Brief description of pilot project for creating community with immigrants and American born. Uses the Culture Bump Approach to ensure deep and lasting connections that include understanding of differences and conscious creation of common ground
This chapter examines the historical development of American education from the colonial period to modern times. It discusses how individuals like Benjamin Franklin, Thomas Jefferson, and Noah Webster shaped the uniquely American educational system and promoted ideals like citizenship, practical skills, and a national American identity and culture. The chapter also covers the growth of public schooling through common schools and the establishment of secondary education through academies and standardized high schools. It analyzes how education evolved for diverse populations like African Americans, Native Americans, Latinos, and Asian Americans as waves of immigrants arrived.
Moreno: Chicana/o from the Civil Rights Era to the Presentjeniffer1023
The document summarizes de facto school segregation experienced by Mexican students from the 1950s to the 1960s. It discusses key court cases that ended de jure segregation but not de facto practices. Reasons for continued segregation included beliefs in cultural deficiency and prohibiting Spanish language use. The document also outlines social activism in the late 1960s that addressed grievances, as well as policies that increased access to higher education. However, inequities persisted through the 1970s and beyond, with underfunding of Chicana/o schools and tracking of students away from college preparation.
Shirley Brice Heath conducted an ethnographic study of two communities, Roadville and Trackton, located near textile mills in the Carolinas. Roadville was a white working-class community while Trackton was black. Heath observed differences in the language socialization of children in these communities and how it affected their preparation for school and work. The study aimed to understand how preschool environments influence the language skills needed for classrooms and jobs. It remains influential for illuminating the relationship between language, culture, and education.
The document discusses educational programs that can promote national integration in India. It suggests reorienting school curriculum to emphasize national values like patriotism. It also recommends celebrating national days and respecting the national flag to inculcate nationalism. Co-curricular activities focusing on communal harmony and field trips exposing students to different cultures can help break barriers. Celebrating all religious festivals in schools can foster mutual respect between religions.
This document discusses Indigenous languages in Canada. It notes that there is great diversity among Indigenous nations in their languages and cultures. However, many Indigenous languages are now endangered due to past government policies aimed at assimilation, including the residential school system. The document outlines some of the key causes of language loss, including the prioritization of English and French in Canada as well as racism exemplified by the views of the first Prime Minister. It also discusses some of the barriers that exist today in supporting Indigenous language revitalization through education funding models. The document advocates for culturally responsive schooling that incorporates Indigenous languages and knowledge as the best approach for maintaining and reviving languages. It provides examples of successful immersion programs.
The document discusses the African American culture and history. It notes that the culture began before slavery and has contributed much through inventions, art, poetry, and more. However, it also discusses challenges faced by the culture like stereotypes, poverty, lack of education, and inadequate schooling. The document argues that teachers must show interest in students' cultures, promote diversity, identify and help meet student needs, collaborate with others, and encourage parent/community involvement to help support African American students and address challenges they face.
american multiculturalism #cultural studies
This presentation is as a part of my academic activity in sem 2 masters degree .... cultural studies paper ....
American multiculturalism is my subject so ple. have a look at this and if u have any of the doubt than contact me ... Give comment and suggestion if u aishi can... Thanks for visite .....
This chapter examines the historical development of American education from the colonial period to modern times. It discusses how individuals like Benjamin Franklin, Thomas Jefferson, and Noah Webster shaped the uniquely American educational system and promoted ideals like citizenship, practical skills, and a national American identity and culture. The chapter also covers the growth of public schooling through common schools and the establishment of secondary education through academies and standardized high schools. It analyzes how education evolved for diverse populations like African Americans, Native Americans, Latinos, and Asian Americans as waves of immigrants arrived.
Moreno: Chicana/o from the Civil Rights Era to the Presentjeniffer1023
The document summarizes de facto school segregation experienced by Mexican students from the 1950s to the 1960s. It discusses key court cases that ended de jure segregation but not de facto practices. Reasons for continued segregation included beliefs in cultural deficiency and prohibiting Spanish language use. The document also outlines social activism in the late 1960s that addressed grievances, as well as policies that increased access to higher education. However, inequities persisted through the 1970s and beyond, with underfunding of Chicana/o schools and tracking of students away from college preparation.
