‐basedtestsonvariousimplicitattitudeassessments(e.g.,ethnic,age,weight,skintones,disability,sexuality,religious).ProjectImplicitisacollaborativeresearcheffortamongresearchersfromHarvardUniversity,UniversityofVirginia,andtheUniversityofWashington.Thereareseveralexercisesofferedonthiswebsite,andthegeneralpurposeistoelicitthoughtsandfeelingsthatareoutsideofourconsciouscontrol.Thosewhoparticipateintheseexercisesareprovidedwithasafeandsecurevirtualenvironmentinwhichtoexploretheirfeelings,attitudes,andpreferencestowardethnicgroups,race,andreligion.

Studentstakethetestoutsideofclass,reviewtheresults,andwriteaone‐pagereflectionpaperontheirreactiontotheresult.Inthepaper,studentsshouldaddressthequestions:Doyouthinktheresultisaccurate?Whyorwhynot?Howdoessocialdesirabilityaffectthediscrepancyofyourexplicitandimplicitattitudes?Studentsshouldalsomeetwiththeinstructorinadebriefingsessiontoreviewtheresultsandtheirperceptionsofthem.Studentsmayalsobenefitfromdiscussingtheresultsinclasswithpeers.Thelearningobjectiveistoincreasestudents’selfawarenessoftheirattitudestowarddifferentculturaldiversityphenomenawhenmeasuredimplicitly.

8.)Activity:VideoPresentationandClassDiscussion.StudentsviewoneofthevideospresentedinSectionFive,Resources(Media:Videos).Studentseachidentifythreenewconceptstheylearnedfromthevideo.Theseserveasthebasisforaclassdiscussiononmulticulturalismandimplicationsforclinicalpractice.Thelearningobjectiveistoincreasestudents’knowledgeofmulticulturalconcepts.

*Note:Toensureeffectiveness,itishighlyrecommendedthatin‐classactivitiessuchasBARNGAandBAFABAFAareusedinonlyonecourseperdepartment.


SectionV:

Resources

BooksDeardorff,D.(Ed.).(2009).TheSAGEhandbookofinterculturalcompetence.ThousandOaks, CA:SAGEPublications.

Bringingtogetherleadingexpertsandscholarsfromaroundtheworld,thisHandbookprovidesacomprehensiveoverviewofthelatesttheoriesandresearchoninterculturalcompetence.Itwillbeausefulandinvaluableresourcetoadministrators,faculty,researchers,andstudents.

Inda,J.X.(2007).Theanthropologyofglobalization:Areader(2nded.).Malden,MA: BlackwellPublishing.Updatedwithafreshintroductionandbrandnewselections,thesecondeditionofTheAnthropologyofGlobalizationcollectssomeofthedecade’sfinestworkonglobalization,focusingontheincreasinginterconnectednessofpeoplearoundtheworld,andtheculturallyspecificwaysinwhichtheseconnectionsaremediated.Includesarichintroductiontothesubject;groundsthestudyofglobalizationethnographicallybylocatingglobalprocessesineverydaypractice;addressestheglobalflowofcapital,people,commodities,media,andideologies;andoffersextensivegeographiccoverage:fromAfricaandAsiatotheCaribbean,Europe,andNorthAmerica.Updatededitionincludesnewselections,sectionintroductions,andrecommendationsforfurtherreading.

Lechner,F.J.&Boli,J.(Eds.).(2012).Theglobalizationreader.Malden,MA:Wiley‐Blackwell.

TheGlobalizationReadermakessenseofatermthathasbecomeanall‐purposecatchwordincontemporarydebates.Thisneweditionhasbeenthoroughlyrevisedandupdated,withthirtynewessaysandanewsectiononanti‐globalizationmovements.Theeditorshavereplacedseveralabstractarticlesfromthefirsteditionwithlivelier,moreaccessibleessaysthatreflectthecurrentscholarship.Withnewcasestudies,andamoreinternationalfocus,thissecondeditionisanevenbetterintroductiontoglobalizationstudies.Includesfullyrevisedandupdated‐includes30newessaysandanewsectiononanti‐globalizationmovements;wide‐ranging‐acrosseconomic,political,cultural,andexperientialdimensionsofsocialchange;inclusivecontent‐coveringawidevarietyofperspectivesonglobalizationandcapturingsomeofthefaultlinesincurrentdebates.


Lewis,R.(2005).Whenculturescollide:Leadingacrosscultures(3rded.).Boston,MA: NicholasBrealeyPublishing.

Inthisthoroughlyupdatedandexpanded3rdeditionofthegroundbreakingbookWhenCulturesCollide:LeadingAcrossCultures,RichardLewisincludeseverymajorregionoftheworldandmorethansixtycountries.Capturingtherisinginfluenceofcultureandtheseismicchangesthroughoutmanyregionsoftheworld,cross‐culturalexpertandinternationalbusinessmanRichardLewishassignificantlybroadenedthescopeofhisseminalworkonglobalbusinessandinterculturalcommunication.Includedarenewchaptersonmorethanadozencountries.Withineachcountry‐specificchapter,Lewisprovidesinvaluableinsightintothebeliefs,values,behaviors,mannerismsandprejudicesofeachculture,lendinghelpfuladviceontopicstodiscussandthosetoavoidwhencommunicating,guidestointerpretinguniqueterminology,andmodesofbehaviorthatwillcontributetosuccessfulcommunicationandlastingrelationships.Lewisadvisesonoverarchingguidelinesforproperoverseasmanners,whetherinarestaurant,atthehomeofacolleagueorintheboardroom.Usingdozensofscientific,yethighlyaccessiblediagramsandbuildingonhisLinear‐active,Multi‐activeandReactive(LMR)culturetypemodel,Lewisgivesmanagersandleaderspracticalstrategiestoembracedifferencesandworksuccessfullyacrossanincreasinglydiversebusinessculture.

