This document discusses what teachers should know about communicating cross-culturally. It outlines that as classrooms become more linguistically and culturally diverse, teachers need cultural competence. It identifies six basic cultural differences teachers may encounter: ways of knowing, solving problems, communicating non-verbally, learning, dealing with conflict, and using symbols. The document provides examples for each difference and emphasizes the importance of teachers understanding how cultures vary in these areas to improve cross-cultural interactions with students.
Mapping a Transculturation Education Paradigm for Indigenous Peoples: Dialect...Che-Wei Lee
58th Annual Conference of the Comparative and International Education Society
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Sheraton Centre Toronto Hotel, 123 Queen Street West, Toronto, Ontario M5H 2M9, Canada
Mapping a Transculturation Education Paradigm for Indigenous Peoples: Dialect...Che-Wei Lee
58th Annual Conference of the Comparative and International Education Society
12 March 2014, 3:30-5:00pm, Building/Room: Sheraton Downtown/Peel
Sheraton Centre Toronto Hotel, 123 Queen Street West, Toronto, Ontario M5H 2M9, Canada
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A Contribuição do PRONAF para a elevação da Produtividade do setor agrícola d...Diana Oliveira Pessoa
O objetivo fundamental do trabalho é Analisar a eficiência do Programa Nacional de Fortalecimento da Agricultura Familiar (Pronaf) na elevação da produtividade dos produtores rurais do estado de Pernambuco a partir de sua criação. De forma geral a análise dos dados a respeito do crescimento do montante financiado pelo programa e da elevação da produtividade agrícola estadual mostram a ausência de força por parte do Pronaf para gerar um ganho produtivo permanente na agricultura do estado.
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Discussion QuestionsQuestion 1 (300 words minimum)MoneLyndonPelletier761
Discussion Questions
Question 1 (300 words minimum)
Monetary policy is largely determined by the Federal Reserve Bank (Fed) in the United States. For this discussion, let’s cordially debate the necessity of the Fed.
For your initial post address the following:
· How does the Fed control the money supply? Be sure to explain how they can expand or restrict the money supply.
· How does the banking system create money?
· List two to three pros and cons of the Federal Reserve Bank.
· What is your conclusion: is the Fed necessary? Support your opinion.
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
Discussion: Week 11: Critical Conversations—Part 2: Taking a Stand
Today’s early childhood professionals are operating in a much more diverse world than those who have come before them. Whether the diversity is racial, cultural, economic, or related to sexual orientation and/or familial differences, professionals must not only recognize and respect but also seek to understand the unique context of each child with whom he or she works. Part of this journey involves replacing mainstream ideas of how things ‘are’ or ‘should be’ with culturally responsive practices that are enhanced by home-school relationships.
In this Discussion, you again engage in critical conversations, this time focusing on the concepts of culturally responsive practices and the use of published literacy programs.
To prepare
Review this module’s Learning Resources. Then, select from the following the topic that most resonates with you. Last, conduct additional research to find two articles for and two articles against the topic you have selected.
Topics Of Choice:
· Published literacy programs for all young children or literacy education philosophies (for example, whole language vs. phonics)
· National literacy standards (for example, Common Core)Assignment Task Part 1
In a 500 word response:
Write and discuss about Employ the critical conversation approach to explain your perspective on the topic. Then, analyze and share insights from the articles both for and against your topic. Justify your post with specific references to the resources you have found, and include the citations for each of your sources at the bottom of your post.
Assignment Task Part 2
In 200 word responses:
Read a selection of your colleagues’ postings.
Respond to two or more of your colleagues’ postings—one who wrote about the same topic you chose, and one who wrote about a different topic—in one or more of the following ways:
· Explain whether you agree or disagree with the colleague who wrote about the same topic you chose, citing the resources to substantiate your thinking.
· Pose a question to a colleague who wrote about a different topic, asking clarifying questions to better understand his or her perspective. ...
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
CAINE’S ARCADE 2
Caine’s Arcade
1. What are Caine's funds of knowledge?
Culture builds creativity. Funds of knowledge refer to fundamental cultural practices and bodies of knowledge which are rooted in the day to day activities and routines of families (Hogg, 2011). Caine loves arcades and would not pass one without shopping. He loves tickets, playing games, and prizes. He spent his summer vacation building the cardboard arcade, perfecting his game design, making toy cars, and designing security systems for his Fun Pass. His funds of knowledge were influenced by his surrounding as his father had an auto spare shop which rovided necessary resources for Caine to build his arcade.
2. If Caine were your student, in what ways would you be able to capitalize on Cain's Fok?
Capitalizing on a student’s fok enhances learning and the learner’s engagement to make a student perform excellently in his academics. To capitalize on Caine’s funds of knowledge, I would carry out a visit to his home to learn about the day to day activities that influence his thinking. Also, I would interact with his community to learn about their culture and use the knowledge to assist Caine to perform better in class. In class, I will create a creativity session whereby Caine and other students can freely express their funds of knowledge. I will give Caine the necessary resources needed to make his fok successful and use illustrations that he best understands to enhance his learning.
3. How would you incorporate Cain's fok into your teaching?
To incorporate Caine’s fok into teaching, I would research about his community so as to understand his funds of knowledge. This way, I will gather necessary information to assist him exploit his capabilities. I will then draft a course outline that will create an opportunity for Caine to fully use his funds of knowledge. I would provide him with the necessary resources and assist him where necessary.
4. How would you identify the utilize one of your student's funds of knowledge?
A student’s line of thought is shaped by the environment that surrounds him. I would identify the use of a student’s funds of knowledge in his creativity, for example in creative writing or artwork. This is because in creative writing, the student will write something that he has experienced or has been made to believe. In art, the student will come up with artworks that depict his funds of knowledge.