Shirley Brice Heath conducted an ethnographic study of two communities, Roadville and Trackton, located near textile mills in the Carolinas. Roadville was a white working-class community while Trackton was black. Heath observed differences in the language socialization of children in these communities and how it affected their preparation for school and work. The study aimed to understand how preschool environments influence the language skills needed for classrooms and jobs. It remains influential for illuminating the relationship between language, culture, and education.
The document discusses educational programs that can promote national integration in India. It suggests reorienting school curriculum to emphasize national values like patriotism. It also recommends celebrating national days and respecting the national flag to inculcate nationalism. Co-curricular activities focusing on communal harmony and field trips exposing students to different cultures can help break barriers. Celebrating all religious festivals in schools can foster mutual respect between religions.
This document discusses Indigenous languages in Canada. It notes that there is great diversity among Indigenous nations in their languages and cultures. However, many Indigenous languages are now endangered due to past government policies aimed at assimilation, including the residential school system. The document outlines some of the key causes of language loss, including the prioritization of English and French in Canada as well as racism exemplified by the views of the first Prime Minister. It also discusses some of the barriers that exist today in supporting Indigenous language revitalization through education funding models. The document advocates for culturally responsive schooling that incorporates Indigenous languages and knowledge as the best approach for maintaining and reviving languages. It provides examples of successful immersion programs.
The document discusses the African American culture and history. It notes that the culture began before slavery and has contributed much through inventions, art, poetry, and more. However, it also discusses challenges faced by the culture like stereotypes, poverty, lack of education, and inadequate schooling. The document argues that teachers must show interest in students' cultures, promote diversity, identify and help meet student needs, collaborate with others, and encourage parent/community involvement to help support African American students and address challenges they face.
american multiculturalism #cultural studies
This presentation is as a part of my academic activity in sem 2 masters degree .... cultural studies paper ....
American multiculturalism is my subject so ple. have a look at this and if u have any of the doubt than contact me ... Give comment and suggestion if u aishi can... Thanks for visite .....
Increasing Your Reach to Spanish-speaking PopulationsALATechSource
This workshop aims to help libraries better serve their Spanish-speaking communities. The instructor will help libraries identify local demographics, develop customized profiles of the communities they serve, and build effective programs and services. Attendees will learn how to use data to inform collection development and programming. They will also learn about library models in the US and Latin America to gain ideas for serving Spanish speakers. The overall goal is for libraries to understand the needs and interests of their Spanish-speaking patrons and engage them through relevant collections, programs, and services.
Provides a brief overview of the historical and legal perspectives on bilingual education in the United States. Also includes challenges, students and teachers face as well as possible supports teachers can use when working with English Language Learners (ELLs).
This workshop series is designed for K-5 educators and administrators to address the need for ongoing professional development around issues of race, culture, and diversity. The workshops will help build understanding and acceptance among students from different backgrounds. The school serves a diverse population of students from various racial, ethnic, economic, linguistic, and ability backgrounds. The workshops aim to help create a safe, welcoming environment where diversity is accepted and all students are encouraged regardless of their differences.
Professor Braj B. Kachru is a leading scholar in the field of world Englishes. He has authored over 25 books and 100 research papers on topics related to the spread and functions of English as a global language. Kachru pioneered the concept of different circles of English - the inner circle, outer circle and expanding circle. He has held many prestigious academic positions and received numerous awards for his contributions. N.S. Prabhu developed task-based language teaching through a project in Bangalore, India, demonstrating that students can learn effectively through non-linguistic problem-solving tasks. Suresh Canagarajah is a professor known for his work on World Englishes, second language writing
This document discusses four levels of multicultural content integration in education: 1) The Contributions Approach focuses on heroes and holidays but can reinforce stereotypes. 2) The Additive Approach adds content without changing curriculum structure. 3) The Transformation Approach changes curriculum structure to include diverse perspectives. 4) The Social Action Approach involves students taking action on social issues. It also provides strategies for being sensitive to minority students when teaching multicultural content, such as avoiding labeling students and using materials that convey positive images of ethnic groups.
This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
Ivan Illich criticized compulsory schooling on several grounds: (1) It perpetuates social inequalities by privileging children from wealthier families who have more opportunities to learn outside of school. (2) It monopolizes education and discourages other institutions from taking on educational roles. (3) Equal access to schooling has not created an equal society. Western education in Africa aimed to establish European control, transmit their values and priorities, and change African modes of production. The ideology of Christian National Education in South Africa emphasized racial segregation and molding children into the Afrikaner image.
