Cultural Changes

Multiculturalism
Multicultural Education
Intercultural Competence
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https://studypoints.blogspot.com/2014/10/what-is-definition-of-society-and-also.html
file:///C:/Users/LENOVO/Pictures/Types%20of%20Societies.html
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“Regardless of our differences, we are all the same ”
 CULTURAL CHANGES
 MULTICULTURALISM
 Three interrelated
 MULTICULTURAL EDUCATION
 Approaches to Multicultural
education
 Goals of Multicultural Education
 Dimensions of Multicultural
Education
 DEFINING INTERCULTURAL
COMPETENCE
 Eight basic behaviors for
intercultural Competence
 Barriers to Intercultural
Communication
CULTURAL CHANGES
- It is a systematic and comprehensive
response to cultural and ethnic
diversity, with educational, linguistic,
economic and social components, and
specific institutional mechanisms

Multiculturalism
- It is the phenomenon of multiple
groups of cultures existing within one
society largely due to the arrival of
immigrant of this phenomenon.
 Three interrelated, but nevertheless distinctive,
referents of multiculturalism and its related adjective
multicultural are presented below:

Demographic-descriptive
Ideological-normative
Programmatic-political
Demographic-descriptive
Usage occurs where the word multicultural
refers to the existence of linguistically,
culturally and ethnically diverse segments in the
population of a society or state.
Ideological-normative
Usage of the multiculturalism generates the
greatest level of debate, since it constitutes a slogan
and basis for political action.

It is one where the limited implementation of

explicit multicultural programs and policies means that
there is a limited range of empirical evidence available
on their operation and outcome.
Programmatic-political
Usage of multiculturalism refers to the
specific policies developed to respond and
manage ethnic diversity.
Multicultural
Education
 Multicultural Education
Multicultural education creates equal educational opportunities
for students from diverse racial, ethnic, social-class and cultural
groups. It supports the idea that students and their background
and experiences should be the center of their education and that
learning should occur in a familiar contact that attends to
multiple ways of thinking. (Cervantes, 2010)
 According to James Banks (2010), the
primary goal of multicultural education is to
transform the school so that male and female
students, exceptional students, and students from
diverse cultural, social-class, racial and ethnic
groups experience an equal opportunity to learn.
 Multiculturalism is a tool for instituting
students with pride and confidence in their
unique and social background. This theory
concentrates on the need of including motions
of race, class and diversity while teaching.
APPROACHES TO MUTICULTURAL
EDUCATION
(BANKS, 1997)
 LEVEL 1:
CONTRIBUTIONS APPROACH

The ethnic heroes and holidays

are included in the curriculum.
LEVEL 2:
ADDITIVE APPROACH
A unit or course is incorporated (for example, a
unit on women in history), but no substantial change
is made to the curriculum as a whole.
LEVEL 3.
TRANSFORMATION APPROACH

The entire Eurocentric nature of

the curriculum is changed. Students
are taught to view events and issues
from diverse ethnic and cultural
perspectives.
LEVEL 4:
SOCIAL ACTION APPROACH

It goes beyond the

transformation approach.
Students not only learn to
view issues from multiple
perspectives but also become
directly involved in solving
related problems.
Ideals are all, at their roots,
about transformation
Every student must have an
equal opportunity to achieve
his/her full potential.

Every student must be prepared

to competently participate in an
increasingly intercultural society.
Teachers must be prepared to
effectively facilitate learning for every
individual student, no matter how
culturally similar or different from
themselves.

Schools must be active participants in

ending oppression of all types, first by
ending oppression within their own
walls, then by producing socially and
critically active and aware students.
Education must become fully student-
centered and inclusive of the voices and
experiences of the students.