Livermore,D.(2010).Leadingwithculturalintelligence:Thenewsecrettosuccess.NewYork,NY:AmericanManagementAssociation.

WhyaresomeleadersabletocreatetrustandnegotiatecontractswithChinese,LatinAmericans,andGermansallinthesameday,whileothersarebarelyabletomanagethediversityintheirownoffices?Theanswerliesintheirculturalintelligence,orCQ.Packedwithpracticaltools,research,andcasestudies,LeadingwithCulturalIntelligencebreaksnewground,offeringtoday'sglobalworkforceaspecific,four‐stepmodeltobecomingmoreadeptatmanagingacrosscultures.Practicalandinsightful,thisindispensableguideshowsleadershowtoconnectacrossanyculturaldivide,includingnational,ethnic,andorganizationalcultures.

Muller,G.H.(2011).Thenewworldreader:Thinkingandwritingabouttheglobalcommunity (3rded).Boston,MA:CengageLearning.

Withcompellingselectionsbysomeoftheworld'smostrespectedandcriticallyacclaimedwriters,TheNewWorldReaderencouragesexplorationofsomeofthemostsignificantglobalchallengesofthe21stcentury.Studentsconsidertopicsthataffecttheirlives,suchasthechallengesandconsequencesofglobalization,globalwarming,bilingualeducation,andredefinedgenderroles.ChallengedbysuchnotablecontemporarythinkersandwritersasRichardRodriguez,BharatiMukherjee,KwameAnthonyAppiah,KofiAnnan,BarbaraEhrenreich,andArundhatiRoy,studentsdeveloptheirreadingandcritical‐


thinkingskills.Aconsistentpedagogicalapparatusincludesbriefchapterintroductions,authorheadnotes,andpre‐readingquestionsthatofferstudentsapreviewofthecentralthemeineachsection.Exercisesetsfolloweachessay,providingforwriting,reading,discussion,andexplorationopportunities.

ResourcesforTeaching/Curriculum

Groccia,J.E.,Alsudairi,M.A.T.,&Buskist,W.(Eds.).(2012).Handbookofcollegeand universityteaching:Aglobalperspective.LosAngeles,CA:SAGEPublications.

Theneedtounderstandlearningandteachingfrommultipleculturalperspectiveshasbecomecriticallyimportantineducatingthenextgenerationofcollegestudents.Usingauniqueglobalview,thiscomprehensivevolumepresentsinternationalperspectivesoncriticalissuesimpactingteachingandlearningindiversehighereducationenvironments.Educationexpertsfromaroundtheworldsharetheirperspectivesoncollegeanduniversityteaching,identifyinginternationaldifferencesandsimilarities.ThechaptersareorganizedaroundamodeldevelopedbyJamesE.Groccia,whichfocusesonseveninterrelatedvariablesthatmustbeexploredtodevelopafullperspectiveofcollegeanduniversityteachingandlearning.Theseinterrelatedvariablesincludeteacher,learner,learningprocess,learningcontext,coursecontent,instructionalprocesses,andlearningoutcomes.Usingthislogicalmodel,thecontributorsprovidereaderswithaguideforsystemicthinkingabouthowtoimproveteachingandlearning,curriculumdevelopment,andassessment.

Stearns,P.(2008).Educatingglobalcitizensincollegesanduniversities:Challengesand opportunities.NewYork:Taylor&Francis.

Thisbookprovidesdistinctiveanalysisofthefullrangeofexpressionsinglobaleducationatacrucialtime,wheninternationalcompetitionrises,tensionswithAmericanforeignpolicybothcomplicateandmotivatenewactivity,andavarietyofinnovationsaretakingshape.Citingbestpracticesatavarietyofinstitutions,thebookprovidespracticalcoverageandguidanceinthemajoraspectsofglobaleducation,includingcurriculum,studyabroad,internationalstudents,collaborationsandbranchcampuses,whiledealingaswellwithmanagementissuesandoptions.Thebookisintendedtoguideacademicadministratorsandstudentsinhighereducation,atapointwheninternationaleducationissuesincreasinglyimpingeonallaspectsofcollegeoruniversityoperation.Thebookdealsaswellwithcoreprinciplesthatmustguideglobaleducationalendeavors,andwithproblemsandissuesinthefieldingeneralaswellasinspecificfunctionalareas.Challengesofassessmentalsowinattention.Highereducationprofessionalswillfindthat


thisbookservesasamanageableandprovocativeguide,inoneofthemostchallengingandexcitingareasofAmericanhighereducationtoday.

Sinagatullin,I.M.(2006).Theimpactofglobalizationoneducation.NewYork,NY:Nova SciencePublishers,Inc.

Thenotionofglobalizationanditsrelationtoeducationiswidelybeingdiscussedamongpoliticians,philosophers,scholars,educatorsandstudentsthroughouttheworld.Somefullyrejectandrefusetoacceptthisphenomenon,otherstrytounderstandandacceptthisnotion,stillotherscompletelyaccepttheideaofglobalizationandassociatewithitallprogressivechangesinthenewcentury'ssocio‐culturalandeducationalspace.Moreover,foraconsiderablepartoftheplanet'sresidentstheveryspiritofthetermsglobalismandglobalizationstillremainsanunknown,enigmatic,almostsupernaturalentity.Thecontemporaryglobalizingepochischaracterizedbypervasiveeventsmakingaconsiderableeffectonhumandevelopment,humanconsciousnessandonvariousaspectsofeducationandchilddevelopment.Theseeventsinclude:theunprecedentedemergenceanddisseminationofinformationandknowledge;thedigitizationofinformationandvirtualizationofobjectivereality;thespreadingoftheEnglishlanguageasanessentialglobaltoolforeducationandinternationalcommunication;thedisseminationoftheideasofglobalandmulticulturaleducation;theriseoftheEuropeanUnion;themarketorientationofRussianandtheformerentitiesoftheformerSocialistblock;thespreadingoftheculturalandeducationalcanonsoftheAnglo‐AmericanorAtlanticcivilizationuponotherculturesandcivilizations;andunparalleleddemographicgrowth,especiallyinEasternandSoutherncultures

