Teacher Educator Guide to Using mycap to Support Cultural Reflection Dr. Helen A. Marx and Dr. David M. Moss Copyright 2011 by NAFSA: Association of International Educators www.nafsa.org/mycap
My Cultural Awareness Profile (mycap) is a self-reflection tool for use with preservice teachers. As a teacher educator, this guide will help you make the best use of mycap and provide you with resources as you seek to promote the cultural awareness and development of your preservice teachers. Initiating Discussion About Cultural and Global Awareness mycap is a tool that teacher educators can use to initiate important conversations with students related to their cultural and global awareness. Preservice teacher responses to mycap and the ensuing reflective dialog will allow instructors to better understand students current degree of cultural awareness and challenge and support their continued growth. Most importantly, mycap is designed to help your students become more self-reflective and actively involved in continuing their cultural learning as they prepare for their work as teachers in a global age. SECTION ONE: Preparing to Teach in Diverse Classrooms Developing cultural awareness, global perspectives, and intercultural skills is an essential component of twenty-first century teacher education. SECTION TWO: Using mycap in Teacher Education mycap is designed to be used by teacher educators to promote cultural reflection, support a developmental view of cultural learning, and serve as a formative assessment tool. SECTION THREE: Using mycap to Support Cultural Reflection mycap can be used as an entry point to support cultural reflection and learning. SECTION FOUR: Four Dimensions of Cultural Awareness mycap engages preservice teachers in self-reflection across four dimensions of cultural awareness. SECTION FIVE: Alignment of the Four Dimensions with mycap Review four learning objectives for each dimension and their alignment with questions on mycap. SECTION SIX: Continuing the Learning: Cultural Learning Action Plans Facilitate preservice teachers development of a cultural awareness action plan. Background Resources Review resources that provided the conceptual framework supporting the development of mycap. www.nafsa.org/mycap_bibliography About the mycap Developers Read about Professors Helen A. Marx and David M. Moss. www.nafsa.org/mycap_developers Page 1
SECTION ONE. Preparing to Teach in Diverse Classrooms Teachers for the Twenty-First Century Preservice teachers in the United States and in other countries will be teaching in a global, interconnected, and culturally diverse world. Developing cultural awareness, global perspectives, and intercultural skills are an essential component of twenty-first century teacher education. As teacher educators, we must explicitly support our students as they uncover their own cultural selves; understand, appreciate, and communicate across cultural differences; and consider the global and cultural dimensions of the content they will teach. The Critical Role of Cultural Self-Reflection The process of becoming culturally aware is a lifelong undertaking. Central to the process is learning how to engage in cultural self-reflection; at the heart of this endeavor is the need to promote discourse and reflection vis-à-vis issues of culture. Teacher education enjoys a long history of program design and instructional strategies that support reflection and dialog. mycap builds upon these best practice elements of preparing teachers that are customary within the profession. mycap is intended to help students engage in self-reflection regarding their current knowledge, skills, and attitudes along four dimensions of cultural awareness. In similar ways that teacher educators support reflective practice in relation to other facets of work with preservice teachers, your use of mycap with preservice teachers requires knowledge, judgment, and skill. Learn More About Multicultural Teacher Education and Intercultural Communications Become more familiar with the literature from multicultural teacher education and intercultural communications before using mycap for the first time. See Background Resources, www.nafsa.org/mycap_bibliography. Continue to SECTION TWO. Using mycap in Teacher Education Page 2
SECTION TWO. Using mycap in Teacher Education mycap is designed to be used by teacher educators to Promote cultural reflection Support a developmental view of cultural learning Serve as a formative assessment tool Promoting Cultural Reflection mycap is designed to promote cultural self-reflection, with responses to mycap becoming the starting point for in-depth dialog and continued cultural learning. mycap can be used at any point in a preservice teachers program of study and is designed to be used as a complement to a program s existing structures for supporting reflection. Students can complete the tool either in one sitting, or as four separate sections. It may be used as part of a course or seminar, in connection with a school placement, or with individual students in an adviser/advisee relationship. Supporting a Developmental View of Cultural Learning mycap directly supports and encourages students active involvement in addressing their own cultural growth through cultural reflection. Conversations stemming from mycap items should be used to help students consider future avenues for cultural learning. Following these conversations, instructors and students can make plans for students to continue their cultural learning. Reusing this tool throughout their program provides students with an opportunity to consider their own development over time. Comparing their answers can serve as a catalyst for renewed and deeper discussions about the complexities of intercultural development. Serving As a Formative Assessment Tool mycap can be used as a formative assessment vehicle by teacher educators. An analysis of mycap responses and the resulting conversations provide teacher educators with the opportunity to more deeply understand their students current levels of cultural awareness and adjust instructional aims to best address students intercultural developmental needs. mycap is not intended to be used as a summative assessment tool, however in aggregate, responses from a cohort of teacher education candidates may aid in program planning and revision. Continue to SECTION THREE. Using mycap to Support Cultural Reflection Page 3
