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Australian Curriculum. (2014). Introduction.
Available: http://www.australiancurriculum.edu.au/generalcapabilities/intercultural-understanding/introduction/introduction.

Australian Bureau of Statistics

Gardner, H., The Disciplined Mind [section] how cultures educate, Penguin Books, 2000

Hyde, M., Carpenter, L., and Conway, R, Diversity, inclusion and engagement [section] Linguistic and cultural diversity, Oxford University Press, 2014.

Moloney, R., and Saltmarsh, D., “Knowing Your Students” in the Culturally and Linguistically Diverse Classroom, the Australian Journal of Teacher Education, 2016.

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Global Goals leading towards Intercultural Understanding

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Global Goals leading towards Intercultural Understanding

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#WhatIReallyReallyWant es popular en las redes sociales

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Con el hashtag #WhatIReallyReallyWant (que hace alusión a la canción "Wannabe" de los años 90), la organización The Global Goals intenta llamar la atención a favor de la igualdad de género femenino. Diario Las Americas Primer periódico hispano con 63 años informando en español desde el Sur de la Florida.

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Smeed, J and Jetnikoff, A., Lessons to be learnt from two professional development programs, 2016

http://search.informit.com.au.ezproxy-f.deakin.edu.au/fullText;dn=212049;res=AEIPT

Ziemke, L and Ross, D., A Professional growth plan for lifelong learners, 2014, http://search.informit.com.au.ezproxy-f.deakin.edu.au/fullText;dn=209990;res=AEIPT

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We conduct workshops, seminars and courses throughout the year focusing on mobility, study abroad, re-entry, intercultural sensitivity, effective cross- cultural communication practices, training-the-trainer, as well many other topics that further intercultural competence development in education, not-for-profits and business.

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Simpson, G, Improving Science Enrolment: engaging students outside the classroom, http://search.informit.com.au.ezproxy-f.deakin.edu.au/fullText;dn=211765;res=AEIPT

Butt, M., Foley, M., Nolan, L., Stuhmcke, K., and Henderson, R., Managing Literacy Teaching for “New” and Mobile Students, http://search.informit.com.au.ezproxy-f.deakin.edu.au/fullText;dn=212328;res=AEIPT

Welcon, PR., Out of Field Teaching in Australian Secondary Schools, Australian Council for Educational Research, 2016    http://research.acer.edu.au.ezproxy-f.deakin.edu.au/cgi/viewcontent.cgi?article=1005&context=policyinsights

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STRATEGY TWO - Educating Teachers with Intercultural Development

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STRATEGY TWO - Educating Teachers with Intercultural Development

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In order for students to be educated, teachers must first be knowledgeable about their content. However, intercultural understanding isn’t taught as a subject in school but rather as a whole school approach of respect and acceptance. Teachers, as educators, must lead by example and be mindful of different cultures in their classrooms and respectful of them. However, they need the training and support to succeed; how to be mindful and aware of unacceptable behaviour and how to intervene when it comes to culturally insensitive actions are all skills that every teacher should have. Australia is becoming more culturally diverse every year and “teachers need an expanded set of skills and attitudes to support effective learning” (Moloney & Saltmarsh, 2016, p.1).

AIMS

-          Enable teachers to understand the different cultures that they might see in their classrooms

-          Educate teachers with the skills to create a safe space and respectful classroom

-          Inform teachers about unacceptable and subtle racial discrimination / unconscious bias

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STRATEGY ONE  - Engaging with Students by Getting Out of the Classroom

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STRATEGY ONE  - Engaging with Students by Getting Out of the Classroom

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Of all of my educational experiences, the most rewarding were those that were spent outside of the classroom. While my initial learning came from textbooks and teachers, my intercultural understanding came from experiencing that culture first hand and hearing the experiences of others from that culture.

Education must be engaging and students should be able to create links between their learning and real world situations. With the current education structure leading away from rote learning practise, students must be educationally stimulated and learn through experience. There are several avenues in which a students can learn about multiculturalism outside the classroom. These include field trips, guest speakers, and communication with an international school via a pen pal program and becoming involved in government multicultural initiatives such as International Day or hosting a Multicultural Day at their school. In addition to this, schools across Victoria have overseas trips to engage students in lives and cultural values other than their own. In my high school life, I was fortunate to go to Cambodiaand Central Australia, which broadened by outlook on culture and gave me a new perspective on what multiculturalism is, even in my own country. Furthermore, my stereotypical opinions were destroyed all because I had experienced the culture first hand and saw it with my own eyes.

