Cultural Competence:Not Lost in Translation

Cultural Competence:Not Lost in Translation

Danning ChenHeidi DodgeJen Hopkins

Danning ChenHeidi DodgeJen Hopkins

AgendaAgenda

• Culture Quiz - Heidi• Power Point & Video - Cultural Competency - Jen

• Card Game • Scenario - Danning• Resources

• Culture Quiz - Heidi• Power Point & Video - Cultural Competency - Jen

• Card Game • Scenario - Danning• Resources

Culture QuizCulture Quiz

• http://www.kwintessential.co.uk/resources/culture-tests.html

• http://www.kwintessential.co.uk/resources/culture-tests.html

What is cultural competence?

What is cultural competence?

• Cultural competence is the ability of counseling, education and outreach workers to understand and respond effectively to the cultural and linguistic needs of individuals and families.

• Cultural competence is the ability of counseling, education and outreach workers to understand and respond effectively to the cultural and linguistic needs of individuals and families.

VideoVideo

http://www.youtube.com/watch?v=N9IeB4SvQIAhttp://www.youtube.com/watch?v=N9IeB4SvQIA

What are significant cultural

considerations?

What are significant cultural

considerations?• Ethnicity, race, country of origin, history

of oppression or privilege, gender, age, socio-economic status, education, refugee, primary language, English proficiency, spirituality/religion, immigration status, literacy level, employment, sexual orientation, geographic location, and physical disability or limitations.

• Ethnicity, race, country of origin, history of oppression or privilege, gender, age, socio-economic status, education, refugee, primary language, English proficiency, spirituality/religion, immigration status, literacy level, employment, sexual orientation, geographic location, and physical disability or limitations.

What can schools do?What can schools do?

• Implement an organizational plan to increase cultural competence and strive each day to provide culturally relevant services.

• Be knowledgeable of the history, language, norms, traditions and beliefs of the cultural groups in the community.

• Recruit and retain staff and natural leaders who are representative of the community and who are fluent in the preferred languages of the community.

• Implement an organizational plan to increase cultural competence and strive each day to provide culturally relevant services.

• Be knowledgeable of the history, language, norms, traditions and beliefs of the cultural groups in the community.

• Recruit and retain staff and natural leaders who are representative of the community and who are fluent in the preferred languages of the community.

• Use approaches to counseling and education that are naturally occurring and acceptable to the groups in your community (e.g., offering services at places of worship or in schools).

• Rely on trained interpreters to provide language assistance services.

• Ensure that information, educational materials, and messages are translated into the languages of the community.

• Use approaches to counseling and education that are naturally occurring and acceptable to the groups in your community (e.g., offering services at places of worship or in schools).

• Rely on trained interpreters to provide language assistance services.

• Ensure that information, educational materials, and messages are translated into the languages of the community.

What can teachers do?What can teachers do?• Be conscious of personal cultural biases

and how they may influence cross-cultural interactions.

• Understand cultural uniqueness in expressions of distress.

• Become educated about behaviors shaped by culture and aspects of non-verbal communication (e.g., not making direct eye contact).

• Understand the role of families and communities in supporting people.

• Be conscious of personal cultural biases and how they may influence cross-cultural interactions.

• Understand cultural uniqueness in expressions of distress.

• Become educated about behaviors shaped by culture and aspects of non-verbal communication (e.g., not making direct eye contact).

• Understand the role of families and communities in supporting people.

• Maintain respect for the beliefs and values that are important to people (individual spiritual beliefs and practices).

• Guard against stereotyping based on knowledge of general characteristics of a group. Get to know your students individually, don’t just assume you know “them”.

• Be aware of the impact of oppression and historical trauma on the daily lives of people.

• Maintain respect for the beliefs and values that are important to people (individual spiritual beliefs and practices).

• Guard against stereotyping based on knowledge of general characteristics of a group. Get to know your students individually, don’t just assume you know “them”.

• Be aware of the impact of oppression and historical trauma on the daily lives of people.

• Be respectful, well informed and follow through with what you say you will do.

