Submitted to: Paul Wolf (University of Regina)

Written by: Bettina Welsh

Summer 2000

For the purpose of this research paper I will examine the cross-cultural teaching practice. I will clarify words and definitions associated with cross-cultural teaching, explore past and present teaching approaches, make suggestions for a multicultural program, and address ethical dilemmas that may occur as a result of my suggestions.

In order to discuss cross-cultural teaching it seems important to clarify the terms that I will be using. These terms include; culture, cross cultural education, multiculturalism, and anti-racism. Research indicates that people perceive different meanings with each concept.

What is culture? I thought the idea of culture was straightforward until a little research proved other wise. One author explains, "The ambiguity of the concept of culture is notorious. Some anthropologists consider culture to be social behaviour. For others, it is not behaviour at all, but an abstraction from behaviour." I will keep in mind the Webster’s New College Dictionary’s definition when I refer to culture, "The ideas, customs, skills, arts, etc. of people or group, that are transferred, communicated, or passed along, as in or to succeeding generations."

What is cross-cultural education? The purpose of this paper is to explore cross-cultural education, however, this too can be confusing. The Webster’s New College Dictionary defines cross-cultural as, "of or relating to different cultures, nations etc. or to comparisons of them." I will consider cross-cultural education, education about different cultures or nations.

What is multiculturalism? Multiculturalism too becomes unclear, however I will keep in mind the Webster’s New College Dictionary’s definition, "the policy or practice of giving equal attention or representation to the cultural needs and contributions of all the groups in society: special emphasis may be given to minority groups underrepresented in the past, as through bilingual education."

What is anti-racism education? I will refer to anti-racism, however couldn’t find a definition of it in the dictionary. Jack Kehoe (1997) gives examples of activities that are associated with anti-racism education,

I will keep these activities in mind when I refer to anti-racism education.

Multicultural and cross-cultural efforts have been launched in many ways, "adjustments in school curricula and teacher training, community exchange programs, governmental grant programs, media productions, conferences intended to raise awareness and to build bridges, and race relations courses in such institutions as police departments, schools and community organizations."

Currently the Regina Public School Board is implementing a program called ACT 2000. The Regina Public School Board claims that, "It is a goal of this program to assist youth in the development of leadership roles through the application of cross cultural competencies, and in the implementation of an educative approach to the elimination if racial discrimination." This program has three phases, orientation phase, training phase, and an action/ follow up phase. These phases include teacher training, student training, and demonstrated action within schools.

Kehoe (1997) states, "A frequently asked question is, Why should we include multicultural and anti-racist education in our schools? The broad answer to the question is that we live in a democracy, and a democracy is best served by acceptance of and respect for the rights of the minorities that live in that democracy." Jack Kehoe also indicates that multiculturalism is a "difficult issue." I agree, that not all cultural practices should be excepted, furthermore, "cultural practices that deny freedom or equality or opportunity" should not be accepted.

In order to fully understand the necessity of multicultural education in Canada I think one must understand the everyday practices within Canadian society. Peggy McIntosh (1998), explains "White "privilege." I will interpret white privilege as I see it in Canada. Canadians are raised in a culture that allows unnoticed privilege. Whites just as men are raised with invisible power and unconscious oppressiveness. McIntosh gives examples of the power and advantage white people have, however don’t recognize, these are just a few;

This evidence indicates a society that does not treat its people equally.

Therefore, Canada as a society need to take steps to ensure that people are

treated equally.

I suggest more than a teaching approach. First, I would like to clarify that I support a multicultural educational approach. I believe that this type of education will lead to a racist free, equal, and a more empathizing culture or society. Also, I believe that anti-racist and cross-cultural approaches would be integrated into a multicultural education.

Friesen suggests seven objectives for a multicultural program. I believe that the idea of a program is stronger than a teaching approach. I believe a program encompasses all people, however a teaching approach seems limiting to only particular classroom content. I believe a multicultural environment requires more than fact and figures in one class. I believe a multicultural environment must be created by all educators and people equally. I think that cross-cultural education taught in social studies alone can be dangerous. Students acquire their values and beliefs by a variety of sources. A multicultural education must be reinforced in order for students/ people to accept them into the everyday norms of their behaviour.

I will outline the seven Multicultural Program objectives presented by Friesen. I will then explain the ethical dilemmas that may follow each objective.

Objective one: Celebrations. These celebrations include food, fairs, and festivals. People may choose to celebrate other cultures this way. Since the Canadian multicultural policy in 1972 the government has supported these types of activities. Friesen acknowledges the effort taken by the participants to create an environment of acceptance of different culture, however, the affect may be short term. This not to say that celebrations shouldn’t be done, this simply means that other methods may be considered for lasting psychological benefits.

