Welcome The most distinctive

mark of a cultured mind is the ability to take another’s place, and see life and its problems from a point of view different from one’s own.”

--A.H.R. Fairchild

Success in the World The Roles of Cultural

CompetenciesPersonal & Professional

The Rubenstein School: 5 September 2006

SNR 6 – POSTING COPY

Presenter:

Sherwood Smith, IPS & CCP

UVM

OverviewIntroductions

A. Personal Experience: Defining culture

B. Social Construction

C. Intercultural Communication Skills

D. Identity: Internal & External

E. Personal and/or Professional

F. Applications and Goals:

G. Question & Answer

KEY CULTURAL CONCEPTS Culture can impact levels of conflict,

cooperation, and community Cultures have rules Culture is learned, transmitted and impacts

behavior Culture changes understanding and values

* Disconfirmed

Expectancies *

Belonging

* Ambiguity

* Cognitive Dissonance

* Stigma

(Xenophobia/”ism”)

Stress in People's Experiences

Language: The Question of Definition Intercultural Communication:

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

Diversity Glen, John M. ( 1996). Highlander: No Ordinary School. Knoxville, Tennessee: The

University of Tennessee Press.

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

justice: A source book. New York: Routledge.

“Ism”Hilliard, Asagi G. III. (1997).Teaching/Learning Anti-Racism: A developmental Approach. New York, NY: Teachers College Press.

Multiculturalism:Banks, James A. (1994). Multiethnic education: Theory and Practice (3rd Edition). Boston, MA: Allyn and BaconCheatham H. 1991. Cultural Pluralism On Campus. ACPA Media Board Publ.

CULTURE IcebergmodeCulture can be compared to an iceberg, because so much goes undetected. So that much of the mass is

often ignored. The influences of cultural elements need to be explicitly explored rather than taken forgotten or ignored. Below are list some of the cultural issues that impact on evaluation:

LANGUAGE ARTS LITERATURE

DRAMA MUSIC DRESS DANCING GAMES SPORTS COOKING

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

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

COURTSHIP PRACTICES CONCEPT OF JUSTICE MOTIVATION TO WORK CRITERIA FOR LEADERSHIP DECISION MAKING PROCESSES DEITIES

IDEAS OF CLEANLINESS LOCUS OF CONTROL THEORY OF DISEASE PHYSICAL SPACE ROLES IN RELATION TO STATUS BY AGE, GENDER, CLASS, KINSHIP, OCCUPATION, RELIGION,....

CONVERSATIONAL PATTERNS IN VARIOUS SOCIAL CONTEXTS, CONCEPTION OF TIME AND SPACE DEFINITION OF SANITY, FRIENDSHIP, LOVE, MURDER, LIFE, GENDER, FACIAL EXPRESSIONS

PREFERENCES FOR COMPETITION, COOPERATION, INDIVIDUALISM OR GROUPING SIN OR GRACE NOTION OF ADULTHOOD NOTION OF LOGIC AND VALIDITY PHYSICAL SPACE ARRANGEMENTS

PATTERNS OF HANDLING EMOTIONS LIFE ACCEPTANCE OF FRUSTRATION AND/OR PAIN

Beyond the Tip of the Iceberg Author: Jerome Hanley “Understanding the cultures of the youth we serve requires more than words and good intentions. The journey toward cultural

competence requires the willingness to learn from those experiences and act.”

PART B

Social Construction

Topics1. Socialization

- Cultural Communication of Power & Paradigm

2. Knowledge-Transmission of information

3. Personal and Institutional Beliefs - Norms, Values & Learning Styles

PART C

Intercultural Communication

Power Distance and Privilege

Individual vs. Group

PART D

Power Distance Relationships

(Identity Development)Privileged MarginalizedDominant Marginalized“Majority” “Minority”

Ponterotto & Pedersen. (1993). Preventing Prejudice. Sage. CA

PART EPersonal & Professional

(Institutional Norms)

Institutions:Consist of cognitive, normative, and regulative structures and activities that provide stability for the status quo and define the meanings of normative social behavior.