SECTION THREE. Using mycap to Support Cultural Reflection Self-Exploration and Keys to Future Learning mycap can be used as an entry-point to support cultural reflection and learning; it is a reflection tool and not a summative assessment vehicle. Responses should not be considered as right or wrong, but rather as opportunities for self-exploration and as avenues for identifying future learning. mycap asks questions that are meant to stimulate thought and dialog. Many of the questions don t have an easy answer, can be read in a number of ways, and may be construed differently by different students. That complexity was intentional to stimulate dialog and reflection. Clearly, there will be a continuum of levels of cultural awareness represented in the answers, and answers will indicate that a student may not be very culturally aware or perhaps well on the path toward cultural competence. It is important to present cultural learning within a developmental framework; students should not be judged for lack of knowledge or experience, but challenged to take a proactive approach to their own continued learning and growth. Allowing for the Necessary Time and Environment mycap is designed to serve as a catalyst for promoting reflection, and the tool should be utilized within a setting that allows the necessary time and safe intellectual environment for sometimes challenging and difficult conversations to unfold. Of course, such conversations, which often push beyond candidates comfort zones, are also the times when significant gains in learning and perspective will occur. Having students merely respond to the questions as if the tool were a standalone survey will not be sufficient to promote cultural reflection and learning. Planning Your Conversations with Students mycap serves as the starting point for deeper conversations. As you facilitate the unpacking of student responses to mycap, you will need to structure your conversations carefully, focusing your work on: clarifying current understandings, acknowledging complexity and confusions, challenging students assumptions, probing and pushing students to consider alternative viewpoints, and providing caring support as students begin to consider where they might need to learn and grow. Continue to SECTION FOUR. Four Dimensions of Cultural Awareness Page 4
SECTION FOUR. Four Dimensions of Cultural Awareness mycap engages preservice teachers in self-reflection across four dimensions of cultural awareness: Dimension 1: Exploring the global context (global perspectives) Dimension 2: Learning about different cultures (cultural understandings) Dimension 3: Knowing ourselves as cultural (perspective consciousness) Dimension 4: Communicating across cultural differences (intercultural communication) Separate, But Interrelated mycap approaches each of these four dimensions separately, but it must be understood that they are interrelated and interdependent. The four dimensions parallel similar categories found within the literature (see Background Resources, www.nafsa.org/mycap_bibliography. These four dimensions of cultural awareness make up a complex and dynamic body of knowledge, values, and skills necessary for effectively teaching within a culturally pluralistic and globally interconnected world. Importance of the Four Dimensions in Teacher Education The four dimensions of cultural awareness identified in mycap are particularly salient for teacher education. The first two dimensions global perspectives and cultural understanding have a distinctive content and curricular focus; these dimensions consider the global and cultural dimensions of what preservice teachers will teach as they enter the field. The second two dimensions perspective consciousness and intercultural communications have a relational and instructional focus; these dimensions consider the knowledge, values, and skills that influence how preservice teachers interact with students who are culturally different from themselves. Encouraging Transformative Learning A fundamental aspect of supporting cultural awareness is helping students understand themselves as individuals embedded within cultural contexts; this is difficult and complex work that involves facing our own ethnocentric tendencies. In significant ways, we are not only asking students to know more, but we are asking them to know differently. Such transformative learning can be very intimidating and distressing, demanding that we begin to fundamentally question how we see the world and our own place in it. This is not a manner of learning that happens in one class, one course, or one year; it is the work of a lifetime. However, learning how to engage in cultural reflection within a teacher education program sets preservice teachers on their individual life journeys. mycap is intended to assist teacher educators as they teach preservice teachers to engage in self-reflection, providing preservice teachers with reflective skills that are essential in their professional lives. Continue to SECTION FIVE. Alignment of the Four Dimensions With mycap Page 5