References
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677.
Van Niel, J. J. (2010). Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study (Doctoral dissertation, University of Rochester).
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1. Communicating Cross Culturally What Teachers Should Know Yvonne Pratt-Johnson prattjoy [at] stjohns.edu St. John's University (Queens, New York, USA) Objectives Cultural Competence in the Classroom Discussion Conclusion Introduction
3. OBJECTIVES This article looks at the need for teachers to be culturally responsive and competent as schools and classrooms become increasingly linguistically and culturally diverse.
4. INTRODUCTION Lustig and Koester (2003) define culture as "a learned set of shared interpretations about beliefs , values , and norms , which affect the behaviors of a relatively large group of people." Samovar and Porter (1991) explain culture as a medium that touches and alters all aspects of human life, including personality , how people express themselves (which includes displays of emotion), the way they think , how they move , and how problems are solved .
5. INTRODUCTION English language learners (ELLs) are the fastest growing group of students in the United States today (Spellings, 2005). If this trend continues, current projections indicate that by the year 2030, 40% of all school-aged children in the United States will be speakers of a first language other than English (Duffey, 2004). In classrooms where what is communicated, practiced, and perceived greatly affect and impact students, it is imperative that teachers learn how to effectively communicate cross-culturally in such diverse contexts .
6. CULTURAL COMPETENCE in the CLASSROOM The process of becoming culturally competent comes with new challenges and experiences that might surprise, shock, or even offend. In the classroom, being culturally competent also involves an understanding of how cultures differ under the surface and how cultures respond differently to similar situations . Acquiring cultural competence is a gradual process . It is achieved only after many observations , experiences , and interactions in the classroom and playground, with parents and with peers.
7. The process can begin with the knowledge and understanding of six basic cultural differences that teachers are likely to encounter in the culturally diverse classroom. 1. Ways of Knowing 2. Ways of Solving Problems 3. Ways of Communicating Non-verbally 4. Ways of Learning 5. Ways of Dealing with Conflict 6. Ways of Using Symbols
8. In some cultures, information is gathered through intensive research in libraries and on the Internet--for example, in the United States. These cultures appreciate evidence that can be measured and documented through such media . How do cultures come to acquire information? On the other hand, other cultures acquire information through "non-academic" sources--for example, through elders, nature, spirits, or symbols. Some cultures do not have the same quantity and quality of experience with books or similar forms of research. These cultures may place greater value on information and knowledge acquired through oral tradition. 1. Ways of Knowing
9. Suppose you are on a boat with your mother 2. Ways of Solving Problems
10. Suppose you are on a boat with your spouse 2. Ways of Solving Problems
11. Suppose you are on a boat with your child 2. Ways of Solving Problems
12. Suddenly, the boat begins to sink. You determine that you can only save one of the other passengers . 2. Ways of Solving Problems
14. 60% of Americans save their spouse , 40% save their children . 2. Ways of Solving Problems
15. among Asian cultures, or Americans of recent Asian descent, nearly 100% of respondents state that they would save 2. Ways of Solving Problems
16. The reasons typically offered run along these lines: Save Spouse : "My spouse is my partner for life and I can have more children.“ Save Child : "Children represent the future, so it is vital to protect them first. Probably, my spouse would support this decision." Save Mother : "My mother gave me life; I owe her my life. I can marry again; I can have more children, but I cannot replace my mother or otherwise repay the debt I owe her." (Texin, 2002). 2. Ways of Solving Problems
17. "In Korean culture, smiling signals shallowness and thoughtlessness. The Korean attitude toward smiling is expressed in the proverb, 'the man who smiles a lot is not a real man '" (Dresser, 1996). 3. Ways of Communicating Non-verbally
18. In the United States students often work in groups and do collaborative activities in which they learn from one another. Classrooms in such cases can be student-centered , with the teacher as facilitator 4. Ways of Learning
19. In some cultures , however, the teacher is always the center of class activities , the sole authority figure. Sometimes, students do not even dare to ask questions, as to do so would challenge the teacher's authority. 4. Ways of Learning
20. In the United States , conflict is not usually desirable; nonetheless, conventional wisdom in this country encourages individuals to deal directly with conflicts when they do arise . In fact, face-to-face encounters are usually suggested as the way to work through whatever problems exist. . 5. Ways of Dealing with Conflict
21. By contrast, in many Asian countries , open conflict is experienced as embarrassing or demeaning . As a rule, these cultures hold that differences are best worked out quietly. Thus, written exchanges might be preferred over face-to-face encounters as a means of conflict resolution. (Dupraw and Axner, 1997) 5. Ways of Dealing with Conflict
22. In the multicultural school setting, symbols that are unique to various cultures should be correctly understood and interpreted heart love 6. Ways of Using Symbols Official Name Related meaning
23. In order to improve our cross-cultural interactions, teachers must learn not just the basic facts but even important nuances of their students' cultures (Hodgkinson, 1991). DISCUSSION Banks concurs: "If teachers are to increase learning opportunities for all students, they must be knowledgeable about the social and cultural contexts of teaching and learning" (Banks et al., 2001).
24. The following are suggestions that teachers might find useful in increasing their competence in cross-cultural communication, thus allowing them to learn from culturally diverse members of the school community: DISCUSSION Build relationships with students and their parents Listen empathetically Look for cultural interpreters in school or in the community who can serve as resources in assisting teachers to add to their cultural funds of knowledge. Take advantage of available resources
25. To become cross-culturally competent in the classroom teachers must understand important ways in which cultures differ and how this affects the ways in which their students behave . Through studying the cultural backgrounds of their students, teachers can learn to avoid some of the problems that surface each day. CONCLUSION
26. It’s good to be important , but it’s important to be good . THANK YOU