Adams, M., Blumenfeld, W.J., Castañeda, R., Hackman, H.W., Peters, M.L., & Zúñiga, X. (Eds.) (2000). Reading for diversity and social justice: An anthology on racism, anti-Semitism, sexism,

heterosexism, ableism, and classism. New York: Routledge.

F: Applications for Practice

1. Individual or Institutional

Burn, Shawn Meghan. (2000). Women Across Cultures: A Global Perspective. Mountain View, CA: Mayfield Publishing Company.

2. Skill Levels - Consciousness & Competency

Summerfield, E. (1997). Survival Kit for Multicultural Living. Intercultural Press: ME

Applications and GoalsSystemic Issues

Nurture Understanding: experiences, histories and contexts

Create Awareness: internal and external

Build Abilities and Skills: do and teach

Do Assess: explain, share and institutionalize

Five Personal Skills for Survival Know yourself Know how to adapt Know when the paradigm shifted Sharing the knowledge We do not know everything… Assessing Allies and Bigots

SAMPLE ACTIONS SHEETS

Personal Attend a new cultural

event Attend a social justice

focused workshop Have a discussion with

friends Attend a film or lecture Read a book

Professional Investigate research on

specific topic / issue Attend a power &

privilege workshop Survey attitudes and

beliefs of peers on cultural issues

Invite a speaker

G

Questions & Discussion

1. Discussion and applications

2. Feedback

Summary

Personal Experiences

Social Construction

Intercultural Communication Skills

Identity Development

Personal and Professional

Applications and Goals

Feedback

Professional Applications Content Allen, T. (1994) The Invention of the White Race. Verso Astin, Alexander W., (1993) What Matters in College? San Francisco: Jossey-Bass Publishers Diamond, Jared. (1999). Guns, Germs, and Steel: The Fates of Human Societies. New York: W.W.

Norton & Co. Stromquist, Nelly P. (1991). Daring to be different: the choice of non conventional fields of women

Students. New York, NY: Institute of International Education

Concepts Peggy.(1995) “White Privilege, Male Privilege” in Race, Class, Gender. ed. Anderson, M.L. & Collins,

P.H., Wadsworth PublishingRothschild, J. (1983). Machina Ex Dea: Feminist Perspectives on Technology. NY, NY. Pergamon Press.*Brislin, R. (1993). Understanding culture’s influence on behavior. Fort Worth, TX: Harcout Brace College Publishers.

Creativity Summerfield, Ellen (1993). Crossing Cultures Through Video Film. Yarmouth, Maine USA: Intercultural

Press Inc. Bull, Barry L., Fruehling Royal T., and Chattergy, Virgie (1992) The Ethics of Multicultural and Bilingual

Education. New York, Teacher's College Press *Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London,

UK: Falmer Press.

CRITCAL CONCEPT “I truly believe that everyone’s education is qualitatively

improved when we are confronted with an analysis of our society, when we are asked in an academic setting to struggle with viewing ourselves from another’s perspective and seeing the relationships between our thoughts and ideology that repress/oppress others. We need to be jolted into seeing how our attitudes fit into a systemic application of power within our society. Lazy is a power-filled word. We need to begin to own how we use our power….”

Source: Power Works, Power Plays, by John Fiske ( New York, Verso. 1993)

Understanding & Awareness

PARADIGM SHIFT“It is directed at promoting personal change, cognitive restructuring, or what Kuhn (1962), Mestenhauser (1981) and M. Bennett (1993) refer to as a paradigm shift. We agree with Alder (1976) that substantive culture learning cannot occur without the acquisition of a new worldview.” Adler’s useful observation that multiculturalism as a skill is the ability to operate effectively in a multiplicity of cultural settings and to integrate those diverse cultural perspectives into one’s personality. The development of this skill can pose acute personal dilemmas.”

Landis and Bhagat. 1996. Handbook of Intercultural Training. Sage Publishers.