SECTION FIVE. Alignment of the Four Dimensions With mycap To help teacher educators in their work with preservice teachers, we summarize each of the four dimensions. For each dimension, we highlight four learning objectives and indicate their alignment with questions on mycap. Suggestions are also provided to help facilitate your conversations with preservice teachers. Cultural Awareness Dimension 1. Exploring the Global Context (Global Perspective) The first dimension considered in mycap asks students questions related to their exploration of the global context. This dimension relates to the knowledge, attitudes, and skills often discussed within the literature as global perspective. Preservice teachers will increasingly be called upon to prepare their students for work within the interconnected and interdependent world. It will be essential for them to prepare students for global citizenship, where one s commitments will need to extend beyond the local to encompass an understanding of our place within the larger world. Developing a Global Perspective A key to teaching toward a vision of global citizenship will be a consideration of what it means to care about the people of the world beyond the boundaries of nation-states. Consequently, this dimension of mycap explores preservice teachers development of a global perspective, including their understanding of how global systems, trends, and issues shape our world and their ability to explore the international and global dimensions of the content/curriculum areas. Review mycap ITEMS THAT EXPLORE DIMENSION 1 Continue to Cultural Awareness Dimension 2. Page 6
mycap ITEMS THAT EXPLORE DIMENSION 1 Dimension 1: Exploring the Global Context provides you with the opportunity to explore with preservice teachers the extent to which they currently demonstrate the following knowledge, attitudes, and values: 1. Interest in and knowledge of international issues and global systems (Questions 1, 3, 4). 2. Recognition that individual and regional choices have a global impact (Questions 5, 7). 3. Commitment to being a global citizen, with concern for the health of the planet, including a realization that our individual and national interests rests on the success of the entire human and natural world (Questions 8, 9). 4. Understanding of how international and global issues impact their disciplinary fields and the desire and ability to integrate global and international perspectives into the curriculum (Questions 2, 6, 10). Suggestions for Guiding Reflection and Dialog in Dimension 1 1. Interest in and knowledge of international issues and global systems (Questions 1, 3, 4 ). mycap Questions 1, 3, and 4 provide insight into the extent to which a preservice teacher is interested in and knowledgeable about international issues and global systems. Resistance At one extreme, you may encounter preservice teachers who feel uninterested in or are resistant to learning about the global context, often because they cannot see the connection to their future work with students. Such responses provide you with key information for preservice teachers who may need significant support in overcoming ethnocentric viewpoints. In this case you will need to structure conversations around the growing importance of global understanding and twenty-first century skills and knowledge. How Will Preservice Teachers Learn More? You are likely to find that preservice teachers express an interest in learning more about the global context; however, they may not feel knowledgeable or have lacked opportunities for significant learning in this area. In this case, you can use these questions to explore your preservice teacher s prior learning experiences and the variety of ways one can learn about the world. Preservice teachers might share with each other numerous paths to learning about the world, both within the formal learning environment of your university as well as avenues that can be enacted outside of a classroom. 2. Recognition that individual and regional choices have a global impact (Questions 5, 7). mycap Questions 5 and 7 provide insight into the extent to which your preservice teacher recognizes that individual and regional choices can have a global impact. These questions will provide you with the opportunity to explore with preservice teachers the interconnected nature of the world and their understanding of the concept of globalization. Connecting the Local and the Global At one extreme, you may have preservice teachers in class who have yet to make connections between the local and the global. For these individuals you may consider a number of instructional activities that provide evidence of local/global connections. There may be other individuals who are cognizant of the global impact of their actions, but are not familiar with the concept of globalization. In such case, your conversations should explore ways that students can learn about the globalization in more depth. For preservice teachers who have significant knowledge of globalization, your reflections might delve deeper Page 7
into some of the more controversial aspects of the concept, particularly related to the relationship between the industrialized and the developing world. These conversations might relate to the preservice teachers understandings of global citizenship and their personal commitments to global issues, as explored in Questions 8 and 9. 3. Commitment to being a global citizen, with concern for the health of the planet, including a realization that our individual and national interests rests on the success of the entire human and natural world (Questions 8, 9). mycap Questions 8 and 9 provide insight into your preservice teachers understandings of the concept of global citizenship. Developing a More Sophisticated Knowledge Base Your discussions related to global citizenship will build upon those generated from the previous responses. Preservice teachers with strong ethnocentric views and/or limited experiences and knowledge in this dimension may not have considered these concepts and will most likely have superficial responses to these questions. These individuals will need to develop a more sophisticated knowledge base regarding international and global issues before they can significantly consider issues related to a commitment to global citizenship. Exploring the Notion of a Global Perspective Conversely, if your preservice teachers have shown considerable interest and knowledge related to international and global issues as indicated through their response to the prior questions, you can use these questions to explore more deeply the notion of a global perspective, the negative impacts of ethnocentric stances in addressing global issues, and how commitments to democratic education might extend beyond national borders. 