ShortStoriesforClassDiscussionAdichie,C.N.&Lahiri,J.(2009).Oneworld:Aglobalanthologyofshortstories.Oxford, England:NewInternationalistsPublications.Thisbookismadeupoftwenty‐threestories,eachfromadifferentauthorfromacrosstheglobe.Allbelongtooneworld,unitedintheirdiversityandethnicity.Andtogethertheyhaveoneaim:toinvolveandmovethereader.http://www.amazon.com/One‐World‐global‐anthology‐stories/dp/1906523134/ref=sr_1_2?s=books&ie=UTF8&qid=1331764131&sr=1‐2

Austin,M.(2010).Readingtheworld:Ideasthatmatter(2nded.).NewYork:W.W.

Norton&Company.Westernandnon‐Western,classicandcontemporary,longerandshorter,verbalandvisual,accessibleandchallenging.With72readingsbythinkersfromaroundtheworld—Platoto


ToniMorrison,LaoTzutoAungSanSuuKyi—ReadingtheWorldistheonlygreatideasreaderforcompositionstudentsthatoffersatrulyglobalperspective.http://www.amazon.com/Reading‐World‐Ideas‐Matter‐Second/dp/0393933490/ref=pd_sim_b_5

Halpern,D.(Ed.).(1999).Theartofthestory:Aninternationalanthologyofcontemporaryshortstories.NewYork,NewYork:PenguinBooks.

Attestingtothedepth,range,andcontinuedpopularityofshortfiction,thiscollectionincludesseventy‐eightcontributorsfromthirty‐fivecountries.TheArtoftheStorycombinesthebestoftheestablishedmastersaswellasthefresh,newvoicesofwriterswhoseworkhasseldombeentranslatedintoEnglish.http://www.amazon.com/Art‐Story‐International‐Anthology‐Contemporary/dp/0140296387/ref=pd_sim_b_45

MEDIARESOURCES

Videos

AreWeReallySoDifferentYouandI?Sooftenwefocusonwhatmakesusdifferent,butinrealitythereisfarmorethatwehaveincommon.Thisemotionallymoving,inspirationalvideofollowsthecircleoflifeasithighlightsthecommonvaluesandmotivationsthatweshareashumanbeings.Acompellingwaytostartanydiversitytrainingprogram,AreWeReallySoDifferentYouandIwillputyouraudienceintherightframeofmindtodiscussthecriticallyimportanttopicofdiversity.ThisdiversitytrainingvideocomeswithbothamalenarratedversionandafemalenarratedversiononthesameDVD.

TheUPSeries:AseriesofdocumentaryfilmsproducedbyGranadaTelevisionthathavefollowedthelivesoffourteenBritishchildrensince1964,whentheyweresevenyearsold.Thedocumentaryhashadsevenepisodesspanning49years(oneepisodeeverysevenyears).

Babies:Directedbyaward‐winningfilmmakerThomasBalmès,fromanoriginalideabyproducerAlainChabat,Babiessimultaneouslyfollowsfourbabiesaroundtheworld–frombirthtofirststeps.Thechildrenare,respectively,inorderofon‐screenintroduction:Ponijao,wholiveswithherfamilynearOpuwo,Namibia;Bayarjargal,whoresideswithhisfamilyinMongolia,nearBayanchandmani;Mari,wholiveswithherfamilyinTokyo,Japan;andHattie,whoresideswithherfamilyintheUnitedStates,inSanFrancisco.Re‐definingthenonfictionartform,Babiesjoyfullycapturesonfilmtheearlieststagesofthejourneyofhumanitythatareatonceuniqueanduniversaltousall.


AWorldwithoutStrangers:documentarythatlinksfivecollege‐agewomenfromtheUnitedStatesandtheMiddleEastinamedia‐baseddialoguethatexploresandchallengescross‐culturalmisconceptions.Bysharingtheirstoriesandpersonalphotodiaries,thewomenbeginthefirststepsinextinguishingfallaciesandrecognizingtheircommonalities.

AWorldofGestures:CultureandNonverbalCommunicationfocusesoninternationaldifferencesingestures,andculturaldifferencesinnonverbalcommunicationgenerally.Asmightbeexpected,thisvideoisfascinating,provocative,andevenoutrageous.Thisvideoexaminesangrygestures,obscenegestures,friendlygestures,warninggestures,thedevelopmentofgesturesinchildren,ganggestures,secretgestures,andembarrassinggestures.Throughout,theemphasisisonhowthispowerfulformofnonverbalcommunicationvariesacrossculturalandnationalboundaries.

TheWorldofDifference:A40‐minuteDVDwhichfocusesonthechallengesandresponsestointernationalteamwork.ItisadramawithGavinHalesasthenewprojectmanagerofMorel,asoftwareproduct.Histeamfrom7countrieseachhasdiversepreferencesandexpectationsfor'bestpractice'inteamworkingandGavinhastolearnhowtoleadthecomplexitiesofmulticulturalteammembershipandgeographicaldistancetomeethisgoals.

TimeforSchool:Anaward‐winning12‐yeardocumentaryproject,TimeforSchool,returnsin2009withvisitstosevenclassroomsinsevencountriestoofferaglimpseintothelivesofsevenextraordinarychildrenwhoarestrugglingtogetwhatnearlyallAmericankidstakeforgranted:abasiceducation.Westartedfilmingin2002,watchingaskidsfirstenteredschoolinAfghanistan,Benin,Brazil,India,Japan,KenyaandRomania,manydespitegreatodds.Severalyearslater,in2006,wereturnedtofilmanupdate—andnow,threeyearslater,wetraveltocheckinonouryoungteenagerswhoaremakingtheprecarioustransitiontomiddleschool.