This document summarizes key sections and examples from the book "Rethinking Multicultural Education: Teaching for Racial and Cultural Justice" edited by Wayne Au. The book provides a framework for anti-racist, social justice education and gives concrete classroom strategies and lessons. It addresses issues of race, culture, language, and student identity. Various chapters model ways for teachers to critically address issues of inequality, confront notions of race in the classroom, and create learning environments that value students' unique backgrounds and cultures. The goal is to help educators apply anti-racist and multicultural principles in practical ways to transform their pedagogy and empower all students.
The Confucius Classrooms Network is a project that aims to develop 100 exemplary Chinese language programs across 100 schools in 27 U.S. states and Washington D.C. Each Confucius Classroom is paired with a sister school in China. The Asia Society provides professional development opportunities like an annual teacher's institute and China studies seminar. It also organizes events like a national Chinese language conference and leadership summits in China to facilitate exchange between American and Chinese educators.
«English Language Teaching, A Project for Greece», IVLP program, March 27 ‑ April 4, 2017»
Επιμόρφωση εκπαιδευτικών ΠΕ 06 (Αγγλικής Γλώσσας) όλων των σχολικών μονάδων Ν. Μαγνησίας με έγκριση της Περιφερειακής Διεύθυνσης Εκπαίδευσης Θεσσαλίας 3445/27.3.2017
This document discusses multicultural education and defines key concepts. It begins by defining culture and explaining that culture is learned and transmitted between generations. It then discusses two models of multicultural societies: the melting pot perspective of assimilation, and the salad bowl perspective of pluralism. The melting pot perspective expects minority groups to abandon their cultures and integrate fully into the dominant culture. However, this can suppress diversity and inequality. The salad bowl perspective recognizes cultural pluralism and diversity as strengths in a society. The document argues for expanding multicultural education beyond a sole focus on equity to also include democratic values, cultural pluralism, and global interdependence.
This document provides an overview and summary of the book "Rethinking Multicultural Education" by Au (2009). It discusses how the book aims to provide a practical yet critical vision of anti-racist, social justice education. The book defines multicultural education as being grounded in student experiences, critiquing Eurocentric knowledge, and connecting to struggles for social justice. It also outlines four sections that provide concrete classroom examples related to issues like language/culture, student identities, and confronting race. The overall document serves to introduce readers to the key aspects and approaches covered within the book.
This document summarizes key components of curriculum and course design, including hidden curriculum, cultural curriculum, and methodologies like CLIL, CLT, and genre-based pedagogy. It compares features of each methodology such as their focus on content, language rules, authentic materials, and assessment types. Examples of lesson plans are provided to illustrate how the methodologies incorporate content topics, language skills, and cultural elements. The document concludes with information on an upcoming group activity to design a lesson plan and review the material presented.
This document discusses literacy and access to libraries for various racial and ethnic groups in the United States. It provides a brief history of library access for groups such as African Americans, Native Americans, and immigrants. It also discusses national organizations focused on literacy such as the ALA's Office for Literacy and Outreach Services and Committee on Literacy. Ethnic library associations that promote access to information for underrepresented groups are also mentioned.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
The document discusses inclusion and access within crisis situations in Lebanese multilingual classrooms receiving Syrian refugee students. It finds that the student population has a diversity of profiles in terms of language abilities, cultural backgrounds, and prior education experiences. It recommends celebrating diversity, building empathy, and developing social and learning skills. A training course for teachers was designed using sociolinguistic and pluralistic approaches to help practitioners deal with diverse classrooms. Principles include focusing on students' home languages and communities' values to make classrooms more inclusive. Monitoring evaluated the impact on marginalization, language exposure, and perceptions of diversity.
This document proposes a multicultural education program for Kindezi Elementary School in Atlanta, Georgia. The school has a racially imbalanced student population that lacks diversity. The proposed program would implement monthly cultural celebrations and project-based learning to highlight African American, Hispanic/Latino, Asian, Native American, and Hawaiian/Pacific Islander cultures. Teachers would collaborate to develop culturally-focused lesson plans and activities. Students would help plan monthly Cultural Arts Day events honoring different cultures. The program aims to increase students' multicultural knowledge and collaboration through experiential, hands-on learning over the course of a semester, culminating in a three-day Multicultural Arts Festival open to the school and community. The program seeks to reduce
Language, identity, and the ownership of englishSaagyum Dare
This document summarizes an article by Bonny Norton titled "Language, Identity, and the Ownership of English". The summary outlines Norton's examination of the relationship between language, identity, culture and ownership of language. It discusses several key points made in the article, including how identity relates to theories of subjectivity, an example of how language and identity interact in practice through Mai's story, and how research on topics like native/nonnative English teachers and categorization of learners relate to questions of ownership over the English language internationally. In conclusion, the summary restates Norton's argument that English cannot be owned by any one group, but rather belongs to all of its speakers globally.