4. Understanding of how international and global issues impact their disciplinary fields and the desire and ability to integrate global and international perspectives into the curriculum (Questions 2, 6, 10). mycap Questions 2, 6, and 10 provide insight into the connections your preservice teachers are making between their own understandings of the global context and their future professional role as teachers. Exploring Global Perspectives in Disciplinary Fields You will find that preservice teachers who lack knowledge of the global context find it hard to imagine how they would make global connections in their teaching. Your conversations and considerations for future learning related to this dimension should include plans to explore global perspectives within their disciplinary fields. Connecting Global Issues to K 12 Curriculum On the other hand, you may have many individuals in class who are interested and knowledgeable about international issues or personally committed to addressing global issues within their own studies and/or extracurricular activities; however they may not be able to make the connections to the future work with students. Your discussions might focus on exploring global connections with the K 12 curriculum. For individuals who have a more sophisticated understanding of international and global issues and are able to articulate ways these might be incorporated into the K 12 curriculum, you might explore notions of what it means to be a global educator and how they can foster the development of a global perspective within their work with students. Continue to Cultural Awareness Dimension 2 Page 8
Cultural Awareness Dimension 2. Learning About Different Cultures (Cultural Understanding) Cultural Knowledge, Attitudes, and Skills The second dimension considered in mycap asks preservice teachers questions related to their cultural understandings. This dimension relates to the knowledge, attitudes, and skills often discussed within the literature as culture-specific and culture-general knowledge. Your preservice teachers will increasingly be called upon to understand cultural concepts and be able to learn about the cultural backgrounds of their students, as well as teach students about culture and foster respect and tolerance for cultural diversity. Preparing Students for Intercultural Interaction Twenty-first century teachers must prepare students for citizenship and work within a world where interactions with people of other cultures are a daily occurrence (both in person and via technology). Thus, Dimension 2 of mycap explores preservice teachers development of a cultural understanding, included in this is knowledge of the diversity of cultural practices found in the world as well as the general cultural characteristics that are used to understand and compare cultures. Review mycap ITEMS THAT EXPLORE DIMENSION 2 Continue to Cultural Awareness Dimension 3 Page 9
mycap ITEMS THAT EXPLORE DIMENSION 2 Dimension 2: Learning About Different Cultures provides you with the opportunity to explore with your preservice teachers the extent to which they currently demonstrate the following knowledge, attitudes, and values: 1. Understanding the concept of culture and how it can influence human perception and behavior (Questions 11, 12 ). 2. Curiosity and respect for the diversity of human cultural practices, both globally and within their local context (Questions 13, 15). 3. Knowledge of at least one culture group other than their own, including the ability to use cultural general categories to compare and discuss diverse cultural practices (Questions 14, 16, 19). 4. Understanding of the role culture plays in educational experiences and the desire and ability to integrate cultural understanding into the curriculum (Questions 17, 18, 20). Suggestions for Guiding Reflection and Dialog in Dimension 2 1. Understanding of the concept of culture and how it can influence human perception and behavior (Questions 11, 12 ). mycap Questions 11 and 12 provide insight into the extent to which a preservice teacher understands the concept of culture and how it can influence human perceptions and behaviors. What Is Culture? Preservice teachers answers to Question 12 provide you with the opportunity to discuss what their definition of culture is and to explore subjective as well as objective aspects of culture. Within this discussion you will be able to ascertain an individual s sophistication in this area and better calibrate further discussion along many of the dimensions in mycap. Levels of Understanding Preservice teachers answers to Question 11 will generate interesting discussions about the complexity of their understandings of culture. Individuals with more sophisticated understandings of culture will enjoy these discussions, and you can challenge them by having them consider the ways discussions of cultural characteristics can be misused and lead to stereotypical understandings about individuals. 2. Curiosity and respect for the diversity of human cultural practices, both globally and within their local context (Questions 13, 15). mycap Questions 13 and 15 provide insight into the extent to which preservice teachers respect cultural diversity, understand that cultural diversity can be found both locally and globally, and are curious and willing to explore diverse cultural contexts. Question 13 can generate interesting discussions and often is a point of disagreement in groups. This question can help highlight the reality that one need not travel to engage in cross-cultural experiences, though many make this assumption. Cross-Cultural Experiences in the Local Environment You can guide preservice teachers toward interesting discussions related to the cultural diversity they might experience within your university or local community. Brainstorming ways to learn about culture without traveling and reflecting on ways local diversity might be explored are important realizations for these individuals. For those who demonstrate greater sophistication related to their cultural understandings, issues related to travel and some of the limitations one experiences getting to know Page 10
