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Hi Anthony,

I enjoyed reading about the strategies you have chosen to present. They are both very different and much more specific then the strategies I discussed and I can see where they could easily be the stepping stones for student development. I particularly like your second strategy of writing a story from another point of view and believe that can help students develop their ways of thinking about all forms of diversity. I also appreciate the fact that you have chosen to present you information with the use of video as well as the written form. To further support your discussion I would suggest perhaps provide evidence in the form of theories or research behind why such strategies would work withing the description,

Thank you,
Sarah Beattie.

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Hi Anthony,
Your Padlet presentation was insightful and interesting. I agree with your comment that as Australian citizens we need to "understand the complex, and dynamic nature of culture, the relationship between culture and individual identity, the influence of that identity on beliefs, and the relationship between culture and the values and practices of political and social institutions". As you have stated, we encounter people of other cultures in our every lives, often without realising it. As a multicultural country it is essential to understand others differences and norms in relation to our own. I think the video 'Intercultural Communication Adventure' sums this up perfectly and is a great introductory tool to example to students cultural differences.
To further support the points you are discussing in your padlet, I would be interested to know some strategies in using the resources you have provided.

A very interesting and thought provoking padlet,
Annie Boseley

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You have provided a very insightful padlet! It was very interesting to read your thoughts. Especially in regards to how we pass persons of a different culture every single day and how important it is to understand their differences and norms in relation to our own.
My point of improvement would be for you to think about how to give students some information about different cultures before they complete the tasks you have given! This would really enrich students learning and make the tasks even more worthwhile.

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Intercultural understanding encourages students to make connections between their own worlds and the worlds of those around them. This helps them to build upon shared interests and commonalities. It helps students develops abilities to communicate, understand, and empathise with others and take a closer look at other cultures and their experiences with them. The importance and Intercultural Understanding allows students the opportunity for them to consider their own beliefs and attitudes in a new light, gain insight to themselves and others.

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Alred, G, Byram, M 2003, ‘Chapter 1: Introduction’, Intercultural Experience and Education, Languages for Intercultural Communication and Education, Multilingual Matters, Cleveland, pp.1-14.

Australian Bureau of Statistics 2012, 2011 Census reveals one in four Australians is born overseas, 21 June 2012, Australian Bureau of Statistics, retrieved 21 October 2017, http://abs.gov.au/websitedbs/censushome.nsf/home/CO-59

Australian Curriculum, Intercultural Understanding, http://www.australiancurriculum.edu.au/generalcapabilities/intercultural-understanding/introduction/key-ideas, retrieved 22 October 2017.

Australian Government 2009, Teaching for Intercultural Understanding: Professional Learning Program, Curriculum Corporation, pp. 1-95.

Australian Government Quality Teaching Program 2005, Developing Intercultural Understanding: An Introduction for Teachers, Asia Education Foundation, pp.1-86.

Boyd, R.M, Pudsey, J, Wadham, B.A 2007, ‘Chapter 1: What is Culture?’, Culture and Education, Pearsons Education Australia, Frenchs Forest, NSW, pp. 1-33.

Clarkson, J 1999, Consulting with central Australian Aboriginal people about cultural interpretation, Interpretation Australia Association, pp. 1-7.

Global Education, Teaching Resources to encourage a global perspective across the curriculum 2014, http://www.globaleducation.edu.au/teaching-and-learning/teaching-strategies.html, retreived 22 october 2017.

Kozulin, A, n.d, Mediated Learning Experience and Cultural Diversity, ICELP, Jerusalem, Israel, pp. 1-12.

Muller, W 2006, The contribution of ‘Cultural Literacy’ to the ‘Globally Engaged Curriculum’ and the ‘Globally Engaged Citizen’, [online], http://search.informit.com.au.ezproxy-b.deakin.edu.au/fullText;dn=155372;res=AEIPT, retrieved 22 October 2017, pp. 13-15.

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Intercultural Communication Adventure with Little Pilot

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Global Education, Teaching Resources to encourage a global perspective across the curriculum 2014, http://www.globaleducation.edu.au/teaching-and-learning/teaching-strategies.html.

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Australian Government Quality Teaching Program 2005, Developing Intercultural Understanding: An Introduction for Teachers, Asia Education Foundation, pp.1-86.

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Australian Government 2009, Teaching for Intercultural Understanding: Professional Learning Program, Curriculum Corporation, pp. 1-95.

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Three resources that are extremely helpful in creating and helping teach Intercultural Understand are:

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Strategy for Writing Strong Fast Melodies

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This tasks asks students to write a short story, between 200-300 words with a focus upon someone who has been prejudiced against. It can be fiction, or non-fiction, sci-fi, or fantasy. Let your imagination run wild!