U.S.GlobalCompetenceforthe21stCentury:A21stCenturyImperativemakesthecasethatU.S.globalcompetenceinthe21stcenturyisnotaluxury,butanecessity.Whetherengagingtheworld,orourculturallydiversehomeland,theUnitedStates’futuresuccesswillrelyontheglobalcompetenceofourpeople.Globalcompetencemustbecomepartofthecoremissionofeducation—fromK‐12throughgraduateschool.

What'sGoingOn?Series(Setof10DVDs):Thisgroundbreaking10‐partfamilytelevisionseriesexplorescriticalglobalissuessuchaswar,environmentaldegradation,discriminationandpovertythroughtheeyesofachild.Thegoalistoexplaintheoriginsofaproblem,putahumanfaceonanissueandpromoteamessageoftoleranceandunderstanding.

Taboo(1stand2ndSeason):Adocumentarytelevisionseriesthatpremieredin2002ontheNationalGeographicChannel.Theprogramisaneducationallookinto"taboo"ritualsandtraditionspracticedinsomesocieties,yetforbiddenandillegalinothers.Eachhourlong


episodedetailsaspecifictopic,suchasmarriageorinitiationrituals,andexploreshowsuchtopicsareviewedthroughouttheworld.Taboogenerallyfocusesonextremeviewpoints;inthesensethattheyarethemostmisunderstood,despised,ordisagreeduponintheworld.

MarriagesinHeaven:ThisilluminatingdocumentaryexploresthewaysinwhichglobalizationandmodernizationareaffectingyoungpeopleandchangingthetraditionsofmarriageamongIndianslivingbothinIndiaandinAmerica.ThefilmexaminesmarriagesrepresentinggroupsfromavarietyofregionsofIndia,andincludesanarrayoffascinatinginterviewswithparents,matchmakers,astrologers,andofcourseyoungbridesandgrooms.

SixBillionandBeyond:Thisdocumentaryfocusesoninterconnectedissuesofpopulationgrowth,economicdevelopment,equalrightsandopportunitiesforwomen,andenvironmentalprotectionaroundtheworld.Thefilminterweavesexpertcommentarywithincisiveportraitsofyoungpeopleinsixdiversecountries‐‐Mexico,Italy,Kenya,India,China,andtheUSA‐‐toillustratehowyoungpeoplearemakingdecisionsabouttheirlifestyles,patternsofconsumption,andreproductivechoices.Thefilmdemonstrateshowthesedecisionswillhaveanextraordinaryimpactontheworld'senvironment,andhowinturntheconditionoftheenvironmentwillstronglyaffectthequalityofpeople'sliveseverywhere.

MoviesforCulturalInsights&Discussions

Australia:RabbitProofFenceIn1931,threeaboriginalgirlsescapeafterbeingpluckedfromtheirhomestobetrainedasdomesticstaffandsetoffonatrekacrosstheOutback.

Australia–AustraliaSetinnorthernAustraliabeforeWorldWarII,anEnglisharistocratwhoinheritsasprawlingranchreluctantlypactswithastock‐maninordertoprotecthernewpropertyfromatakeoverplot.Asthepairdrive2,000headofcattleoverunforgivinglandscape,theyexperiencethebombingofDarwin,Australia,byJapaneseforcesfirsthand.

Bosnia:TheLandofMilkandHoneySetwithinwar‐tornBosnia,itexploresboththeharshrealitiesofwartimeviolenceandcrimesincludingusingwomenashumanshields,andhowwaraffectslove.ItrevolvesaroundaBosnian‐MuslimwomanandherSerbianmanwhoaretornapartduringtheBosnianwarin1992.

India:SlumdogMillionaireAMumbaiteenwhogrewupintheslums,becomesacontestantontheIndianversionof"WhoWantsToBeAMillionaire?"Heisarrestedundersuspicionofcheating,andwhilebeinginterrogated,eventsfromhislifehistoryareshownwhichexplainwhyheknowstheanswers.


Asia:TheJoyLuckClubFourolderwomen,allChineseimmigrantslivinginSanFrancisco,meetregularlytoplaymahjong,eat,andtellstories.EachofthesewomenhasanadultChinese‐Americandaughter.Thefilmrevealsthehiddenpastsoftheolderwomenandexploresculturalconflictandtherelationshipsbetweenmothersanddaughters.Thefilmisstructuredasaseriesofvignettestoldfromtheperspectivesofthedifferentwomen.

Iran(inAmerica):HouseofSandandFogBasedonthenovel,thestoryconcernsthebattlebetweenayoungwomanandanimmigrantIranianpoliticalrefugeefamily,whoareinstruggleforabetterlifeintheUnitedStates,overtheownershipofahouseinNorthernCalifornia.

Mexico:WhichWayHome"WhichWayHome"isafeaturedocumentaryfilmthatfollowsunaccompaniedchildmigrants,ontheirjourneythroughMexico,astheytrytoreachtheUnitedStates.ItfollowschildrenlikeOlgaandFreddy,nine‐yearoldHondurans,whoaredesperatelytryingtoreachtheirparentsintheUS.;childrenlikeJose,aten‐yearoldElSalvadoran,whohasbeenabandonedbysmugglersandendsupaloneinaMexicandetentioncenter;andKevin,acanny,streetwisefourteen‐yearoldHonduran,whosemotherhopesthathewillreachtheU.S.andsendmoneybacktoher.