This document discusses the importance and strategies for implementing multicultural curriculum in classrooms. It provides examples of how to make a classroom look multicultural through displays of maps and international materials. It also explains that multicultural curriculum is needed to prepare students for diverse environments, address biases, and accommodate different learning styles. The document recommends books, articles, and websites to incorporate multicultural perspectives across subjects and grade levels.
This document outlines a proposal to increase global competence at Buffalo High School. It defines global competence and argues that it is important for students given increasing globalization and interconnectedness. The school already has some global structures in place but could do more to ensure students learn key skills like investigating other cultures, recognizing diverse perspectives, communicating across borders, and taking informed action on global issues. The document suggests focusing curriculum on 21st century global problems and providing opportunities for students to connect with and learn from people in other countries through activities like international projects, guest speakers, and study abroad. Next steps proposed are assessing global education efforts and committing departments to global education goals.
Multicultural education and diversity in the classroom are important for several reasons. Students learn best when they feel safe, trusted, and able to freely express themselves. For example, a school once failed to embrace a Chinese student's native language, but the parents fought for and obtained bilingual programs. It is also important for teachers to teach about different cultures, as shown by a middle school teacher teaching about a Native American tribe. Overall, embracing diversity in schools helps students of all backgrounds feel included and prepares both students and teachers for a multicultural society.
The document provides an overview of a workshop on understanding culture differences using the Culture Bump approach. It introduces the four main Culture Bump tools: 1) using a common language, 2) redefining culture, 3) an 8-step process for responding to differences, and 4) understanding the cultural adjustment cycle. The workshop covers exploring different types of cultural information, defining what a culture bump is, practicing identifying different identity "bits and pieces", going through the 8 steps for responding to culture bumps, and learning about the cultural adjustment cycle people experience when moving between cultures.
Questions & Answers for Connection copy.pptculturebump21
This document summarizes a presentation given to students about cultural differences, or "culture bumps", experienced by international students in the USA. The presentation includes videos of international students describing culture bumps they experienced and posing questions to audience members. Audience members select answers to the students' questions, which are then revealed and discussed. The presentation aims to increase understanding between cultures by highlighting differences and having respectful conversations.
Increasing Your Reach to Spanish-speaking PopulationsALATechSource
This workshop aims to help libraries better serve their Spanish-speaking communities. The instructor will help libraries identify local demographics, develop customized profiles of the communities they serve, and build effective programs and services. Attendees will learn how to use data to inform collection development and programming. They will also learn about library models in the US and Latin America to gain ideas for serving Spanish speakers. The overall goal is for libraries to understand the needs and interests of their Spanish-speaking patrons and engage them through relevant collections, programs, and services.
Provides a brief overview of the historical and legal perspectives on bilingual education in the United States. Also includes challenges, students and teachers face as well as possible supports teachers can use when working with English Language Learners (ELLs).
This workshop series is designed for K-5 educators and administrators to address the need for ongoing professional development around issues of race, culture, and diversity. The workshops will help build understanding and acceptance among students from different backgrounds. The school serves a diverse population of students from various racial, ethnic, economic, linguistic, and ability backgrounds. The workshops aim to help create a safe, welcoming environment where diversity is accepted and all students are encouraged regardless of their differences.
Professor Braj B. Kachru is a leading scholar in the field of world Englishes. He has authored over 25 books and 100 research papers on topics related to the spread and functions of English as a global language. Kachru pioneered the concept of different circles of English - the inner circle, outer circle and expanding circle. He has held many prestigious academic positions and received numerous awards for his contributions. N.S. Prabhu developed task-based language teaching through a project in Bangalore, India, demonstrating that students can learn effectively through non-linguistic problem-solving tasks. Suresh Canagarajah is a professor known for his work on World Englishes, second language writing
This document discusses four levels of multicultural content integration in education: 1) The Contributions Approach focuses on heroes and holidays but can reinforce stereotypes. 2) The Additive Approach adds content without changing curriculum structure. 3) The Transformation Approach changes curriculum structure to include diverse perspectives. 4) The Social Action Approach involves students taking action on social issues. It also provides strategies for being sensitive to minority students when teaching multicultural content, such as avoiding labeling students and using materials that convey positive images of ethnic groups.
