Responsibility of acquiring cultural knowledge

At individual level: In the age of globalization culturally literate people are knowledgeable and appreciative of the way that culture and history impact behaviors, beliefs, and relationships in a multicultural world including their own as well as those of others. Individuals should firstly understand that culture impacts their behavior and beliefs, and the behavior and beliefs of others. They should secondly be aware of specific cultural beliefs, values, and sensibilities that might affect the way that they and others think or behave and appreciate, and accept diverse beliefs, appearances, and lifestyles. Thirdly, they should be aware that historical knowledge is constructed, and is therefore shaped by personal, political, and social forces, and know about major historical events of other nations and understands that these events impact behaviors, beliefs, as well as relationships with others. Fourthly, they should be aware of the similarities between groups of different cultural backgrounds and is acceptant of differences between them. Fifthly, they should understand the dangers of stereotyping and other biases, and be aware of sensitive to issues of racism and prejudice. Sixthly, they should be able to communicate, interact, and work positively with individuals from other cultural groups. Seventhly, they should understand how the use of technology and the internet impacts worldviews and use technology in order to communicate with individuals and access resources from other cultures. Finally, they should be familiar with existing cultural norms of new technology environments (instant messaging, virtual workspaces, e-mail), and be able to interact successfully in such environments.

At family level: Parents are the first teachers in our life. It is parent’s job to motivate children to learn from them for their success since passing on cultural traditions and family stories are imperative for early cultural literacy, and cultural literacy is the vehicle that inspires families and communities to raise the achievement standard.

At classroom level: Cultural knowledge is an understanding of the importance of culture in affecting students' perceptions, self-esteem, values, classroom behavior, and learning. Teachers can acquire or develop an understanding and accepting attitude toward other cultures by building upon the linkages and interplaying among culture, language, and literacy. When teachers make an effort to understand and value the cultures of all students, they are better able to develop meaningful and flexible teaching strategies that can help students achieve academic success. Literacy instruction that explicitly builds upon the cultural knowledge, ways of making meaning, and prior knowledge that all students bring with them to the classroom will encourage students to feel that their culture is important and valued in schools (Fleming, 2008). Before teachers can address the cultural and literacy needs of their students, they must first become aware of the influence of their own culture. A teacher's culture, language, social interests, goals, cognitions, and values especially if different from the students' could conceivably create a barrier to understanding what is best for students from culturally and linguistically diverse backgrounds. When teachers become aware of their own cultural backgrounds and values, they have an opportunity to recognize and address any bias or preconceived notions they may have that would make it difficult for them to accept, understand, and effectively teach their students. It is important for educators to take the time to reflect on these concepts to transfer that knowledge to their teaching.

At school level: In order to develop intercultural competence, or cultural literacy, in educational settings schools should include intercultural communication courses in the educational curricula to enhance cultural self-and other awareness and give the participants tools to reflect upon and analyse intercultural interactions. Schools should see intercultural communication as a very concrete, everyday phenomenon and see diversity as a richness and source of creativity because intercultural communication is always involved when different people interact. Schools should not only disregard multiculturalism but also do respect differences. It is schools’ job to promote dialogue and dialogical competence and promote participative competence by creating a communication atmosphere where mutual learning and knowledge transfer can take place. Schools are in charge of creating inclusive work and life environments with inclusive communication and creating spaces and opportunities for informal intercultural encounters, both for staff and students. Schools should be responsible for introducing intercultural meta-communication (talk about culture and communication) in educational activities, and using educational materials which promote respect for diversity and allow for reflection and discussion about intercultural issues (Salo-Lee, 2007).

Date: 2016-04-22; view: 1062