Africa–TheGodsMustBeCrazyAcomicallegoryaboutatravelingBushmanwhoencountersmoderncivilizationanditsstrangeraspects,includingaclumsyscientistandabandofrevolutionaries.SetinSouthAfricaandneighboringBotswana,ittellsthestoryofXi,aShooftheKalahariDesert(playedbyNamibianSanfarmerNǃxau)whosebandhasnoknowledgeoftheworldbeyond.

Africa–OutofAfricaOutofAfricaisfilmaboutthelifeofDanishwriterKarenBlixen,betterknownasIsakDinesen,whotravelstoKenyatobewithherGermanhusbandbutfallsforanEnglishadventurer.ThefilmisbasedlooselyontheautobiographicalbookOutofAfricawrittenbyIsakDinesen(thepseudonymoftheauthorKarenBlixen),whichwaspublishedin1937,withadditionalmaterialfromDinesen'sbookShadowsontheGrassandothersources.

Africa:HotelRwandaHotelRwandaisbasedonthetrue‐lifestoryofPaulRusesabagina,ahotelmanagerwhohousedoverathousandTutsirefugeesduringtheirstruggleagainsttheHutumilitiainRwanda.

Germany‐Schindler’sListInPolandduringWorldWarII,OskarSchindlergraduallybecomesconcernedforhisJewishworkforceafterwitnessingtheirpersecutionbytheNazis


Greece–ZorbatheGreekAnuptightEnglishwritertravelingtoCreteonamatterofbusinessfindshislifechangedforeverwhenhemeetsthegregariousAlexisZorba.

Indonesia–AYearofLivingDangerouslyAyoungAustralianreportertriestonavigatethepoliticalturmoilofIndonesiaduringtheruleofPresidentSukarnowiththehelpofadiminutivephotographer.

Israel–KadoshTwosistersbecomevictimsofthepatriarchal,ultra‐orthodoxsociety.

Japan–ShallWeDanceAsuccessfulbutunhappyJapaneseaccountantfindsthemissingpassioninhislifewhenhebeginstosecretlytakeballroomdancelessons.

Netherlands–RentaFriendTiredofhissuccessfulscreenwritergirlfriendconstantkvetchingabouthislackofmotivation,failedartistAlfredmovesoutonherinordertostartabusiness.Hisschemeistohireoutfriendsforeveryoccasionandmuchtoeveryone'ssurprise;itprovestobeamonstroussuccess.

Vietnam–IndochineA1992FrenchfilmsetincolonialFrenchIndochinaduringthe1930s.ItisthestoryofÉlianeDevries,aFrenchplantationowner,andofheradoptedVietnamesedaughter,Camille,withtherisingVietnamesenationalistmovementsetasabackdrop.

ColdWater/InterculturalPressAcommentaryontheexperiencesandfeelingsofinternationalstudentswhohavestudiedintheUnitedStates.Thefocusisontheiradjustment,valueconflicts,andtheirperceptionsofAmericans.

WebSites

GlobalGateway:WorldCulture&Resources(LibraryofCongress)

http://www.globalization101.org/

http://globalizationandeducation.ed.uiuc.edu/

http://geert‐hofstede.com/dimensions.htmlandhttp://geert‐hofstede.com/countries.html

https://implicit.harvard.edu/implicit/


AppendixA

A Power point presentation for CEBS is located on the Shared Drive (S Drive). It discusses the need for cultural competency, concepts and terms, and ways to achieve competency.

Download in: Powerpoint Format | PDF format


APPENDIX B

CASE STUDY DISCUSSION: NACIREMA

Body Ritual among the Nacirema Horace Miner American Anthropologist, New Series, Vol. 58, No. 3. (Jun., 1956), pp. 503-507. Stable URL: http://links.jstor.org/sici?sici=0002-7294%28195606%292%3A58%3A3%3C503%3ABRATN%3E2.0.CO%3B2-Y American Anthropologist is currently published by American Anthropological Association.

Theanthropologisthasbecomesofamiliarwiththediversityofwaysinwhichdifferentpeoplebehaveinsimilarsituationsthatheisnotapttobesurprisedbyeventhemostexoticcustoms.Infact,ifallofthelogicallypossiblecombinationsofbehaviorhavenotbeenfoundsomewhereintheworld,heisapttosuspectthattheymustbepresentinsomeyetundescribedtribe.Thepointhas,infact,beenexpressedwithrespecttoclanorganizationbyMurdock(1949:71).[2]Inthislight,themagicalbeliefsandpracticesoftheNaciremapresentsuchunusualaspectsthatitseemsdesirabletodescribethemasanexampleoftheextremestowhichhumanbehaviorcango.

¶1ProfessorLinton[3]firstbroughttheritualoftheNacirematotheattentionofanthropologiststwentyyearsago(1936:326),butthecultureofthispeopleisstillverypoorlyunderstood.TheyareaNorthAmericangrouplivingintheterritorybetweentheCanadianCree,theYaquiandTarahumareofMexico,andtheCaribandArawakoftheAntilles.Littleisknownoftheirorigin,althoughtraditionstatesthattheycamefromtheeast....[4]¶2Naciremacultureischaracterizedbyahighlydevelopedmarketeconomywhichhasevolvedinarichnaturalhabitat.Whilemuchofthepeople'stimeisdevotedtoeconomicpursuits,alargepartofthefruitsoftheselaborsandaconsiderableportionofthedayarespentinritualactivity.Thefocusofthisactivityisthehumanbody,theappearanceandhealthofwhichloomasadominantconcernintheethosofthepeople.Whilesuchaconcerniscertainlynotunusual,itsceremonialaspectsandassociatedphilosophyareunique.¶3Thefundamentalbeliefunderlyingthewholesystemappearstobethatthehumanbodyisuglyandthatitsnaturaltendencyistodebilityanddisease.Incarceratedinsuchabody,man'sonlyhopeistoavertthesecharacteristicsthroughtheuseofritualandceremony.Everyhouseholdhasoneormoreshrinesdevotedtothispurpose.Themorepowerfulindividualsinthesocietyhaveseveralshrinesintheirhousesand,infact,theopulenceofahouseisoftenreferredtointermsofthenumberofsuchritualcentersitpossesses.Mosthousesareofwattleanddaubconstruction,buttheshrineroomsofthemorewealthyarewalledwithstone.Poorerfamiliesimitatetherichbyapplyingpotteryplaquestotheirshrinewalls.¶4Whileeachfamilyhasatleastonesuchshrine,theritualsassociatedwithitarenotfamilyceremoniesbutareprivateandsecret.Theritesarenormallyonlydiscussedwithchildren,andthenonlyduringtheperiodwhen