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Strategy 1: Defining and Identifying Task

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This task asks students to: - Define what they see culture as, and what their culture is. - Draw what they see their culture as. - Discuss it with peers - Note observable and non-observable differences

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Task: Write a short story, between 200-300 words with a focus upon someone who has been prejudiced against. It can be fiction, or non-fiction, sci-fi, or fantasy. Let your imagination run wild! It could be from the perspective of a Jewish person in a concentration camp, to something as daring as writing from the perspective of the Wolf in 'Little Red Riding Hood'.

The rationale behind this coincides with both the Teaching for Intercultural Understanding model, Global Education, as well as the Model for Developing Intercultural Understanding. Writing in another person’s perspective, whether fiction or non-fiction not only helps facilitate interest in what you are absorbed in, but also allows for total freedom to explore themes that students, and educators alike may not have explored before. Drawing your own cultural perspective is also something that is generally designed to be tough, because it forces you to affix a label to one’s self. Bias influences our attitudes and behaviours towards other people, places and issues. Our experiences, gender, age, class, religion and values all affect our bias. People who are passionate about an issue will generally be quite overt about their bias. People who want to promote a particular point of view may be less overt and subtler in their use of words and images.

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Strategy 1: Defining and Identifying Culture

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Strategy 1: Defining and Identifying Culture

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As developing intercultural understand is not something that can be done in a simple 10-minute lesson once, it takes a long time to fully understand the ways in which other cultures base their language and contact around, as well as the differences between observable and non-observable differences:

-  Firstly, I would like you spend a minute or two writing down your own personal views of what culture is. Then I would like you to DRAW your own cultural identity.
What sort of drawing did you come up with?
Was it a flag? A colour? A country shape?

- Then, a discussion can open up. This allows people to communicate their understandings and ideas between each other, in order to ascertain how people other than themselves see culture.

- Did anybody note a difference between say, facets of culture that are observable and not observable? If so, then congratulations, your view on Culture and your understanding of different cultures is deeper than the surface.

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Every single day you encounter someone of a different cultural background, and on the surface it is impossible to understand the impact that has on others, and themselves. I currently work in retail so communication and understanding cultures norms is something that helps me communicate with people on a deeper level than simple 'hello'. It is important for myself to expand on my understanding of different cultures not only for my current occupation, but any occupation I will go through with in the future.

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Simple things to Australian-born citizens, such as eye contact during communication, to Indigenous Australians (Clarkson, 1999, p.1), can become mixed in different cultural tells. Many difficulties that culturally different students face come from the incompatibility between their previous learning experiences, and the demands of the education system they are in (Kozulin, n.d, p. 6). Thus, being able to respond to those diversities with Intercultural Understanding by proper utilisation of teaching strategies, a well-structured curriculum, and proper resources is of great value and need.

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The Australian Curriculum outlines three key elements to grasping the concept of Intercultural Understanding

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Boyd, Pudsey, and Wadham has three points that define culture. These are the level of social development, a product of cultivation and the ‘civilization’ process, that it is a particular way of life for any group, and that culture is the activity and product of intellectual and artistic elites, who are ‘cultured’ (2007, p. 4).

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'Global Citizen' and Intercultural Understanding

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'Global Citizen' and Intercultural Understanding

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Within society and education, Wayne Muller (2006) outlines 11 different attributes that cultural literacy can do to the globally engaged curriculum in order to create a globally engaged citizen. This globally engaged citizen, primarily us as educators, can pass down this knowledge to our students. This in turn helps us become more aware of our culture, as well as become more familiar with the ones that we are in contact with, as respect is a core feature in understanding diversity and difference. Muller’s attributes briefly touch upon the understand that a culturally literate person acknowledges and understands the complexities and multi-dimensional nature of culture, with the ability to analyse their own culture in a way that provides objectivity, as well as an awareness of the significance of cultural perspectives in analysing, discussing, and also researching cultures (pp. 13-14).

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Personally, I believe a better understanding other as many other cultures does no harm. The way in which we interact with other cultures from around the world just in Australia is extremely important as we are becoming more multicultural than ever before. The Australian Bureau of Statistics (2012) had shown that 24.6 percent, almost a quarter of the Australian Population, were born overseas, with 43.1 percent of people having one parent born overseas. Now more than ever with Australia, expanding and growing as a nation; the ability to respond to diversities becomes paramount. Within the Australian community, there needs to be development within all citizens, even us as educators to understand the complex, and dynamic nature of culture, the relationship between culture and individual identity, the influence of that identity on beliefs, and the relationship between culture and the values and practices of political and social institutions. For example, Clarkson (1999, p.3) shows us that eye contact for Indigenous Australians is difficult and nerve-wracking, yet for most Australians it is seen as something done with ease, or can be a sign of being disrespectful. Thus, the importance of understanding different observable and non-observable cultural norms becomes important for all.