Educators, activists and others must take a

more active role in reexamining all
educational practices and how they affect
the learning of all students: testing
methods, teaching approaches, evaluation
and assessment, school psychology and
counseling.
 In a multicultural curricular
curriculum, pupils learn about
themselves and others as they
study various cultures. They
analyze the beliefs, attitudes,
values and behavior that are
characteristic of particular
culture. (Rogoff, 1990)
 5 Dimensions of
Multicultural Education
CONTENT INTEGRATION
It deals with the extent to which teachers
use examples and content from a variety of
cultures and groups to illustrate key concepts,
generalizations and issues within their subject
area or disciplines.
KNOWLEDGE CONSTRUCTION
PROCESS

It describes how teachers help students to

understand, investigate, and determine how the
biases, frames of reference, and perspectives
within a discipline influence the ways in which
knowledge is constructed within it.
PREJUDICE REDUCTION

It describes lessons and activities used by

teachers to help students to develop positive
attitudes toward different racial, ethnic and
cultural groups.
EQUITY PEDAGOGY

It exists when teachers modify their

teaching in ways that will facilitate the
academic achievement of students from diverse
racial and cultural.
Modify teaching to include a variety of
techniques.
EMPOWERING SCHOOL
CULTURE and social structure

 Extends into the school culture as a whole.

 Requires the whole staff
 Work toward equity for all students
INTERCULTURAL COMPETENCE

It is the knowledge, skills and personal attributes

needed to live and work in diverse world. It includes
cultural sensitivity, intercultural communication skills,
personal and collective attitudes towards other cultures,
and knowledge about other cultures.(Nichols Byram et
al. 2001)
“Treat others the way you wanted to
be treated”
1. Display of Respect
Respecting cultural values and values and
beliefs is imperative in intercultural interaction.
Displaying respect means becoming aware of
different cultural rules, especially those acceptable
norms of standards of behavior.
2. Orientation of knowledge

It is determining the
context or where the
individual comes from
that shapes his way of
thinking and behavior.
Orientation of knowledge
In other words, it describes an
individual’s ability to recognize and
acknowledge that people explain the
world around them in different ways
with differing views of what is
“RIGHT” and “TRUE”.
3. Empathy
It is the capacity to feel
how others feel. It is a
conscious effort to know the
reality of others, rather that
physically sharing their
sadness or happiness.
4. Interaction Management
-means taking initiative, taking
turns during conversation and
knowing how to talk to others
appropriately and effectively. It
includes respecting the local
communication formalities and
styles and watching for any change
in body language to discern
attentiveness, responsiveness and
perceptiveness in the interaction.
5. Task Role Behavior
Understanding task role behavior
is important during intercultural
communication because it leads to
group harmony, teamwork and
productivity. Fundamentally, task
role behavior underscores group
problem solving skills.
6. Relational Role
Behavior
Relational Role behavior is
very essential. It refers to the
serious attempt of a person to
participate in establishing and
preserving a personal relationship
that is trusting, harmonious, and
supportive to each other.
7. Tolerance for Ambiguity

In intercultural communication,
it is an accepted fact that
communication and working with
people from different countries and
cultures are always difficult.
TOLERANCE means openness to
experience social acceptance. While
AMBIGUITY refers to confusion.
8. Emotional Expression
and Interaction
Posture

For effective intercultural

communication to be ensured,
understanding emotional
expression and interaction is
very indispensable.
 3. Ethnocentrism
2. Assuming similarity 4. Stereotype and
instead of difference
prejudice
1. Anxiety 5. Non-verbal
misinterpretations
6. Language
Anxiety
It refers to being so conscious about oneself. This a feeling
that one appears awkward to others or a feeling of being out of
place in a social group.

Example:
One man be anxious the first day in a new country, university
or in a new job. He is so conscious and focused on that feeling
that eventually he makes a common mistakes and appears
awkward to others.
Assuming similarity istead of
difference
When people meet other persons from other cultures, the
automatic response is to assume or find similarity between their
cultures and not to see their important differences.
Ethnocentrism
It is the attitude or belief that one’s culture is
the best and that one can understand or judge
another culture in terms of his own cultural
spectacles.
Stereotype and Prejudice
Stereotype and prejudice are terms which
mean making judgement about an individual or
group and which play a big role in intercultural
miscommunication.
Non-verbal
misinterpretations
Non-verbal misinterpretations is a critical
barrier to effective intercultural communication. As
noted earlier, cultures may vary in the
interpretations or meanings that are attributed to a
particular non-verbal behavior.
Language
Language is another barrier to intercultural
communication and generally accepted to be one of
its root cases. Language is regarded as great
intercultural barrier because basically, no language is
spoken precisely in the same way by all those who
use it.
-END-