This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.
Ivan Illich criticized compulsory schooling on several grounds: (1) It perpetuates social inequalities by privileging children from wealthier families who have more opportunities to learn outside of school. (2) It monopolizes education and discourages other institutions from taking on educational roles. (3) Equal access to schooling has not created an equal society. Western education in Africa aimed to establish European control, transmit their values and priorities, and change African modes of production. The ideology of Christian National Education in South Africa emphasized racial segregation and molding children into the Afrikaner image.
This document summarizes key sections and examples from the book "Rethinking Multicultural Education: Teaching for Racial and Cultural Justice" edited by Wayne Au. The book provides a framework for anti-racist, social justice education and gives concrete classroom strategies and lessons. It addresses issues of race, culture, language, and student identity. Various chapters model ways for teachers to critically address issues of inequality, confront notions of race in the classroom, and create learning environments that value students' unique backgrounds and cultures. The goal is to help educators apply anti-racist and multicultural principles in practical ways to transform their pedagogy and empower all students.
The Confucius Classrooms Network is a project that aims to develop 100 exemplary Chinese language programs across 100 schools in 27 U.S. states and Washington D.C. Each Confucius Classroom is paired with a sister school in China. The Asia Society provides professional development opportunities like an annual teacher's institute and China studies seminar. It also organizes events like a national Chinese language conference and leadership summits in China to facilitate exchange between American and Chinese educators.
«English Language Teaching, A Project for Greece», IVLP program, March 27 ‑ April 4, 2017»
Επιμόρφωση εκπαιδευτικών ΠΕ 06 (Αγγλικής Γλώσσας) όλων των σχολικών μονάδων Ν. Μαγνησίας με έγκριση της Περιφερειακής Διεύθυνσης Εκπαίδευσης Θεσσαλίας 3445/27.3.2017
This document discusses multicultural education and defines key concepts. It begins by defining culture and explaining that culture is learned and transmitted between generations. It then discusses two models of multicultural societies: the melting pot perspective of assimilation, and the salad bowl perspective of pluralism. The melting pot perspective expects minority groups to abandon their cultures and integrate fully into the dominant culture. However, this can suppress diversity and inequality. The salad bowl perspective recognizes cultural pluralism and diversity as strengths in a society. The document argues for expanding multicultural education beyond a sole focus on equity to also include democratic values, cultural pluralism, and global interdependence.
This document provides an overview and summary of the book "Rethinking Multicultural Education" by Au (2009). It discusses how the book aims to provide a practical yet critical vision of anti-racist, social justice education. The book defines multicultural education as being grounded in student experiences, critiquing Eurocentric knowledge, and connecting to struggles for social justice. It also outlines four sections that provide concrete classroom examples related to issues like language/culture, student identities, and confronting race. The overall document serves to introduce readers to the key aspects and approaches covered within the book.
This document summarizes key components of curriculum and course design, including hidden curriculum, cultural curriculum, and methodologies like CLIL, CLT, and genre-based pedagogy. It compares features of each methodology such as their focus on content, language rules, authentic materials, and assessment types. Examples of lesson plans are provided to illustrate how the methodologies incorporate content topics, language skills, and cultural elements. The document concludes with information on an upcoming group activity to design a lesson plan and review the material presented.
This document discusses literacy and access to libraries for various racial and ethnic groups in the United States. It provides a brief history of library access for groups such as African Americans, Native Americans, and immigrants. It also discusses national organizations focused on literacy such as the ALA's Office for Literacy and Outreach Services and Committee on Literacy. Ethnic library associations that promote access to information for underrepresented groups are also mentioned.
Inclusion and access within crisis situations: how can Lebanese multilingual ...RMBorders
The document discusses inclusion and access within crisis situations in Lebanese multilingual classrooms receiving Syrian refugee students. It finds that the student population has a diversity of profiles in terms of language abilities, cultural backgrounds, and prior education experiences. It recommends celebrating diversity, building empathy, and developing social and learning skills. A training course for teachers was designed using sociolinguistic and pluralistic approaches to help practitioners deal with diverse classrooms. Principles include focusing on students' home languages and communities' values to make classrooms more inclusive. Monitoring evaluated the impact on marginalization, language exposure, and perceptions of diversity.