another culture group through short-term travel can be problems for discussion. Within this discussion you can explore the common tendency to exoticize other cultures. Encourage preservice teachers to discuss their own travel experiences and begin to identify times when they felt they were truly learning about other cultural groups, including embracing the dynamic and complex nature of learning about cultures. 3. Knowledge of at least one culture group other than their own, including the ability to use cultural general categories to compare and discuss diverse cultural practices (Questions 14, 16, 19 ). mycap Questions 14, 16, and 19 provide insight into the knowledge your preservice teachers have of another culture group and the degree to which they can use cultural general categories to discuss cultural practices. Encouraging Learning About Other Cultures You will find that preservice teachers who struggled with the previous questions report having limited knowledge of another culture group and will not be able to discuss and compare cultures in a sophisticated way. For these individuals, it is important to help them identify ways they might learn about other cultures locally; sometimes these individuals will say that they cannot learn about other cultures because they cannot afford to travel. Deepening the Learning of More Experienced Preservice Teachers For preservice teachers who do possess knowledge of culture groups and have some experience thinking culturally, these questions should generate exciting discussions about their experiences and the ways that they learned about another culture. These individuals might be challenged to compare cultures and distinguish between cultural and individual differences, deepening their understandings of the complexity of culture. You might use these questions to challenge preservice teachers with very sophisticated crosscultural experiences (particularly individuals who identify as bi-cultural) to deepen their knowledge of one culture group and use it to discuss cultural general categories (for instance, issues of time, personal space, individualism versus collectivism, relationship to nature). 4. Understanding of the role culture plays in educational experiences and the desire and ability to integrate cultural understanding into the curriculum (Questions 17, 18, 20). mycap Questions 17, 18, and 20 provide insight into your preservice teachers understandings of the role of culture within education and the ways that they might integrate cultural understandings within their teaching. Challenging Concepts For preservice teachers with limited understanding of culture or other culture groups, they may struggle with these questions. Their first task is to deepen their cultural understandings before they can dig deeply into the complexities of the role culture plays in education. However, for preservice teachers who are beginning to explore culture in more depth and who have some knowledge of culture groups and cultural diversity, these questions may challenge them in important ways. mycap Question 18 is particularly challenging for many preservice teachers who might rather minimize the role culture plays in curriculum, falling back on the safety of providing an equal and culture-blind education. This question can be exciting to explore even for more sophisticated individuals. The transformation of worldview required to understand the significant influence of culture on all aspects of education is not an easy one for many individuals. You can use this question to generate discussions and Page 11
problematize what might be meant by culturally neutral. Your discussions should generate ideas for exploring further ways the hidden curriculum is deeply imbedded within a dominant cultural context and the ways that might influence curriculum content and instructional methods. For individuals who are ready to dig deeper, you should be ready to discuss cultural hegemony and larger issues of power and privilege in the schooling and curriculum. Continue to Cultural Awareness Dimension 3 Page 12
CULTURAL AWARENESS DIMENSION 3. Knowing Ourselves As Cultural (Perspective Consciousness) Knowing Ourselves As Cultural The third dimension considered in mycap asks preservice teachers questions related to their knowledge of themselves as cultural beings. This dimension relates to the knowledge, attitudes, and skills often discussed within the literature as perspective consciousness. Perspective consciousness, considered essential to the development of intercultural sensitivity and intercultural communication skills, relates to knowing one s self as cultural and understanding that others have different and equally viable cultural perspectives. Culturally Responsive Teaching Teaching in culturally responsive ways requires that teachers become aware of their own cultural selves and uncover the dynamic and complex ways that their own cultural perspectives influence their relationships with students and the curriculum. In addition, they must explore the culture of schools and the ways the larger dominant culture influences their own practice, the school curriculum, and their students experience of school. As they come to know themselves as cultural and the ways culture impacts all of education, these teachers are more able to create culturally responsive classrooms. Review mycap ITEMS THAT EXPLORE DIMENSION 3 Continue to Cultural Awareness Dimension 4 Page 13
