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Challenges of effective intercultural communication
Challenges of effective intercultural communication
Challenges of effective intercultural communication
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Afrocentric Perspective Afrocentric prospective is one that I think most people might think about when they speak about power, privilege and oppression as well as theories such as the white savior complex; which I argue is a misnomer today and it should be called a western cultural complex, but it is not one they have consciously put into practice. Since I mostly work with people of color, in historically black and minority communities, it is one that I have put into practice daily. Though this perspective has various aspects to it, Kirst-Ashman & Zastrow recognized that this perspective attempts to “facilitate human and societal transformation toward moral, spiritual, and humanistic ends. It seeks to persuade people of different cultural …show more content…
The work I do recognizes that members of the community are tied to the neighborhoods they are in and the historical significance they hold; therefore, it is important to recognize that standard ways of intervening that have been used not with my populations should be evaluated with a critical eye. Topics like gentrification are often conversations that are brought up to be discussed at community meetings and with that how community members embrace new people in the community without feeling as if them and their cultures will be displaced. With this perspective, we recognize the need to pull religious leaders into conversations and allow for prayers to be said at meetings, even if it is not company protocol. Those important aspects are what strengthen community bonds and helps unite people across ethnic divides within Northeast Denver. This perspective also understands how important the word “community” is for the people we serve. Meetings cannot be viewed through a western approach as something that starts and ends on time and are simply a place to get business done. Within each coalition I serve, meetings are set to start at a specific time, but the viewpoint of the staff is to give individuals 12-30 minutes to settle in, eat food and catch up on the news of each other’s lives. This is a key ritual to starting a meeting with …show more content…
With this perspective, we cannot simply look at the issue of early childhood education and only see the school, but also the historical accounts that affect students’ ability to learn. The fact that many families are immigrants and students have spent time outside of normal school procedures plays into a child’s ability to succeed. Recognizing that spiritual beliefs may keep or hinder families from seeking assistance with a child who suffers from autism is considered and we seek community spiritual leaders’ assistance with convincing community members to act to help their children. Relationships tensions with the police are viewed from the worldview that African Americans and Latinos have in their history of police brutality and deportation when trying to find ways to strengthen police relationships with community members. Understanding that people of color, specifically African Americans in the community I serve come from a rich and exhaustive culture and network is essential for ensuring that community members are bought into the programs and coalitions we help run at my agency. However, even as I do this work daily, I recognize that there are many areas I could improve on when using this perspective. One such area is my patience when working with community members. Not using predefined methods can be exhausting,
Dr. Ronald L. Jackson’s piece titled “Mommy…There’s a nigger at the door” (which appears in Journal of Counseling & Development; Winter99, Vol. 77 Issue 1, p4) shares his experience with racism as a child and continues on as it follows him into adulthood. And expressing that what we instill in our children impacts their lives in a huge way.
Minorities, African American and Latinos, in America are faced with challenges daily in white society. There are many obstacles minorities experience such as: being judged based on race, stereotyped, or worst being discriminated against by peers. Sadly, minorities can’t seem to escape to harsh realities society created. Citizens in the white society categorize humans by their race to socially construct the achievements and legitimate political goals. Minorities struggles with these goals due to the challenges they experience. The location of these challenges can occur in various places including on the job and/or at school. You may be under the impression that such challenges occurs within the adult minority groups. However, this applies to minority children as well. When the children are face with
The aspect of African-American Studies is key to the lives of African-Americans and those involved with the welfare of the race. African-American Studies is the systematic and critical study of the multidimensional aspects of Black thought and practice in their current and historical unfolding (Karenga, 21). African-American Studies exposes students to the experiences of African-American people and others of African descent. It allows the promotion and sharing of the African-American culture. However, the concept of African-American Studies, like many other studies that focus on a specific group, gender, and/or creed, poses problems. Therefore, African-American Studies must overcome the obstacles in order to improve the state of being for African-Americans.
The book “why are all the black kids sitting together in the cafeteria”, written by Beverly Daniels Tatum, Ph.D., Adresses the situation of racism and how it effects everyone blacks and whites. This Book was intended to inform adults. Adults do not tend to educate their children of the facts of racism and the seriousness of it. Sometimes adults are scared they might create a problem rather then to fix it. Beverly wrote this book to educate educators that way they can better teach or train. In certain situations kids don't understand or know how to react because they have not been told the truth on what was happening. The impact of racism begins early. She uses her own circumstances to connect with her audience using ways that she had to deal with certain racial
“An array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression” encompasses the main idea of Community Cultural Wealth. It is vital to understand that students will step foot into the classroom with a variety of cultures zipped up in their backpacks, and it is our job as educators to make sure that equality is instilled/taught in our classrooms. The second a student feels a sense of discrimination, whether from ourselves or their fellow classmate(s), is when the safe and comforting environment of the classroom begins to diminish. Here I will discuss just how important it is to see the differences amongst students as an advantage
“You remember your roots, Aliyah” she said “because one day, that’s all you’ll have left.” I remember my great-grandmother would chant this to me often, she’d usually do so before she’d unfold some story that illustrated the history of my culture. Rocking back and forth in her chair she’d witness to me, about the misfortunes of our ancestors, and the debasement of our race. She’d speak of things that were all result of the darkness of our skin, and how our strong complexion resisted being kept within the shadows of segregation and misunderstanding. She’d often refer back to Africa in these lectures, differentiating between nicknames for the sacred continent, names such as the “Motherland” and “Mama Africa”. This stuck with me, and although I hadn’t known a name for her gospel when I was younger, as I got older and obtained more interest I’d realized she shared the same views of those of an “Afrocentric” follower. This intrigued me to further understand the way she thought, and where she learned these things from.