theyarebeinginitiatedintothesemysteries.Iwasable,however,toestablishsufficient[504begins‐>]rapportwiththenativestoexaminetheseshrinesandtohavetheritualsdescribedtome.¶5Thefocalpointoftheshrineisaboxorchestwhichisbuiltintothewall.Inthischestarekeptthemanycharmsandmagicalpotionswithoutwhichnonativebelieveshecouldlive.Thesepreparationsaresecuredfromavarietyofspecializedpractitioners.Themostpowerfulofthesearethemedicinemen,whoseassistancemustberewardedwithsubstantialgifts.However,themedicinemendonotprovidethecurativepotionsfortheirclients,butdecidewhattheingredientsshouldbeandthenwritethemdowninanancientandsecretlanguage.Thiswritingisunderstoodonlybythemedicinemenandbytheherbalistswho,foranothergift,providetherequiredcharm.¶6Thecharmisnotdisposedofafterithasserveditspurpose,butisplacedinthecharmboxofthehouseholdshrine.Asthesemagicalmaterialsarespecificforcertainills,andtherealorimaginedmaladiesofthepeoplearemany,thecharm‐boxisusuallyfulltooverflowing.Themagicalpacketsaresonumerousthatpeopleforgetwhattheirpurposeswereandfeartousethemagain.Whilethenativesareveryvagueonthispoint,wecanonlyassumethattheideainretainingalltheoldmagicalmaterialsisthattheirpresenceinthecharm‐box,beforewhichthebodyritualsareconducted,willinsomewayprotecttheworshiper.¶7

Beneaththecharm‐boxisasmallfont.Eachdayeverymemberofthefamily,insuccession,enterstheshrineroom,bowshisheadbeforethecharm‐box,minglesdifferentsortsofholywaterinthefont,andproceedswithabriefriteofablution.[5]TheholywatersaresecuredfromtheWaterTempleofthecommunity,wherethepriestsconductelaborateceremoniestomaketheliquidrituallypure.

¶8Inthehierarchyofmagicalpractitioners,andbelowthemedicinemeninprestige,arespecialistswhosedesignationisbesttranslatedas"holy‐mouth‐men."TheNaciremahaveanalmostpathologicalhorrorofandfascinationwiththemouth,theconditionofwhichisbelievedtohaveasupernaturalinfluenceonallsocialrelationships.Wereitnotfortheritualsofthemouth,theybelievethattheirteethwouldfallout,theirgumsbleed,theirjawsshrink,theirfriendsdesertthem,andtheirloversrejectthem.Theyalsobelievethatastrongrelationshipexistsbetweenoralandmoralcharacteristics.Forexample,thereisaritualablutionofthemouthforchildrenwhichissupposedtoimprovetheirmoralfiber.¶9Thedailybodyritualperformedbyeveryoneincludesamouth‐rite.Despitethefactthatthesepeoplearesopunctilious[6]aboutcareofthemouth,thisriteinvolvesapracticewhichstrikestheuninitiatedstrangerasrevolting.Itwasreportedtomethattheritualconsistsofinsertingasmallbundleofhoghairsintothemouth,alongwithcertainmagicalpowders,andthenmovingthebundleinahighlyformalizedseriesofgestures.[7]¶10Inadditiontotheprivatemouth‐rite,thepeopleseekoutaholy‐mouth‐manonceortwiceayear.Thesepractitionershaveanimpressivesetofparaphernalia,consistingofavarietyofaugers,awls,probes,andprods.Theuseof[505begins‐>]theseobjectsintheexorcismoftheevilsofthemouthinvolvesalmostunbelievableritualtortureoftheclient.Theholy‐