This document proposes a multicultural education program for Kindezi Elementary School in Atlanta, Georgia. The school has a racially imbalanced student population that lacks diversity. The proposed program would implement monthly cultural celebrations and project-based learning to highlight African American, Hispanic/Latino, Asian, Native American, and Hawaiian/Pacific Islander cultures. Teachers would collaborate to develop culturally-focused lesson plans and activities. Students would help plan monthly Cultural Arts Day events honoring different cultures. The program aims to increase students' multicultural knowledge and collaboration through experiential, hands-on learning over the course of a semester, culminating in a three-day Multicultural Arts Festival open to the school and community. The program seeks to reduce
Language, identity, and the ownership of englishSaagyum Dare
This document summarizes an article by Bonny Norton titled "Language, Identity, and the Ownership of English". The summary outlines Norton's examination of the relationship between language, identity, culture and ownership of language. It discusses several key points made in the article, including how identity relates to theories of subjectivity, an example of how language and identity interact in practice through Mai's story, and how research on topics like native/nonnative English teachers and categorization of learners relate to questions of ownership over the English language internationally. In conclusion, the summary restates Norton's argument that English cannot be owned by any one group, but rather belongs to all of its speakers globally.
This document discusses the importance and strategies for implementing multicultural curriculum in classrooms. It provides examples of how to make a classroom look multicultural through displays of maps and international materials. It also explains that multicultural curriculum is needed to prepare students for diverse environments, address biases, and accommodate different learning styles. The document recommends books, articles, and websites to incorporate multicultural perspectives across subjects and grade levels.
This document outlines a proposal to increase global competence at Buffalo High School. It defines global competence and argues that it is important for students given increasing globalization and interconnectedness. The school already has some global structures in place but could do more to ensure students learn key skills like investigating other cultures, recognizing diverse perspectives, communicating across borders, and taking informed action on global issues. The document suggests focusing curriculum on 21st century global problems and providing opportunities for students to connect with and learn from people in other countries through activities like international projects, guest speakers, and study abroad. Next steps proposed are assessing global education efforts and committing departments to global education goals.
Multicultural education and diversity in the classroom are important for several reasons. Students learn best when they feel safe, trusted, and able to freely express themselves. For example, a school once failed to embrace a Chinese student's native language, but the parents fought for and obtained bilingual programs. It is also important for teachers to teach about different cultures, as shown by a middle school teacher teaching about a Native American tribe. Overall, embracing diversity in schools helps students of all backgrounds feel included and prepares both students and teachers for a multicultural society.
The document provides an overview of a workshop on understanding culture differences using the Culture Bump approach. It introduces the four main Culture Bump tools: 1) using a common language, 2) redefining culture, 3) an 8-step process for responding to differences, and 4) understanding the cultural adjustment cycle. The workshop covers exploring different types of cultural information, defining what a culture bump is, practicing identifying different identity "bits and pieces", going through the 8 steps for responding to culture bumps, and learning about the cultural adjustment cycle people experience when moving between cultures.
Questions & Answers for Connection copy.pptculturebump21
This document summarizes a presentation given to students about cultural differences, or "culture bumps", experienced by international students in the USA. The presentation includes videos of international students describing culture bumps they experienced and posing questions to audience members. Audience members select answers to the students' questions, which are then revealed and discussed. The presentation aims to increase understanding between cultures by highlighting differences and having respectful conversations.
This document discusses the cultural adjustment cycle people experience when moving between cultures. It describes the various stages of entering a new culture, including an initial honeymoon period, culture shock, adjustment, mental isolation, and finally acceptance and integration into the new culture. Similarly, when re-entering one's home culture, people may experience return anxiety before leaving, a brief return honeymoon period, and then re-entry shock as they readjust and find ways to reintegrate their overseas experiences. Successfully navigating these cultural adjustment cycles involves strategies like creating mementos, finding language exchange partners, and connecting with other returnees.
The document provides an overview of culture bumps and global studies. It defines a culture bump as a difference that catches one's attention in how something is said or done. The document outlines the historical context of multicultural education and cross-cultural communication since the 1950s. It also describes the culture bump approach, which focuses on understanding individuals, rather than cultural groups, by examining specific differences. The culture bump method uses 8 steps to help people expand their understanding of their own and other cultures.