mycap ITEMS THAT EXPLORE DIMENSION 3 Dimension 3: Knowing Ourselves As Cultural provides you with the opportunity to explore with your preservice teachers the extent to which they currently demonstrate the following knowledge, attitudes, and values: 1. Awareness of their own cultural identity (Questions 21, 23, 29). 2. Recognize the ways their own cultural perspectives influence how they perceive the world (Questions 22, 26). 3. Understand that their cultural perspective may not be shared by others (Questions 24, 27). 4. Ability to analyze the ways culture and cultural identity their own, the school s and community s, and their students influence schools, curriculum, teaching, and learning (Questions 25, 28, 30). Suggestions for Guiding Reflection and Dialog in Dimension 3 1. Awareness of their own cultural identity (Questions 21, 23, 29). mycap Questions 21, 23, and 29 provide insight into the extent to which preservice teachers are aware of their own cultural identity. Seeing Yourself As Cultural Preservice teachers answers to these questions are often fascinating to explore. Individuals who come from culturally encapsulated or marginalized backgrounds may not have a firmly established cultural identity and are apt to think of others as more cultural than themselves. Their answers to these questions can be related back to their basic understanding of the concept of culture. Many individuals who are members of the dominant culture group have an easier time discussing the subculture groups they belong to, and this is often a very productive place to begin your discussions. Exploring Our Own Cultural Perspectives For many individuals, seeing themselves as cultural will be one of their primary goals on their path toward cultural learning. You should explore with these individuals ways they might explore their own cultural perspectives, including supporting dialog with people from other cultures where the topic of conversation is their own culture. It is often fascinating for these individuals to listen as others hold a mirror up for them and their culture. If you have preservice teachers with highly developed cultural identities, you might use these questions to help them consider their own identity development as a precursor to exploring ways they might support their future students cultural identity development. 2. Recognize the ways their own cultural perspectives influence how they perceive the world (Questions 22, 26). mycap Questions 22 and 26 provide insight into the extent to which your preservice teachers recognize the ways their own cultural perspectives influence how they perceive the world. How Culture Shapes Our Perceptions These questions build on the prior questions, moving past awareness of their own cultural identity and providing an opportunity to reflect on the ways cultural identity influences our perceptions of the world. Preservice teachers who struggle with the first set of questions may not be able to reflect deeply on their own cultural perceptions. However, for those individuals with more developed cultural identities, these questions provide you the opportunity to explore the ways culture influences perceptions in ways suggested in the previous section. Preservice teachers who have had a study abroad experience or Page 14
traveled extensively should be encouraged to talk about how their sense of themselves as cultural changed during and after those experiences. 3. Understand that their cultural perspective may not be shared by others (Questions 24, 27). mycap Questions 24 and 27 provide insight into the extent to which your preservice teachers understand that their own cultural perspectives may not be shared by others. These questions build upon the previous ones. Responses to these questions allow you to explore the notion of what it means to be a cultural outsider (and, of course, the power and privilege afforded those who might always be operating as cultural insiders). You might explore with preservice teachers their experiences as a cultural outsider and how that changed their own self-perceptions. Perspective Consciousness Question 27 can be particularly difficult for preservice teachers and can generate very exciting discussions. Less sophisticated individuals might agree that everyone has the same notions of right and wrong; this, of course, conveys a lack of cultural empathy. For individuals whom you feel are more sophisticated, you can push them to consider the notion of perspective consciousness. Moral Relativism and Cultural Relativism Be cautious to include a discussion of the difference between the notions of moral relativism and cultural relativism; we need not agree with another culture s perceptions, values, attitudes, behaviors etc; however, perspective consciousness allows us to understand that for them, this is the right way of being. Use this opportunity to discuss the difference between sympathy and empathy, as discussed by Bennett (1993) (see Background Resources, www.nafsa.org/mycap_bibliography. You can probe preservice teachers ability to consider alternative viewpoints and perspectives as an avenue for considering how to foster effective cross-cultural relationships. 4. Ability to analyze the ways culture and cultural identity their own, the school s and community s, and their students influence schools, curriculum, teaching, and learning (Questions 25, 28, 30). mycap Questions 25, 28, and 30 provide insight into the extent to which your preservice teachers are able to analyze the ways culture influences teaching, learning, and schooling. How Cultural Identities Influence Teaching All preservice teachers, across the range of cultural identity development, need to be challenged to explore how their cultural identities influence their teaching. For individuals who are just beginning to consider culture and their own cultural identity, you might focus on comparing the larger U.S. educational system and the ways it might be different from the systems in other nations. For some individuals, exploring cultural differences in education in these international ways is less threatening than exploring the ways their culture influences their own practice. Tailor the Discussions by Level of Comfort Calibrate your discussions with preservice teachers across these questions depending on their comfort levels. You should encourage individuals who have had significant cross-cultural field experiences to reflect critically on their experiences and the ways that culture impacted their educational experiences. You can relate these discussions to core principles of culturally responsive pedagogies. Continue to Cultural Awareness Dimension 4 Page 15