• Acknowledge your limitations in under- standing aspects of culture and language and encourage the people you are working with (staff, parents, students) to let you know if you unknowingly upset them or do something wrong.

• Be respectful, well informed and follow through with what you say you will do.

• Acknowledge your limitations in under- standing aspects of culture and language and encourage the people you are working with (staff, parents, students) to let you know if you unknowingly upset them or do something wrong.

But the most important

things…

But the most important

things…•Know your own culture•Know why you behave the way you do

•Be aware of your own bias, privilege, benefits, power and status because of who you are

•Know your own culture•Know why you behave the way you do

•Be aware of your own bias, privilege, benefits, power and status because of who you are

Barnga - Card GameBarnga - Card Game

• Form groups of 4-6 (4 works best)

• Have someone read the game directions/rules

• Play a few rounds of the game (keep score of how many rounds you win)

• Form groups of 4-6 (4 works best)

• Have someone read the game directions/rules

• Play a few rounds of the game (keep score of how many rounds you win)

• After a few rounds we will ask that you not talk while playing the game - so make sure you learn the rules!

• After a few rounds we will ask that you not talk while playing the game - so make sure you learn the rules!

Bridging cultures Elise TrumbullPage 16

Bridging cultures Elise TrumbullPage 16

• Individualism • Child as individual • Independence • Praise (for positive self-esteem )

• Cognitive skills • Oral expression • Parents’ role is to teach

• Personal property

• Individualism • Child as individual • Independence • Praise (for positive self-esteem )

• Cognitive skills • Oral expression • Parents’ role is to teach

• Personal property

• Collectivism• Child as part of the

group • Helpfulness • Criticize (for

normative behavior) • Social skills • Listening to the

authority • Teacher’s role is to

educate • Sharing

• Collectivism• Child as part of the

group • Helpfulness • Criticize (for

normative behavior) • Social skills • Listening to the

authority • Teacher’s role is to

educate • Sharing

Collectivism and Asian daily life

1929 Japanese school

http://oldphotosjapan.com/en/photos/406/school-children-doing-exercises

Taiso

1979 Pierre Cardin Beijing

1985 Chinese models in Paris

1985 Beijing and Guangzhou

1988

1987 Nov 12nd Beijing First Kentucky Fried Chicken

1990 Oct 8th Shenzhen First McDonald’s

Individualism inside collectivism

Cultural Resiliency Cultural Resiliency

Other thoughts about collectivism

Other thoughts about collectivism

• Every culture has its own positive and negative sides……

• Every culture has its own positive and negative sides……

Scenario:One day, my friend’s son came back home and told my friend his classmate, a boy pushed him to the ground, rode on his back and pulled his arm. My friend asked him, “ What did you do then?”Her son said, “I cried.”My friend asked, “Did you tell your teacher?”He said, “Yes, she saw what he did and stopped him.”My friend thought this was something quite common for young kids. Then she stopped asking and did not bother to think more about it.

The next day, in the school hallway, they met that boy and his mother. My friend’s son said, “Hi, ？？ .” That boy yelled at him, “I hate you.”Silently, that boy’s mother walked him to the classroom with a blank face.My friend’s son felt hurt. He asked my friend, “What did he say?” My friend said, “ That is a bad thing to say.”My friend felt hurt too, because she knew “Hate” was a really harsh word to her son.

•At lunchtime, my friend told one of her American colleague, a mother of an eleven-year old boy.

•Colleague : What! He said that? Did you tell him that he was not being nice?

•My friend: But his mom is there. Am I in the position to say that? Colleague : I wouldn't care. I will say that right there right away.

•My friend: Is that appropriate?

•Colleague ： Who cares! He is not right. You can still say it and see whether that will bring up his mom's attention.

•Being low-keyed and humble is not the best way to handle this situation. That’s what my friend told me later.

Questions:

1 What would you do if you were in the same situation as my friend (as a parent)?

2 What would you do if you were that boy’s parent?

3 What would you do if you were the teacher of the class?

4 Why did my friend want to keep it low-key? Are there any cultural reasons?

5 What could you do as a teacher to help my friend and her son?

6 What do you think about the response from my friend’s colleague?