cultural circles exercise - university of toronto文化界运动-多伦多大学

cultural circles exercise - university of toronto文化界运动-多伦多大学

LearningPointsfromCulturalCirclesExercise·Knowledgeofanother’sculture&itsvalidityoRolemodelsinanotherculture§Sourceofknowledgeaboutrolemodelsofthatculture§Importanceofrolemodelsforracializedgroups·AssumptionoflowerethnicidentityforWhites\nLearningPointsfromExercise·Purposeofformofexercise·GeneralGoalsofexercise\nLearningPoints(Sometakenfrom:Culturecircles:AculturalawarenessexercisebyGaryCoobs&YolandaSarasoninJournalofManagementEducation,April1998,Vol22,Issue2,p.218-226)Degreeofaccuracyofknowledgeofother’scultures--Whenansweringmoredetailedquestionsaboutanother’sculture(e.g.,rolemodel,sourceofprideinculture),studentsrealizedthattheirknowledgewasverysuperficial,broadandgeneral(e.g.,theyknewaboutareligiousholidaybutdidn’treallyknowwhatthemeaningbehindtheholidaywas,orwhatpracticeswereinvolvedduringthatholiday).Peoplealsorealizedtheydidn’tknowmuchaboutthehistoryofgroupsetc.--Knowledgecouldbeinaccuratebasedonthesource(e.g.,mediaportrayals,movies,novels,friends’experiences,booksaboutculturaldifferences).--Peopleseemmoreconfidentiftheirknowledgewasgainedfromdirectexperiences(e.g.,fromfriends)--Upontalkingwithpeoplefromthechosencultureduringtheexercise,somestudentsrealizedthattherearemanywithin-culturedifferencesinpractices.Thismadethemfeelunsureoftheirknowledgeoftheirchosenculture--Somechosegroupsnotrepresentedintheclasssothattheywouldn’tbestereotypingthegroupaclassmemberbelongedto--Peoplefeelinsulatedfromgroupsthataredifferentfromtheirownandfeeluncomfortableaskingquestions(ortalking)aboutculturaldifferences--Representativenessissue--Out-grouphomogeneityvs.In-groupheterogeneityphenomena–--CostsandbenefitsofthesestructuresRolemodelsforvisibleminoritiesordisenfranchisedgroup--Therearefewpositiverolemodelsavailableinmemoryforthosetakingtheviewofadisenfranchisedgroup.Thoseselectedarehighprofileindividualsaboutwhomonlybareessentialsareknown.--Rolemodelswerechosenbasedonwhethertheyachievedahighpositioninsociety.--Somefeltthatnothavingarolemodelfromthesameethnicgroupwasanadvantagebecausetheywerenotconstrainedbytheculturalnormsofthatethnicgroup.--Havingarolemodelhelpsonefeelprideinone’sethnicgroup--Rolemodelsbreaksbarriersforpeoplefromaparticularethnicgroup(e.g.,YaoMingthebasketballplayer)--Rolemodelcanbesomeonewhobreaksthestereotype–representscounter-stereotypicalfeatures(e.g.,BruceLee)ExerciseisdesignedtobringculturalawarenesstoWhites.Whataretheassumptionsunderlyingtheexercise?Aretheyvalid?►Assumesthatpeople(espWhites)donotknowaboutothercultures►Assumesthatpeople’sknowledgeaboutothergroups(iftheyhaveany)isstereotypical,superficial\n►Whenexplainingownculturetosomebody,oneinvariablyusesgeneralization(andcanalmostbecomeastereotype)►AssumesthatWhites(usuallymajorities)donothaveaself-awarenessoftheirownculture.Isthistrue?►ResearchneedstoexamineEthnicIdentitydatafromWhitesinallWhitevs.diversecontexts►AssumeswhiteshaverolemodelsalthoughWhitesmaynotperceivethemassuch(i.e.,asrolemodelsoftheculturechampioningthegroup’srights)►RaisesculturalidentityamongWhites(SomeWhitestudentsdidn’tthinkofthemselvesaswhitebeforethisexercise).►AttemptstoovercomenegativeperceptionsWhitesmayhaveoftheirownculture(e.g.,theirhistoricaltreatmentofothergroups,currentadvantagestheymayhavecomparedtoothervisibleminoritygroups)►WhydoWhiteshavelowerculturalidentity?(Seealsothediscussionoftheexercise“BeingWhiteinCanadaislike…”onmoreaboutwhites’racialidentity)►Asmajority/powerfulgroupmemberstheydon’tneedtothinkofthemselvesintermsofculture/ethnicity/race►Theyhavealternativeidentitieslikepopularculture(e.g.,hiphop,bubblegumpop),geographicorigin(e.g.,Britain,Germanyetc)rural/agriculturalvs.urban/industrial,religionetc.(seePie-Chartexercise)►Morelikelytohaveaheritageofmultiplecultures,butarestillperceivedasbeingofonerace(whatarepositive&negativeaspectsofthisperception?)