CULTURAL AWARENESS DIMENSION 4. Communicating Across Cultural Differences (Intercultural Communication) Communicating Across Cultures The fourth dimension considered in mycap asks questions of preservice teachers related to their ability to communicate within cross-cultural relationships and contexts. This dimension relates to the knowledge, attitudes, and skills often discussed within the literature as intercultural communication. This dimension builds upon and is directly dependent on an individual s development within the other three dimensions. Meeting the Needs of Diverse Students Developing intercultural communication skills is vital for teachers. The student population in U.S. schools is increasingly culturally diverse; to teach all students well, teachers must be able to effectively and respectfully communicate across cultural differences as well as promote respectful cross-cultural relationships among their students. Cross-cultural communication requires knowledge of the ways culture influences communication patterns and the ability to use this knowledge to respectfully and responsively develop relationships and teach across differences. Review mycap ITEMS THAT EXPLORE DIMENSION 4 Page 16
mycap ITEMS THAT EXPLORE DIMENSION 4 Dimension 4: Communicating Across Cultural Differences provides you with the opportunity to explore with your preservice teachers the extent to which they currently demonstrate the following knowledge, attitudes, and values: 1. Curiosity for and experience in communicating in cross-cultural relationships (Questions 31, 35, 37). 2. Appreciation for the complexity of cross-cultural communication (Questions 34, 39). 3. Knowledge of different cultural patterns and the ways culture can influence communication (Questions 32, 36). 4. Recognition of the need to learn about the cultural background of students and ability to adjust own teaching styles depending on cultural background of students (Questions 33, 38, 40). Suggestions for Guiding Reflection and Dialog in Dimension 4 1. Curiosity for and experience in communicating in cross-cultural relationships (Questions 31, 35, 37). mycap Questions 31, 35, and 37 provide insight into the extent to which your preservice teachers are curious about and have experience in engaging in cross-cultural communication. Preservice teacher responses to Question 31 should generate discussions around the individual s experiences in crosscultural relationships. It s Not Only Language You will want to explore the extent to which individuals understand that language is not the only barrier to successful cross-cultural relationships. Though preservice teachers may be comfortable talking with people from other culture groups, it will be a sign of more advanced thinking if they are able to articulate that it can often be challenging, particularly if the person is from a culture group they are not familiar with. Questions 35 and 37 probe more deeply and will provide you with opportunities to discuss the ways culture influences their own communication patterns. This should generate interesting discussions, particularly with preservice teachers who do have experience in this area. You will want to discuss with your class how they can continue to explore and practice these skills within their field placements and through opportunities on campus. 2. Appreciation for the complexity of cross-cultural communication (Questions 34, 39). mycap Questions 34 and 39 provide insight into the extent to which your preservice teachers appreciate the complexities of cross-cultural communication. These questions will flow directly from those begun in discussions about the previous questions. It s Not Only About Language If you have preservice teachers with limited experience in cross-cultural relationships, your discussions might focus on identifying the ways culture influences communication and lead to potential cross-cultural misunderstandings. For many individuals, the realization that misunderstanding might be the result of cultural differences, not only language differences, will be significant. You can challenge them to begin to identify potential misunderstandings within any cross-cultural field experiences they may participate in. Misattribution For individuals with more experience, these questions open up the opportunity to talk about the ways misattribution can lead to many cross-cultural conflicts. Misattribution attributing meaning to another Page 17
person s meanings or actions that are not appropriate or correct often results from ethnocentric perspectives. For these individuals, you should guide the discussion toward the ways cultural empathy can increase cross-cultural communication effectiveness. 3. Knowledge of different cultural patterns and the ways culture can influence communication (Questions 32, 36). mycap Questions 32 and 36 provide insight into the extent to which your preservice teachers have learned about ways culture might influence communication patterns. How Does Culture Impact Communication? These questions, building on the previous ones, focus more specifically on the preservice teachers knowledge of the ways culture impacts communication. Question 32 should clarify previously held discussions related to cultural empathy and how it is different than sympathy. For individuals with limited experience, this will continue to be a difficult concept to master. Verbal and Non-Verbal Communication mycap Question 36 will lead to more specific discussion related to the differences between verbal and non-verbal communication patterns. For individuals with limited experience, you might want to focus specifically on identifying their own use of non-verbal communication patterns. For individuals with more significant experience, you might want to explore the ways they have learned about non-verbal communication and how they came to adjust their own styles to more effectively communicate in cross-cultural communication. Learning About Others Cultural Backgrounds For all preservice teachers, relating these types of communication patterns and cultural misunderstandings to issues that are common to them (for instance, generational differences in language and how that leads to misunderstandings with parents and/or elders) might be helpful. Throughout these conversations, continue to explore the importance of learning about the cultural background of others as an essential tool to bolster the effectiveness of cross-cultural communication. 