mouth‐manopenstheclient'smouthand,usingtheabovementionedtools,enlargesanyholeswhichdecaymayhavecreatedintheteeth.Magicalmaterialsareputintotheseholes.Iftherearenonaturallyoccurringholesintheteeth,largesectionsofoneormoreteetharegougedoutsothatthesupernaturalsubstancecanbeapplied.Intheclient'sview,thepurposeoftheseministrations[8]istoarrestdecayandtodrawfriends.Theextremelysacredandtraditionalcharacteroftheriteisevidentinthefactthatthenativesreturntotheholy‐mouth‐menyearafteryear,despitethefactthattheirteethcontinuetodecay.¶11Itistobehopedthat,whenathoroughstudyoftheNaciremaismade,therewillbecarefulinquiryintothepersonalitystructureofthesepeople.Onehasbuttowatchthegleamintheeyeofaholy‐mouth‐man,ashejabsanawlintoanexposednerve,tosuspectthatacertainamountofsadismisinvolved.Ifthiscanbeestablished,averyinterestingpatternemerges,formostofthepopulationshowsdefinitemasochistictendencies.ItwastothesethatProfessorLintonreferredindiscussingadistinctivepartofthedailybodyritualwhichisperformedonlybymen.Thispartoftheriteincludesscrapingandlaceratingthesurfaceofthefacewithasharpinstrument.Specialwomen'sritesareperformedonlyfourtimesduringeachlunarmonth,butwhattheylackinfrequencyismadeupinbarbarity.Aspartofthisceremony,womenbaketheirheadsinsmallovensforaboutanhour.Thetheoreticallyinterestingpointisthatwhatseemstobeapreponderantlymasochisticpeoplehavedevelopedsadisticspecialists.¶12Themedicinemenhaveanimposingtemple,orlatipso,ineverycommunityofanysize.Themoreelaborateceremoniesrequiredtotreatverysickpatientscanonlybeperformedatthistemple.Theseceremoniesinvolvenotonlythethaumaturge[9]butapermanentgroupofvestalmaidenswhomovesedatelyaboutthetemplechambersindistinctivecostumeandheaddress.¶13Thelatipsoceremoniesaresoharshthatitisphenomenalthatafairproportionofthereallysicknativeswhoenterthetempleeverrecover.Smallchildrenwhoseindoctrinationisstillincompletehavebeenknowntoresistattemptstotakethemtothetemplebecause"thatiswhereyougotodie."Despitethisfact,sickadultsarenotonlywillingbuteagertoundergotheprotractedritualpurification,iftheycanaffordtodoso.Nomatterhowillthesupplicantorhowgravetheemergency,theguardiansofmanytempleswillnotadmitaclientifhecannotgivearichgifttothecustodian.Evenafteronehasgainedandsurvivedtheceremonies,theguardianswillnotpermittheneophytetoleaveuntilhemakesstillanothergift.¶14Thesupplicantenteringthetempleisfirststrippedofallhisorherclothes.IneverydaylifetheNaciremaavoidsexposureofhisbodyanditsnaturalfunctions.Bathingandexcretoryactsareperformedonlyinthesecrecyofthehouseholdshrine,wheretheyareritualizedaspartofthebody‐rites.Psychologicalshockresultsfromthefactthatbodysecrecyissuddenlylostuponentryintothelatipso.Aman,whoseownwifehasneverseenhiminanexcre‐[506begins‐>]toryact,suddenlyfindshimselfnakedandassistedbyavestalmaidenwhileheperformshisnaturalfunctionsintoasacredvessel.Thissortofceremonialtreatmentisnecessitatedbythefactthattheexcretaareusedbyadivinertoascertainthecourseandnatureoftheclient'ssickness.Femaleclients,onthe


otherhand,findtheirnakedbodiesaresubjectedtothescrutiny,manipulationandproddingofthemedicinemen.¶15Fewsupplicantsinthetemplearewellenoughtodoanythingbutlieontheirhardbeds.Thedailyceremonies,liketheritesoftheholy‐mouth‐men,involvediscomfortandtorture.Withritualprecision,thevestalsawakentheirmiserablechargeseachdawnandrollthemaboutontheirbedsofpainwhileperformingablutions,intheformalmovementsofwhichthemaidensarehighlytrained.Atothertimestheyinsertmagicwandsinthesupplicant'smouthorforcehimtoeatsubstanceswhicharesupposedtobehealing.Fromtimetotimethemedicinemencometotheirclientsandjabmagicallytreatedneedlesintotheirflesh.Thefactthatthesetempleceremoniesmaynotcure,andmayevenkilltheneophyte,innowaydecreasesthepeople'sfaithinthemedicinemen.¶16Thereremainsoneotherkindofpractitioner,knownasa"listener."Thiswitch‐doctorhasthepowertoexorcisethedevilsthatlodgeintheheadsofpeoplewhohavebeenbewitched.TheNaciremabelievethatparentsbewitchtheirownchildren.Mothersareparticularlysuspectedofputtingacurseonchildrenwhileteachingthemthesecretbodyrituals.Thecounter‐magicofthewitch‐doctorisunusualinitslackofritual.Thepatientsimplytellsthe"listener"allhistroublesandfears,beginningwiththeearliestdifficultieshecanremember.ThememorydisplayedbytheNaciremaintheseexorcismsessionsistrulyremarkable.Itisnotuncommonforthepatienttobemoantherejectionhefeltuponbeingweanedasababe,andafewindividualsevenseetheirtroublesgoingbacktothetraumaticeffectsoftheirownbirth.¶17Inconclusion,mentionmustbemadeofcertainpracticeswhichhavetheirbaseinnativeestheticsbutwhichdependuponthepervasiveaversiontothenaturalbodyanditsfunctions.Thereareritualfaststomakefatpeoplethinandceremonialfeaststomakethinpeoplefat.Stillotherritesareusedtomakewomen'sbreastslargeriftheyaresmall,andsmalleriftheyarelarge.Generaldissatisfactionwithbreastshapeissymbolizedinthefactthattheidealformisvirtuallyoutsidetherangeofhumanvariation.Afewwomenafflictedwithalmostinhumanhypermammarydevelopmentaresoidolizedthattheymakeahandsomelivingbysimplygoingfromvillagetovillageandpermittingthenativestostareatthemforafee.¶18Referencehasalreadybeenmadetothefactthatexcretoryfunctionsareritualized,routinized,andrelegatedtosecrecy.Naturalreproductivefunctionsaresimilarlydistorted.Intercourseistabooasatopicandscheduledasanact.Effortsaremadetoavoidpregnancybytheuseofmagicalmaterialsorbylimitingintercoursetocertainphasesofthemoon.Conceptionisactuallyveryinfrequent.Whenpregnant,womendresssoastohidetheircondition.Parturi‐[507begins‐>]tiontakesplaceinsecret,withoutfriendsorrelativestoassist,andthemajorityofwomendonotnursetheirinfants.¶19OurreviewoftherituallifeoftheNaciremahascertainlyshownthemtobeamagic‐riddenpeople.Itishardtounderstandhowtheyhavemanagedtoexistsolongundertheburdenswhichtheyhaveimposeduponthemselves.ButevensuchexoticcustomsasthesetakeonrealmeaningwhentheyareviewedwiththeinsightprovidedbyMalinowski[10]whenhewrote(1948:70):¶20


Lookingfromfarandabove,fromourhighplacesofsafetyinthedevelopedcivilization,itiseasytoseeallthecrudityandirrelevanceofmagic.Butwithoutitspowerandguidanceearlymancouldnothavemasteredhispracticaldifficultiesashehasdone,norcouldmanhaveadvancedtothehigherstagesofcivilization.[11]

¶21

REFERENCESCITED

Linton,Ralph1936TheStudyofMan.NewYork,D.Appleton‐CenturyCo.