►Theirculturalsymbols(e.g.,merryChristmas)arebeingconverted(e.g.,Season’sgreetings)whichfurtherlowerstheiridentity►Sociallydiscouragedtohaveone(e.g.,meltingpotideology)andiftheyexpressedonecanberegardedassupremacists►Assumesthatpeopleneedtounderstandourownculturalrootsbeforelearningaboutothercultures►Stephan&Stephan’schapterstatesthatlearningaboutcultureingeneralmaybesufficient►Mostexercises/writersassumethatpeopleofcolourhaveanunderstandingoftheirownculturalroots.Isthisvalid?Whatarethepitfallsofthisassumption?Cox’sdiscussionon“MarketingStrategyBenefitsofDiversity”assumesthatpeopleofcolourusuallyhaveanunderstandingoftheirowncultureandwhatdrivesconsumerbehavior.Whataretheimplicationsofthisassumption?Selectionongroupmembershipratherthanskillset,Stereotypingetc.IsthisexerciseasafeplaceforWhitestoexploretheirethnicidentities?Purposebehindspecificfeaturesoftheexercise►Round1Questionswerechosentohelpstudentsexploreaspectsoftheirculturalbackgroundthattheymaynothavethoughtaboutormaynothavehadtocommunicatebefore.Isthistrue?►Dyadiccommunicationinarotatingcircle►removespublicspeakingpressurethatcouldalsooccurinsmallgroups\n►greatersenseofintimacy►backgroundnoiseencouragesstudentstofeelasenseofprivacy►Shareddiscomfortofhavingtoanswerdifficultquestionsmakesiteasier►changingpartnersexposesstudentstomultiplebackgrounds►changingpartnersremindsstudentsoftheirownbackground►Anyotherexperiences?Generalgoalsofexercise►Legitimatediscussionaboutdiversity&culture,notjustcultureforvisibleminorities.Goesbeyondracial/ethnicdefinitionofculture►Legitimizesdiscussionofprideinone’sculture(raisesethnicidentityofWhiteswithoutmakingthemfeelracist,enablesminoritystudentstotalkabouttheirculturewithoutmakingthemsoundconfrontational)►Enablesstudentofcolourtotalkaboutnegativestereotypesoftheirownculture►Discussingculture/diversityisseenasanattractiveopportunity,talkingaboutsourcesofpridecanassistintalkingaboutothersensitiveissues►Helpsstudentsunderstandhowculturecanbeasourceofidentity(seealsoPiechartexercise)►Understandingtheroleofcultureinself-identityenablesappreciationforunderstandingofspecificculturesofothergroups►Elicitsdiscussionaboutthedevelopment/perpetuationofstereotypes►Highlightsculturalsimilarities&differences(seealso“BeingWhite..islike”Exercise)►Encourageseffectivecommunicationskillsaboutrace/ethnicity►Servesasanicebreaker►Helpsstudentstogettoknoweachotherattheinterpersonallevel,ratherthanatthegroup/stereotypicallevel\nAdditionalQuestions&LearningPointsnotdiscussedIfyouweretravelinginanothercountry,wouldyoubeabletodescribeyourculturemoreeasily?Howso?WouldyoudescribethecultureofyourethnicgrouporCanadiancultureingeneral?Istheresomeoneintheclasswhoyoubelievedwouldhaveaneasiertimedescribinghis/herownculturethanyoudid?Why?Whataspectsofculturearetransparent?·TransparentaspectsofcultureoEaseofdescriptionforsomeculturalgroupsvs.othersTransparentaspectsofcultureSkincolour,facialfeatures,names,clothes(mannerofdress),language,accent,foodpreferences(beef,porkrestrictions),mannerofeating(e.g.,utensilsusedtoeatfood),celebrationofholidays,freedomtobeopen(inspeech,expressionetc)BUTduetoincreasingglobalization,thesemarkerscanbeinaccurateindicatorsofculture.\nWhataretransparentaspectsofCanadian(White)cultureHoliday,distinctlanguage(eh?),sports,Food(maplesyrup),Dress(jeans),Music,Manner(kind,tolerant),Skincolour,Art,MediaIfyouweretravelinginanothercountry,wouldyoubeabletodescribeyourculturemoreeasily?Howso?WouldyoudescribethecultureofyourethnicgrouporCanadiancultureingeneral?1.StudentsofcolourfeltitwaseasiertodescribetheirethnicgroupculturebecausepeopleinforeigncountriesexpectthemNOTtobeCanadian(duetotheirskinculture)2.White/CanadiancultureisnotasstrongbecausethecountryassuchdoesnotencourageitunlikeinAmericanwherethereisastrongernationalidentity.3.CanadaencouragespeopletoretaintheirownethnicheritagebysponsoringeventslikeCaribana,MasalaMehendiMasti,etc.andallowingforexpressionoflanguageetc.4.Studentsofcolourareoftenencouragedtoidentifystronglywiththeirownethnicgroupbytheirfamilies(theyaretoldthatthisistheonlyculture)5.Itiseasiertodescribeownethnicgroupbecausetheyhavemorefamiliaritywiththatcultureduetofriends&familyconnectionswithinthatcultureDescribeowncultureeasierforthosewho(a)First&secondgenerationwhorecentlyimmigratedfromtheirhomecountry(moretimespentinhomecountryhavefirsthandknowledge,associatew/morepeoplefromtheirownculture),(b)Livingathomewithfamilywhoaretraditional(parents,grandparents)and/orembracetheirownethnicculturestrongly(c)Arevisibleminoritiesbecausetheirtransparentfeatures(e.g.,skincolour)isaconstantsourceofreminderoftheirculture(d)KeepconnectedwiththeirethniccultureviamediaEase/Difficultyofdescribinganotherperson’sculture:Somefounditeasybecausetheyhadintimateknowledgeoftheculture(e.g.,havinglivedinthatculture,havingfriends,orfromhavingwatchedmediadepictionsofthatculture).Somestudentsfounditdifficultbecausealthoughtheyhadfriendsinthatculture,theydidn’treallytalkaboutculturalpractices,moreaboutthatindividual’slifesituations,likes/dislikesetc.Somefeltinauthenticwhentryingtodescribeanotherculturebecausetheyrealizedthattheymaynotsharesimilarexperiences(esprolemodels)Accordingtosocialdemands,wedonotfocusmuchonsocialidentitiesinday-dayconversationbutmoreonindividualcharacteristics.\nWhendescribingdisenfranchisedracial/ethnicgroups,negativestereotypescametomind.Therewerefewpositivestereotypes.Issueofdiscomfort,politicalcorrectnessDescribeanothervs.owncultureSomestudentsfeltitwaseasierforthemtodescribeanotherperson’sculturethantheirownbecausesuchstudentsdidn’tknowmuchabouttheirownculture--theywerebornhereandtheirparentsdidnotpracticethetraditionsoftheirculture.Somestudentsthinkthatastudentwhodiffersvisiblybecauseofrace,ethnicityornationalitywillhaveaneasiertimedefininghis/herculturalidentity(why?becausetheyassumethatthevisiblydifferentstudenthasastrongeridentity)ThisexerciseisdesignedtobringculturalawarenesstoWhites.Whatfeaturesareusefulforusingthisexerciseforpeopleofcolour?Whatfeaturescanbechangedtobeusefulforpeopleofcolour?ExercisefeaturesusefulforparticipantsofcolourThisexerciseisdesignedtobringculturalawarenesstoWhites.Doesthisexercisedothesameforpeopleofcolour?Howcanitbechangedtobeusefulforpeopleofcolour?a)Providesunderstandingofotherculturesthatisusefulforparticipantsofcolourtohaveb)Identifiessimilaritiesbetweencultures(e.g.,rolemodelquestion)whichisanimportantpointforparticipantsofcolourtolearnaboutc)Learnaboutdifferenceswithinculturesd)Learnaboutdifferenceswithinthe‘visibleminorities’groupe)Identifiesstereotypesthatparticipantsofcolourmayhaveofeachotherandof‘whites’f)Providesstudentsofcolourw/experienceinteractingwithpeopleofownandanothercultureg)IdentifiestoparticipantsofcolourthattheyarestillimmersedinaWhiteculturewhichtheydon’tidentifyassuch(becauseitissopervasive)h)Enablesstudentofcolourtotalkaboutnegativestereotypesoftheirownculturei)Increasesawarenessofowncultureofthosestudentsofculturewhomaynothaveanawarenessoftheirownculture(becausetheywerenotencouragedtolearnabouttheirownculturebytheirparents)–esptherolemodelquestion.\nOtherissuesraised:WhenaWhitepersonasksavisiblestudentabouthis/herculture,somestudentsfeltthattheWhitepersonwasnotlearningabouttheindividualbutaboutthegroupingeneral.OtherstudentsfeltthatwhentheWhitepersonlearnedaboutthevisibleminoritystudent’sculture,theylearnedhowthecultureinfluencedthestudent.Whatpurposedogeneralizationsabout‘groupmembers’serve?Whatdoesyourchoiceoftherolemodelsayaboutyourperceptionofthevaluesoftheculture?Ifwedonothavearolemodel,howdoesthatinfluenceus?Whatisculture?Race?Ethnicity?Geographicorigin?Howtodefineourselvesifwearemulti-ethnic/multi-racial?Dowechooseouridentitiesorareidentitieschosenforus?\nWhenconsideringyourownculturalgroup:Whatwasthesourceofyourdiscomfortinthesituationinwhichyoufeltoutofplace?Whatoptionsdidyouhaveavailabletoyou:·Couldyouleavethesituation?·Couldyouchangethesituation?·Couldyoufitin?Didyourbehaviorschange?Whatwerethecostsofyouusingeachstrategylistedabove?Whenconsideringanadoptedculturalgroup:Whatwasthesourceofyourdiscomfortinthesituationinwhichyoufeltoutofplace?Howweretheseoptionsdifferentfromtheonesyouenvisionedinyouradoptedidentity?Arethesesituationslikelytobeuncommonorroutinefortheindividual?·Couldyouleavethesituation?\n·Couldyouchangethesituation?·Couldyoufitin?Whatarethecoststotheindividualofeachstrategy?