4. Recognition of the need to learn about the cultural background of students and the ability to adjust your own teaching styles depending on cultural background of students (Questions 33, 38, 40). mycap Questions 38 and 40 provide insight into the extent to which preservice teachers seek to learn about their students cultural backgrounds and use this knowledge to adjust their teaching and communication styles to meet the needs of students. Focusing on Education These questions extend the previous discussions into the realm of education. Question 38 might confuse some preservice teachers and provide you with the opportunity to explore the relational aspects of teaching, regardless of the subject matter. You may that find some individuals struggle with these concepts, giving you important insight to guide your instruction. For all preservice teachers, Questions 33 and 40 should lead to discussion about how one comes to know students, including their cultural backgrounds. Ultimately, this grouping of questions should help you extend your conversations about cross cultural communication to an educational context. You should use these discussions to introduce concepts related to culturally responsive pedagogies. Continue to SECTION SIX. Continuing the Learning: Cultural Learning Action Plans Page 18
SECTION SIX. Continuing the Learning: Cultural Learning Action Plans Helping Preservice Teachers Move Forward The cultural conversations generated by mycap, of course, must be part of a larger curriculum that provides opportunities for preservice teachers to have significant experiences that will move them forward in their professional development. The reflective thinking and conversations instructors and preservice teachers engage in through the use of mycap should be an avenue for instructors and their classes to consider how the preservice teachers might grow. Developing an Action Plan An important product resulting from the use of mycap as a tool to promote cultural reflection with teacher education candidates is the development of a Cultural Learning Action Plan (CLAP). Working within the context of your teacher education program s framework for facilitating learning and reflection (such as the use of journals, portfolios, etc.), you should plan to facilitate preservice teachers development of an action plan that is achievable and for which they are held accountable. The key for the CLAP is to have preservice teachers identify for themselves areas where they need to grow and actions they will take to engage in cultural learning. The CLAP should flow directly from the conversations generated by the use of mycap. Consider the use of a table modeled after the one shown on the next page. There are placeholders for the following: 1) mycap connection 2) Preservice teacher action to be taken 3) Cultural context for the work 4) Timetable to complete the endeavor 5) Evidence to be gathered to document personal cultural learning over time. Page 19
Sample Cultural Learning Action Plan (CLAP) mycap CONNECTION PRESERVICE TEACHER ACTION CULTURAL CONTEXT TIME LINE EVIDENCE OF LEARNING After talking about my responses to mycap (Dimension 2), I realized I needed to learn much more about the changing diversity of the community where I am practice teaching. Attend a town meeting within the community where my school is located and speak with local officials about the changing demographics of the area. I m curious to see if they have any projections regarding the future population. I m practice teaching within a middle school that has a different student population from the one that lived in this area historically. The student population seems ethnically different from the reputation of the area. I will attend the next meeting of the Town Council (monthly meetings). I will contact the town office ahead of the meeting to make appointments with key personnel. Following the meeting I will write an entry for my professional reflection journal summarizing what I have learned by speaking with town officials. Within that entry, I will brainstorm possible challenges newly arrived students to this area typically may face. Exploring such challenges may serve as the focus for my next action plan. Continuing the Cycle of Learning After preservice teachers in your class engage with developmentally appropriate cultural learning activities spurred on by their engagement with mycap, they can revisit elements of this tool to track any differences in their knowledge and beliefs in this area. And as such, the cycle of learning continues for teacher education candidates as they purposefully develop the habits of mind and skills necessary for twenty-first century educators. Completing the mycap Profile More than Once Preservice teachers can retake any elements of the mycap at intervals across a program of study as a means of tracking their growth and considering actions they might take in the future to promote their continued growth. We wish you success in promoting cultural awareness among preservice teachers. Please share this material with your colleagues. Please provide your feedback to us, to help improve mycap and the Guide for Teacher Educators. www.nafsa.org/mycap_instructorpost Page 20