New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
1. Teaching Diverse
Adult Learners
Cathy Gallagher-Louisy
Director, Community Partnerships
and Knowledge Services
Canadian Institute of Diversity and
Inclusion
cathy.gallagherlouisy@cidi-icdi.ca
3. Agenda for Today’s Session
Activity
Intro
Icebreaker. Have fun with it!
Understanding our Challenges and Clarifying Terminology
Activity
Understanding the Complexity of Your Cultural Identity
Theory
Introduction to Dimensions of Culture
Activities
Coat of Arms &
Cultural Orientation Assessment
Practical
Tips, Tools, and Techniques for Teaching
to a Multicultural Audience
Activity
How Will I Apply These Concepts?
9. Defining Crosscultural Competence
Individual Crosscultural Competence:
The ability to discern and take into account one’s
own and others’ worldviews to be able to:
• communicate effectively
• solve problems
• make decisions
• resolve conflicts
…in ways that optimize cultural differences.
.
Source: Hewitt Associates
10. Defining Crosscultural Competence
Organizational Crosscultural Competence
Five essential elements:
1. Valuing diversity
2. Having the capacity for cultural self-assessment
3. Being conscious of the dynamics inherent when
cultures interact
4. Having institutionalized cultural knowledge
5. Having developed adaptations to service delivery
reflecting an understanding of cultural diversity.
Source: Cross et al 1989
11. Definition: Worldview, Values and Culture
Worldview:
1. The overall perspective from which one sees
and interprets the world.
2. A collection of beliefs about life and the
universe held by an individual or a group.
Values:
Personal and group beliefs of what is right and
wrong.
Culture:
Behavioral interpretation of how a community
lives out its values in order to survive and thrive.
12. Components of Crosscultural Competence
Crosscultural competence is comprised of four
components:
a) Awareness of one's own cultural worldview,
b) Attitude towards cultural differences,
c) Knowledge of different cultural practices and
worldviews,
and
d) Crosscultural skills
13. You Don’t Have To Be An Expert
“To be culturally effective doesn’t mean you
are an authority in the values and beliefs of
every culture. What it means is that you
hold a deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world.”
-Okokon U. Odo
14. Iceberg Model of Culture
Clothing
Art Music Language
Greetings Food & Drink Flags
Manners Rituals Outward Behaviours
15. Iceberg Model of Culture
Clothing
Art Music Language
Greetings Food & Drink Flags
Manners Rituals Outward Behaviours
Attitudes Values Beliefs Perceptions
+
Orientation to:
Respect Power Social Status Individualism Community
Competitiveness Action Environment Communication
Emotions Thinking Structure Time Space Friendship
Modesty Fairness Expectations Etiquette Perceptions
Assumptions Thought Processes Parenting Cleanliness
Notions of ‘self’ Attitudes Toward Age Gender Roles
Leadership Styles Learning Styles Body Language
Approaches to Problem Solving
20. Activity
Understanding the complexity of your cultural identity
Why do we need to
understand ourselves?
We do not see things as they are,
we see things as we are.
-Anais Nin
21. Activity
Understanding the complexity of your cultural identity
On a piece of paper, identify as many of these as you can…
What is your:
Religion
• Nationality
• Ethnicity
• Sexual identity
• Occupation
• Marital status
• Age
• Geographic region
• Highest level of
education
•
Are you:
Female or male
• Disabled
• From an urban area
• From a rural area
• From a suburban area
• A parent
• A student
• An immigrant
• A union member
• An athlete
•
Have you ever been:
In the military
• Poor
• In the working class
• In the middle class
• Wealthy
• In prison
• Unemployed
• A member of
an association
•
25. The Seven Cultural Dimensions
Individualism vs.
Communitarianism
Universalism vs. Particularism
Task vs. Relationship
Achievement vs. Ascription
• How see ourselves in relation to others?
• How do we define what’s fair?
• How do we get things done?
• How do view status and hierarchy?
Neutral vs. Affective
• How do we manage emotions?
Sequential Time vs.
Synchronous Time
• How do we define time?
Internal Control vs. External
Control
Source: Fons Trompenaars
and Charles Hampden -Turner
• How do we manage our environment?
