|
|
|||||||||||||||||||||||||||||
|
|
|
We take many of our cultural antecedents for granted, including those relating to education, but as with every other aspect of life, there are differences on many levels in education -- from how we structure knowledge to the student/teacher relationship in schools. To understand, accept and effectively educate students from other cultures it is important to consider the dimensions of these differences and their influence on the educational environment.
We all have a range of cultural and personal beliefs, values and ideas about the world which guide our behavior and our concept of how life should be lived. However, we rarely consider these as a set of beliefs but as the the way life is'. We hold a set of assumptions. Not only do we assume the rightness, the appropriateness, the effectiveness of our way of doing things, we are often unaware of many of the assumptions that underlie our construction of the world and affect our behavior, judgement of others and reactions to situations. There are countless dimensions of differences, and getting to know our personal set of assumptions is a lifelong task. The emphasis in these session blocks is on exploring personal values and experiencing the level of commitment.
Cross-cultural learning is a never-ending process, particularly in international schools where up to 70 nationalities or more may be represented in the student body and the mix of nationalities and cultures can vary from year to year. Although it is rarely viable for an educator to acquire an in-depth knowledge of all cultures in these circumstances, faculty members must be able accept students, to show an interest in their cultures and engage in a two-way learning process. They must also be able to rely on sound intercultural skills; cross-cultural communication skills, tolerance for dissonance, positive reframing skills, situation interpretation, cultural flexibility and seeking synergies. These session blocks consider cross-cultural skills, contain exercises for development and emphasize the importance of continuing development. It offers insight into the role, importance and function of 'international' personalities.
International schools, because of the number and variations in cultures involved, cannot 'multiculturalise' in the same way as various home countries; providing materials and teaching styles adapted to another culture, for instance. The ability to cater to the many other-culture students often lies in the way things are done. These session blocks consider the choice and use of materials: detecting bias and use of supplementary materials, developing themes, drawing parallels, initiating discussion. It also considers teacher input: detecting and coping with personal prejudices and stereotypes, tolerance for dissonance and cross-cultural understanding. These sessions provide an introduction to information and research relating to international children and bi- and multicultural children. International students have the opportunity to become 'international personalities' or mediators and important contributors in multicultural communities. However, the stresses of living abroad can threaten development. Educators have an important role to play in the healthy development of these children from creating appropriate classroom and educational environments to pastoral care in schools. Students are also primary contributors to the multicultural environment in a school. Children growing up in an international environment often develop good cross-cultural skills but, in the throes of development, their behavior often reflects immaturity and insecurity as well as the stresses of living abroad. Cross-cultural awareness can be used destructively as well as constructively. The complex social environment of an international school can also give rise to unpleasant and destructive behavior and students need support and guidance. Session blocks consider in-group, out-group processes in international schools, cultural influences on patterns of conflict and the influence of developmental stages on intercultural skills development. Teachers of different grade levels are provided with information and some practical tools for creating a healthy student environment.
In international schools a large percentage of the students are often ESL students. Integrating such students educationally and socially and providing them with the help they need to cope with normal classes is challenging for teachers. It requires a basic knowledge of the type of difficulties students face and methods of integration. Many students who are fluent in English are bilingual. This leads to many languages uses, code- various forms of code-switching, for instance, that both interfere and enrich learning in the classroom. A knowledge of the type of linguistic patterns that occur with bilingual children as well as the cognitive strengths that many of these children possess can help teachers correct errors and help students utilize their strengths. Many students in international schools are bicultural or multicultural. Some have more than one passport or nationality. Most have lived in other countries and absorbed some of the culture. Even attending schools with different national systems confronts children with a new culture. All these children must ultimately create a coherent identity from these cultural 'pieces'. It is important that these children develop a positive attitude to their biculturality or multiculturality. Teachers can help children work with their complex identities.