In the end, as early childhood educators we want to fight the constant layers of oppression our generation currently encourages and condones into what America is made up to be. By identifying our personal biases, understanding our many social identities, examining institutional advantages and disadvantages, understanding internalized privilege and oppression, and finally learning how to take action we can change the way kids socially identify themselves and create a wholesome environment where we are all equal. By respecting and coaching healthy ways of life, our children can only grow to help future generations and facilitate a growing America with positive results.
White savior mentality” is the perception of some white pre-service teachers, that they are going to be able to come into a classroom and save the “helpless” students of color from dropping out of school. Several pre-service teachers believe that they can help a child of color succeed in school because they, as a white teacher, are helping that student learn. As we all know, all children learn in different ways and sometimes it takes some extra help from a tutor or a teacher for the student to reach their full potential or understanding of the concept or lesson, but the pre- service teachers that Sherry Marx interviewed seemed to think otherwise. They believed that because they were tutoring Latino students, the students needed to be saved.
Prejudice, racism, discrimination have always been present in society. Combined together, they form one of the most terrible and dreadful ways of treating and thinking about another human being. The effects of these actions and views on individuals have impacted society in an irreparable and tragic way. Judging someone by the color of their skin creates permanent impacts in people’s lives. A consequence caused by that old-fashioned way of thinking and seeing society in general is the effects these views have on black children education: a considerable number of American black children suffer to get a good education since they are in preschool.
During most meetings this fairly homogeneous group of people eloquently and thoughtfully engage in passionate conversations about children of color and their inequitable schooling experiences. Dialogue in the room turns into subtle conversations about students’ academic traits, neighborhoods, language, parents, and poverty levels as they relate to the educational misfortunes of students of color. And then it happens, a white colleague or group of colleagues ...
Since the colonization of what was to become the United States of America, the injustice of racial prejudice has been a prominent characteristic of this country. As a result, Blacks and other Americans of color are often, if not always, victims of racial profiling and despite many efforts to achieve racial equality, prejudiced mindsets have remained with some people well into the 21st century. Consequently, this has prompted many Blacks to go to questionably extreme measure to protect their children from potentially becoming another casualty of racial discrimination. Many have chosen to just ignore the problem, however the reluctance to speak out against racial injustices only shows weakness among Blacks and other Americans of color.
In the book In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization, Deborah Meier shares her experiences in designing and operating Mission Hill School in Boston, serving as principal, and her experiences teaching and leading in various New York City schools. She became the founder and director of the alternative Central Park East School, which embraced the ideals of John Dewey and she served as founding principal for Central Park East II and River East, both in East Harlem. Meier also helped to establish a network of small schools in New York City. She started out teaching kindergarten in a temporary position in Chicago with the intentions of following a different path in life after this position, but found her passion in teaching, specifically with the minority population. Her love for and connection with inner city school minority students comes from her experience as a young Jewish girl feeling like a minority growing up in a predominantly Anglo-Saxon population.
In conclusion, African American children face unwanted obstacles that prevent them from getting the equal education opportunities that they deserve. These children face problems everyday regarding crime, poverty and the school system not providing the right supplies for them to become effective members of their communities. When these children grow up in the high-poverty areas, they are already being set up as a failure. The time for equal education opportunities may not come due to the lack of funding, poverty levels and the way they are looked at through societies eyes. It is up to the black community to fix what they need to succeed.
Essay 1: WRITE A COHERENT ESSAY IN WHICH YOU ATTEMPT TO EXPLAIN THE USE OF BLACK ICONIC IMAGES (AND OTHER ETHNIC IMAGES) TO SELL PRODUCTS AS THE ECONOMY OF MASS CONSUMPTION EXPANDED IN THE LATE 19TH AND EARLY 20TH CENTURY. YOU ARE ENCOURAGED TO INCLUDE IMAGES IN YOUR PAPER! During the 19th and 20th century, America –mostly white collar, middle class Americans- saw a great increase in salaries and a huge rise in mass production which paved the way for the modern American consumerism which we know today. The advertising scene saw a dramatic boost during that period and tried to latch on to this growing pool of emerging consumers. Although only limited to print, advertising during this pivotal period showed panache and reflected American society and popular culture.
As I read through Chapter 3: Multicultural and Bilingual Aspects of Special Education, I was forced to reflect on my own experiences with multiculturalism and bilingualism in the district that I work in. While I feel very fortunate in many ways to work in an affluent district, like New Canaan, I am starting to wonder how much our program is actually benefiting our multicultural and bilingual students with special needs. Throughout my three years at this particular elementary school I am saddened to say that I do not feel that we are doing everything we can and should be for our students; but I can also pinpoint two very specific reasons why our district has thus far been unable to implement multicultural and bilingual aspects into the curriculum.