26. Cultural Generalizations - Archetypes
central tendency
of the distribution
of population
USA
Individualism
Japan
Communitarianism
Source: Milton J. Bennett
27. Cultural Generalizations - Archetypes
Individualism
Outliers
Japan
Communitarianism
Source: Milton J. Bennett
28. Cultural Generalizations - Archetypes
USA
Outliers
Individualism
Communitarianism
Source: Milton J. Bennett
29. Understanding Cultural Dimensions
Individualism vs. Communitarianism
INDIVIDUALISM
COMMUNITARIANISM
personal freedom and achievement
• you make your own decisions
• you must take care of yourself
•
How do we
see ourselves
in relation to
others?
•
Countries: U.S., Canada, the U.K,
Scandinavia, New Zealand,
Australia and Switzerland
Source: Fons Trompenaars
and Charles Hampden-Turner
group more important than the
individual.
• group provides help and safety, in
exchange for loyalty
• group always comes before the
individual
Countries: Latin-America,
Africa, and Japan
30. Understanding Cultural Dimensions
Universalism vs. Particularism
UNIVERSALISM
PARTICULARISM
high importance on laws, rules,
values, and obligations
• rules come before relationships
•
How do we
define what’s
fair?
•
Countries: U.S., Canada,
the U.K., the Netherlands,
Germany, Scandinavia, New
Zealand, Australia, and
Switzerland
Source: Fons Trompenaars
and Charles Hampden-Turner
circumstance and relationship
dictates the application of rules
• response to a situation may change,
based on context
Countries: Russia, China,
and Latin-America
31. Understanding Cultural Dimensions
Task vs. Relationship Orientation
TASK ORIENTED
work and personal lives separate
• relationships don't have much of an
impact on work objectives
• people can work together without
having a good relationship
•
Countries: U.S., Canada, the
U.K., the Netherlands,
Germany, Scandinavia, New
Zealand, Australia, and
Switzerland
Source: Fons Trompenaars
and Charles Hampden-Turner
How do we
get things
done?
RELATRIONSHIP ORIENTED
good relationships are vital to
meeting objectives
• relationships the same, at work or
in a social setting
• spend time outside work hours with
colleagues and clients
•
Countries: Argentina,
Spain, Russia, India and
China
32. Understanding Cultural Dimensions
Achievement vs. Ascription
ACHIEVEMENT
you are what you do and what you
have achieved
• value performance, no matter who
you are
•
Countries: U.S., Canada,
Scandinavia, and Australia
Source: Fons Trompenaars
and Charles Hampden-Turner
How do we
view status
and
hierarchy?
ASCRIPTION
you should be valued for who you
are
• power, title, and position matter
• roles define behavior
•
Countries: France, Italy,
Japan, and Saudi Arabia
33. Understanding Cultural Dimensions
Neutral vs. Affective
NEUTRAL
How do we
manage
emotions?
AFFECTIVE / EMOTIONAL
control emotions
• reason influences actions far more
than their feelings
• don't reveal thoughts or feelings
•
Countries: U.K., Sweden,
the Netherlands, Finland,
and Germany
Source: Fons Trompenaars
and Charles Hampden-Turner
express their emotions freely, even
spontaneously, at work, in the
classroom or in social situations.
• emotion welcome and accepted
• hiding emotions considered
dishonest
•
Countries: Poland, Italy,
France, Spain, and Latin
America
34. Understanding Cultural Dimensions
Sequential Time vs. Synchronous Time
SEQUENTIAL TIME
events happen in specific order
• high value on punctuality, planning
and staying on schedule
• "time is money"
•
Countries: Japan, Canada,
Norway, the U.K., and
the U.S.
Source: Fons Trompenaars
and Charles Hampden-Turner
How do we
define time?
SYNCHRONOUS TIME
past, present, and future are
interwoven
• work on several projects at once
• plans and commitments are flexible
•
Countries: China, Russia,
and Mexico
35. Understanding Cultural Dimensions
Internal Control vs. External Control
INTERNAL DIRECTION
aka internal “locus of control”
• people can control nature or their
environment to achieve goals
• “master of my own destiny”
•
Countries: Israel, the U.S.,
Australia, New Zealand,
and the U.K.