|
|
|
|
Intercultural
Training Program 1 (1 day) Brief introduction to the unique and changing situation of international schools and the lifelong cross-cultural learning experience. A1 Introduction to the Parameters of Intercultural Differences in Education We take many of our cultural antecedents for granted, including those relating to education. These differences exist on many levels, from the structure of knowledge and its transference, to interpersonal relationships in schools. This session block looks at the dimensions of these differences with emphasis on exploring the existence, persistence and effects of these differences on teacher and student behavior. Activity I A2 Cultural and Personal Values Influencing School Relationships The values we hold are both cultural and personal. Although we are usually aware of some of our basic values, we are frequently not aware of how they affect our behavior, judgement of others and emotional reactions to situations. The emphasis in this session block is on exploring personal values and experiencing the level of commitment to these. Activity II A3 The Development of Intercultural Skills Cross-cultural learning is a lifelong process, particularly in international schools where the nationalities of students can vary from year to year. To be able to see this as a continuing challenge requires insight into the role, importance and function of 'international' personalities. This session block highlights these features. Activity III Module B (3 hours) B1 Multicultural Environment Part I International schools, because of the number and variations in cultures involved, cannot 'multiculturalise' in the same way as various 'home' countries. The difference therefore often lies in the 'way things are done'. This session block looks at the choice and use of materials: detecting bias and use of supplementary materials, developing themes, drawing parallels, initiating discussion. It also considers with teacher input: detecting and coping with personal prejudices and stereotypes, tolerance for dissonance and cross-cultural understanding. Activity I Activity II B2 Multicultural Environment Part II An introduction to information and research relating to international children and bi- and multicultural children. In this session the classroom conditions which contribute to the healthy development of these children will be explored. Video clip. B3 Multicultural Environment Part III Students are primary contributors to the multicultural environment in a school. Children growing up in an international environment often develop excellent intercultural skills but, in the throes of development, their behavior often reflects immaturity and insecurity as well as the stresses of living abroad. The complex social environment of an international school can give rise to unpleasant and destructive behavior and students need support and guidance. This session looks at in-group, out-group processes, cultural influences on patterns of conflict and the influence of developmental stages on intercultural skills development. It aims to give teachers of different age groups information and some practical tools for creating a healthy student environment.
Intercultural Training
Program 2 (1/2 day) A1 Introduction to the Parameters of Intercultural Differences in Education We take many of our cultural antecedents for granted including those relating to education. These differences exist on many levels, from the structure of knowledge and its transference, to interpersonal relationships in schools. The dimensions of these differences will be discussed whereby the emphasis is not on a full discussion of all dimensions but on exploring the existence, the persistence and the effects of these differences on teacher and student behavior. Activity I -- (personal and interactive) Measuring and comparing teaching philosophies. A2 The Development of Intercultural Skills Cross-cultural learning is a lifelong process both in terms of insight into oneself and into others. This session block provides teachers with information and tools to develop personal insight and intercultural skills. Activity II (personal) Development of personal profile as well as goals and strategies to developing an international personality .This activity provides the opportunity and materials for continued personal development Module B (2 hours) B1 Multicultural Environment Part I International schools, because of the number and variations in cultures involved, cannot 'multiculturalize' in the same way as various 'home' countries. The difference therefore often lies in the 'way things are done'. This session block looks at the choice and use of materials: detecting bias and use of supplementary materials, developing themes, drawing parallels, initiating discussion. It also considers teacher imput: detecting and coping with personal prejudices and stereotypes, tolerance for dissonance and cross-cultural understanding. Activity VI -- (interactive) "The Student Experience" (It is easy to forget, especially for teachers who have been in a school for a long time how a foreign student feels. This activity recreates some elements of the confusing, frightening and frustrating situation that many new students find themselves in.) B3 Multicultural Environment Part II Students contribute to the multicultural environment in a school. Growing up in an international environment many develop excellent intercultural skills but, in the throes of development, their behavior often reflects immaturity and insecurity as well as the stresses of living abroad. The complex social environment of an international school can give rise to unpleasant and destructive behavior and students need support and guidance This session looks at in-group, out-group processes, cultural influences on patterns of conflict and the influence of developmental stages on intercultural cultural skills development. It aims to give teachers of different age groups information and some practical tools for creating a healthy student environment. Small group work for primary, middle school and highschool teachers.
|
|
| About Us | Programs | News & Events | Literature |Links | Contact Us | Schools Main | Home | |
© Caitcheon Cross-Cultural Services 2001 • All Rights Reserved