This document outlines a power point presentation on culture bump and global studies. It defines culture bump as occurring when expectations of behavior differ across cultures during an interaction. It then provides an overview of the facilitators and the mission of culture bump, which is to provide tools and confidence for intercultural interaction. The presentation also discusses defining and reframing culture, identifying different cultural groupings or "bits and pieces", exploring perceptions and biases, and finding common ground and universal themes across cultures.
The document is a quiz that asks the reader to identify locations based on images. It presents multiple choice questions about the locations of Madras, India; Chiapas, Mexico; Tokyo, Japan; Rome, Italy; Accra, Ghana; and Paris, France.
There are typically six phases of retirement:
1. Pre-retirement involves disengaging from the workplace and planning for retirement.
2. The honeymoon phase involves feeling like one is on permanent vacation after retiring.
3. The immediate retirement phase involves continuing activities from before but without work.
4. The rest and relaxation phase involves low activity as the body adjusts to less work.
5. The disenchantment phase involves disappointment in the loss of productivity and purpose.
6. The reorientation phase involves developing new routines and purpose in retirement years.
Lucy Mae comes from a large family of 14 children born to cotton farmers in Texas. She has lived in Texas her whole life and still resides independently in her own home, though she receives daily check-ins from helpers. Lucy Mae prefers to live independently rather than move in with her children, and is curious about aging and independence in other countries.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote this book to share stories from her family and culture with students. The book will explore "culture bumps", which are instances when different cultures interact with each other.
Carol grew up on a cotton farm in West Texas with her parents and four sisters. She enjoyed listening to stories from her father and grandmother about life on the farm. As a child, Carol's maternal grandfather used to help bathe her. After he passed away, her grandmother came to live with them. Carol now teaches English as a second language and wrote a book to share stories from her family and culture with students to promote understanding between people.
Disagreeing & Negotiating in American culture culturebump21
1. A student disagrees covertly with a professor about a homework assignment by saying "I'm not sure I fully understood the instructions. Could you explain what you want us to do?"
2. A employee disagrees overtly with their boss by saying "I don't think the figures provided reflect an accurate tally. It seems we need to re-examine the numbers."
3. A group negotiates creating a symbol by each proposing an element and compromising, with one saying "What if we combined these ideas into one image?" and another responding "That could work, let me sketch something out."
An introduction to culture bumps and the culture bump approach and its application in business, military, education along with a brief overview of its historical development
This document discusses bringing the history of the Texas Revolution to life for ESL students. It proposes using a day-to-day format to give students a sense of the realism and struggles during the events. Each day could focus on different aspects like geography, figures in the struggle, or battles. The immediacy of the format allows students to experience the daily struggles and makes it personal. It is also time efficient and can incorporate maps, questionnaires, and speaking activities. The format provides an opportunity for international students to apply lessons from the revolution to present-day Texas beliefs and values.
Introducing international students to texas culture (1)culturebump21
This document outlines activities and multimedia resources for teaching ESL students about the Texas Revolution. It describes visits to historic battlegrounds and monuments, as well as presentations using images, videos, and maps, to enhance students' understanding of the realism and geography of the revolution. Specific activities are suggested for learning about pivotal battles like Goliad, The Alamo, and San Jacinto through first-hand experiences at reenactment sites, museums, and online curriculum. University events are also highlighted as a way for international students to connect past Texas history to modern culture.
Culture Bump App for Global University Classroom Differencesculturebump21
Overview of the development of the Culture Bump Approach to differences and an introduction to the new Culture Bump App for University Classroom Differences
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. It takes a village to raise a child
African proverb
• Enclaves of immigrants within larger
neighborhoods…
• No structured means of interactions…
• Loss of meaningful interactions…
• Loss of richness of immigrant culture
• No awareness of deep structure American
culture...
3. Building America’s Villages
• Provides a structure for community building
between immigrant Americans and
American-born Americans..
• Learn English as a second language
• Create an inclusive neighborhood culture
• Based on a model developed for 25 years at
University of Houston
4. Pilot Project
• Between College of
the Mainland and the
University of Houston
• Using the Toolkit for
Culture &
Communication
5. Neighborhood-based ESL classes
• Provide
– ESL
– Civics
– Cross Cultural
Communication
• These classes are
unique in that both
immigrant Americans
and American-born
Americans participate
in them…
8. Cross Cultural Communication
• First immigrant
Americans study the
lesson with additional
ESL materials to
facilitate learning the
content
• Then they and
American-born
Americans study the
same lesson together -
leading to a sense of
community and
connectedness.