Celebrating other cultures may cause serious ethical dilemmas. What if you insult people of that group, What if you put the spotlight on people from that group, or What if that group doesn’t want other people superficiously celebrating their lifestyle? Incorrect information about the culture group may be translated and a situation of false celebration may occur. This would be very upsetting and insulting to the individuals of the group.

Objective two: Curiosity quest. A curiosity quest is a search for the difference in cultures. A trip to the museum is an example of a curiosity quest. However, a trip may not tell the whole truth about the culture. Friesen indicates that Native students in University are often put on the spotlight to talk about "their" culture, out of curiosity. These students often "live their culture." Friesen suggests people look for the similarities among cultures. This would help fulfill common needs, "the need to be accepted, appreciated and encouraged."

Objective three: Contribution counting. Canadian historians of the past have "misrepresented the exact role which the various cultures have played in the formation of this nation or how their lifestyles have affected various aspects of it, today the scene is different." Today, history is being written by other cultures and acknowledged. Friesen suggests that, "When denoting contributions it might be better to emphasize the positive elements of a culture rather than dwelling on the negative; at a least this is a good starting point." I think that both of these methods suggested could create an ethical dilemma. An educator may struggle between teaching the truth about a culture or teaching about only the positive characteristics of the culture, especially if the culture has a negative impression on the educator.

Objective four: Case Studies. This approach includes students finding out more about Canadian lifestyles. Friesen again suggests that students look at these lifestyles positively. I think this approach would eliminate the stereotype that Canadian lifestyle is white, heterosexual, and nuclear. The ethical dilemma occurs when the community resists education about the "other." The other is not ideal or perfect. Should people learn about the truth or the way society perceives the world? This objective may conflict with objective three, in that it may be impossible to portray the positive elements of a culture, especially the truth about Canadian culture.

Objective five: Consciousness raising. This objective requires people to come in contact with other cultures. This may be done by "intergroup contact." Of course, a few principles are outlined in order for this to work. One of the principles is, "The contact should be pleasant and rewarding." It is expected that by coming in contact with a culture group, stereotypes may be lifted. I think that people have to be ready to come in contact with other cultures. Ignorance and hostility may cause unwanted conflict. The dilemma is deciding when people are ready to learn and accept other cultures.

Objective six: Communication. Communication seems to be ever growing globally. The Internet information highway allows communication all over the world. Does this mean that people have good communication skills? I will disagree. People secluded to their homes and their computers do not build individual communication skills. Friesan suggests people be taught basic face to face communication skills. Included in this approach is particular ways of talking to people that are different from themselves. However, I believe people do need to practice talking to each other in face to face situations. I believe this is when body language and tone translate many of the stereotypes people carry about others cultures. Where is the ethical dilemma in communication? The dilemma occurs in the particulars of the education. Should I as a teacher ask students to pretend that they are talking to a gay man, for instance? I think that it is important for students to know how to talk to other cultures, however the approach may create the dilemma.

Objective seven: Caring. This approach allows people the chance to build their own self-esteem. In building ones own self-esteem it is believed that people will feel more excepted and in return except others. Friesen suggests group involvement within the classroom.

The program suggested by Friesen can be very controversial. The program targets the K-12 education system. One may ask about the ethic of schools teaching students values and beliefs. That’s right a multicultural education is one that portrays certain beliefs and values. Furthermore, a closer look at education one will realize that values, ethics, and beliefs are taught everyday. The actions of the educators, the content taught the delivery of the material are all factors of values, beliefs and ethics.

The subjects taught in school are a reflection of what the greater society or culture values as education. The curriculum handed down to teachers is a reflection of the cultures values. However, the teacher may intercept his/her values by interpreting the curriculum he/she sees fit. For example, I as a business educator have the power to teach for and about business. Depending on where my values are concentrated I may teach one more than the other. The truth is teachers and educators have a lot of power over the material and the way he/she conducts themselves. It is a fact that individual values of the teacher will influence the classroom environment. However, if the teacher’s values are too contradictory of the community the community may resist.

As a public school educator I will struggle with teaching what my culture accepts as the truth and what I accept as the truth. For example, today’s Canadian culture accepts and participates in patriarchy, racism, and homophobia blindly. I will try to help students lift the blinders. I will struggle with the particulars of how to conduct my classroom. I feel I owe it to younger generations to know the truth about the world in which they live. However, I don’t want to rock the boat in the educational system. Furthermore, I don’t want to create hostility and conflict amongst the culture that I live. I do believe that a multicultural education will help remove future barriers of inequality and the need to even discuss the necessity of such an education.