Source: Fons Trompenaars
and Charles Hampden-Turner
How do we
manage our
environment?
EXTERNAL DIRECTION
aka external “locus of control”
• nature, or their environment,
controls them
• work with their environment to
achieve goals.
• focus actions on others
• “que sera sera”
• “Insha'Allah”
•
Countries: China,
Russia, and Saudi
Arabia.
39. Test Your Own Biases
You might be surprised
https://implicit.harvard.edu/implicit/demo/takeatest.html
http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html
http://teachingasleadership.org/sites/default/files/RelatedReadings/DCA_Ch5_2011.pdf
40. Tips for Developing Cultural Competence
Goals:
• develop an investigative, non-judgmental, “seek to understand”
attitude toward all kinds of difference
• challenge yourself to develop a higher tolerance for ambiguity
• learn to understand the assumptions and values on which one’s
own behavior rests
41. Inclusive Teaching Tips
1.
2.
3.
4.
5.
6.
7.
Be acutely aware of your own worldview and biases
Assume that the students in your class have different cultural
worldviews
Make the invisible visible
Respond immediately to biased or bigoted remarks, or gross
generalizations and stereotypes
Get to know your students as individuals
Don’t ask students to speak for a whole group
Incorporate diversity and diverse perspectives
in your course planning
42. Inclusive Teaching Techniques
1.
2.
3.
4.
5.
Overcome communication barriers by presenting information
in multiple formats
Monitor student learning
Help students anticipate exam questions
Have students demonstrate their knowledge and skills in
varied ways
Provide clear performance expectations
43. Tips for Teaching Adult Learners
1.
2.
3.
4.
Adult learners have expertise
Adult learners are especially sensitive to slights
Adult learners need to know why something is important to
know
Compared to the typical undergraduate, adult learners tend
to be:
a. More self-directed
b. More likely to learn through experience
44. Activity
How Will I Apply These Concepts?
On a piece of paper, answer the following:
1.
What was my biggest “ah hah moment”
or key insight from today’s session?
2.
What is one practical and achievable
activity I can do in the next 30 days to
increase my cultural understanding?
3.
What three things will I do differently
when teaching my classes?
45.
46. Thank you!
Contact me for more info on organizational
diversity and inclusion strategies or cultural
competence development.
Cathy Gallagher-Louisy
cathy.gallagherlouisy@cidi-icdi.ca
www.cidi-icdi.ca
ca.linkedin.com/in/cathygl
@CatGL
Notas do Editor
No guilt – Please do not feel guilty about opinions you have formed on the topics being presented. No blame – Please do not assign blame if things are not perfect in your life or the organization you work for. Diversity and Inclusion is a journey and is ongoing in its implementation. If you want to teach these concepts to others, approach it as “here’s some helpful info I learned to help me be more effective”, rather than trying to correct someone.No political correctness – Please continue to speak in your own voice. There is no “right way” to say anything. Often political correctness can be a barrier to open communication.Open and honest – We want to encourage you to say what you feel without feeling you have to censor yourself. And be willing to clarify and discuss your point of view with others.
There is no need to feel bad about where you started or where you are now. Rejoice in the fact that you are on your way.
Personality: We are born with our personality and have little control over it.It is very individualized.Internal Dimension: This circlerepresents those visible differences we have little control over.External Dimensions: These aspects are virtually invisible to others. We tend to have more control over them. Organizational Dimensions: The aspectsin this circlespeak to workplace characteristics.The Four Circles of Diversity influence how we see the world and each other. There are aspects of your Diversity that are known to yourself and other people but they can also create blind spots that influence how you see others. Each aspect brings opportunity along with it – additional information and skills as well as opportunities for misperception if we fail to recognize and acknowledge how each circle is important to ourselves and to others.
These are just a sample of the many ways we can identify ourselves that have cultural implications. Add as many others as you can think of.Think about the values, beliefs, and norms of behaviour in each of those groups as the culture of the group. Think about the extent to which you have internalized some of these group values and norms. You can see how complex your own cultural identity is.