Malinowsli,Bronislaw1948Magic,Science,andReligion.Glencoe,TheFreePress.

Murdock,GeorgeP.1949SocialStructure.NewYork,TheMacmillanCo.


APPENDIXC

CULTURAL TESTS/ASSESSMENT TOOLS

ChecklistfortheExaminationofCulturalCompetenceinSocialServiceAgenciesDanaR.H.,Behn,J.D.,&Gonwa,T.(1992).Achecklistfortheexaminationofculturalcompetenceinsocialserviceagencies.ResearchonSocialWorkPractice,2(2),220‐233.PurposeTomeasureculturalcompetenceattheagency/organizationallevel.DescriptionThechecklistofculturalcompetenceprovidesatoolforself‐assessmentofculturalcompetenceattheagencylevel.Thischecklistcanbeusedinpreparationfortrainingstaffandadministratorsaswellasforrecruitingofstaff.Thechecklisthas34itemssubdividedinfiveclusters:1)culturallycompetentpracticesasevidencedinstaffselection,agencypolicy,andattitudes(8items),2)availableservices(15items),3)relationshiptotheethniccommunity(7items),4)training(2items),and5)evaluation(2items).LevelofAssessmentAgencylevel.AdministrationPolicyMakers,Administrators,Staff.Scoring‐Scoringisasumofallitems.LanguageofInstrumentEnglish.ReliabilityInter‐raterreliabilityreported.ValidityConcurrentvalidityreported.AvailabilityForinformationortorequestacopyofthechecklistcontact:RichardH.DanaPortlandStateUniversityRegionalResearchInstituteforHumanServicesGraduateSchoolofSocialWorkPOBox751Portland,OR97207Email:[email protected]


DiversityMissionEvaluationQuestionnaireDucker,D.G.,&Tori,C.D.(2001).Thereliability&validityofamulticulturalassessmentinstrumentdevelopedforagraduateprograminpsychology.ProfessionalPsychology:ResearchandPractice,32(4),425‐432.Purpose‐Tomeasureculturalattitudespertainingtomulticulturalmattersatgraduateschoollevel.DescriptionThescalewasdevelopedtohelpacademicinstitutionsassesstheirmulticulturalismbymeasuringattitudes,beliefsandexperiencespertainingtodiversity.Althoughdesignedforacademicinstitutions,thetoolcanbeadapted,withappropriatemodifications,foruseinhealthcarecenters,mentalhealthagenciesorothercommunityorganizations.TheDMEQincludes26questionsonmulticulturalattitudes,beliefsandexperiences.Questionsusea4pointLikertscaleformatthatrangesfrom4=stronglyagreeto1=stronglydisagree.LevelofAssessment‐EducationalOrganizationLevel.Administration‐Educationprofessionalsatacademicinstitutions.Scoring‐ContacttheauthorforscoringinformationLanguageofInstrument‐English.Reliability‐Internalconsistencyreported.Validity‐Constructvalidityreported.Availability‐Forinformationortorequestacopyoftheassessmenttoolcontact:DaliaG.DuckerAssociateDeanforAcademicAffairsCaliforniaSchoolofProfessionalPsychologyAlliantInternationalUniversity1BeachStreet/Suite100SanFrancisco,CA94133Tel.:415‐955‐2149


MulticulturalCompetenceinStudentAffairs(MCSA‐P2)Pope,R.,&Mueller,J.(2005).Facultyandcurriculum:Examiningmulticulturalcompetenceandinclusion.JournalofCollegeStudentDevelopment,46(6),679‐688.

Pope,R.,&Mueller,J.(2000).DevelopmentandvalidationofmulticulturalcompetenceinStudentAffairs:Preliminary2scales.JournalofCollegeStudentDevelopment,41(6),599‐608.

Purpose‐Tomeasureculturalcompetenceattheagency/clinicallevel.

Description‐Thescalewasdevelopedasanassessmenttooltomeasuremulticulturalcompetenceinahighereducationcontext.Itseekstoassessthecompetenciesnecessaryforeffectiveandmulti‐culturallysensitiveworkinstudentaffairs.This34‐iteminstrumentisdesignedtomeasuremulticulturalcompetenceinstudentaffairspractice.Participantsusea7pointLikerttyperatingscale(1=notatallaccurateto7=veryaccurate)todescribethemselves.

LevelofAssessment‐Educationalorganizationlevel.AdministrationStudentaffairsprofessionalsininstitutionsofhigherlearning.

Scoring‐Themeaniscalculatedtogetanoverallscoreofthescale.

LanguageofInstrument‐English.

Reliability‐Theinternalconsistencywithanco‐efficientalphathatrangesfrom.91to.94.

Validity‐Contentvalidity.

Availability‐Forinformationortorequestacopyofthescalecontact:

RaecheleL.Pope,AssociateProfessor

UniversityofBuffalo,SUNY

482BaldyHall/NorthCampus

Buffalo,NewYork

Tel.:(716)645‐2471x1095

Email:[email protected]

Global Pathways: Cultural Competence Curriculum Module

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