With the inclusion of experienced learning, students take the path of becoming creating culturally respectful, critically aware and mindful global citizens.

AIMS

-          Engage students with hands on experiences

-          Create experiences that students are able to relate to

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Multiculturalism isn't an issue because they're all working toward the same goal of quality education.

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KIPP, the Knowledge Is Power Program, is a national network of free, open-enrollment, college-preparatory public schools with a track record of preparing students in underserved communities for success in college and in life. There are currently 99 KIPP schools in 20 states and the District of Columbia serving more than 27,000 students.

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On a personal level, my multicultural knowledge and intercultural understanding has been broadened by my experiences. As a child who grew up in an affluent area with two English speaking parents, I was in a way, sheltered from multiculturalism.

During my high school years, I travelled to Cambodia and through Central Australia. These experiences opened my eyes. While Cambodia was an experience with a different language, different rituals and different customs to my norm, I believe that my trip through Central Australia was the one I was affected by more. Before we departed for the trip, we were told about the Aboriginal culture and what was to be expected. However, staying in underground bunkers in Cooper Pedy, seeing the traditional rituals performed by the Aboriginal tribes and hearing an Aboriginal man talk about the stereotypical racism he experienced on a regular basis helped me to realise how unaware of the cultural stereotypes I was making every day without realising. In addition to this, how I was making such a subconscious bias on culture to which I now see in other students every day.

In my university career, I have travelled to the United States on an educational tour and also to Malaysia to experience the schooling life. Whilst in America, I found myself being drawn more towards the educational differences that the country has and the multicultural disadvantages that are instilled in students from an early age. The Knowledge is Power Program Academic Schools is one way that multiculturalism is not only about stereotypes but also about opportunity and acceptance of value. See the video below.

In Malaysia, I was given an opportunity to experience another culture’s educational system first hand. Whilst on placement in Malaysia, I found the school to be different to Australian schools on numerous levels. From assembly with the national anthem and school song every morning to the work ethic of the students, the cultural differences among the two are astronomical. However, that does not imply that one is better than the other. While at my school I found the students to be respectful, I noticed how ill-equipped they were in emotional maturity – I made the mistake of assuming respective Year 10 students as Year 8’s. In addition to this, their way of rote learning differs entirely to the Australian curriculum as the students rarely get taught anything that is not in the textbook. However, as a multicultural community, I found that their intercultural understanding was far greater than my own. A Muslim student came up after a class to thank me for the lesson by touching my hand to her forehead; an Indian student came up to thank me for the lesson and I automatically put my hand out only to be told, politely, that only the Muslim students do that as its their sign of respect. It amazed me how this student of merely 13 years old knew about multiple cultures and it was the norm for her to experience this in class.

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WHY IS INTERCULTURAL UNDERSTANDING RELEVANT?

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WHY IS INTERCULTURAL UNDERSTANDING RELEVANT?

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Intercultural understanding can and should be found in any school in the world. In Malaysia, where I completed a Teaching Placement, schools are diverse with different religions and cultures within each school. As per the UNESCO Institute, in 2014 over a third of the secondary population consisted of Muslim students (excluding International and Chinese schools) (UNESCO, 2014). This indicates that the students in the school have to be respectful of these differences and schools allow for specific religion requirements. In contrast to this, while religious schools dominate the private education sector, only 22% of students attending government schools reported having a religion (ABS). In addition to this, 22.9% of students in Australian classrooms are bi-lingual and speak another language other than English at home (ABS)

I myself admit that until actually speaking to someone of a specific culture, I had ideas and in a way, stereotypical notions about what each culture involved and consisted of. Unfortunately, these preconceived ideas about different cultures and religions are common in the Australian classroom. I believe it is because Australia’s student population is largely lacking not in multiculturalism but in the intercultural understanding of these cultures. In addition to this, intercultural understanding does not limit itself to Asian or Middle Eastern countries. There is numerous cultural differences between all countries including the United States, Great Britain and France; even Australia has a cultural aspect which differs from other countries.

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WHY IS INTERCULTURAL UNDERSTANDING IMPORTANT?

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WHY IS INTERCULTURAL UNDERSTANDING IMPORTANT?

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Having intercultural understanding in a classroom environment is important as it motivates the student’s interest in lives other than their own; with the development of values such as respect, empathy, curiosity and awareness, students are taught significant skills that are required to co-exist in this multicultural world. In addition to this, having this understanding on a global scale educates students to “make connections between their own world and the worlds of others” (Australian Curriculum, 2016, para 5). With the education of intercultural understanding, we can teach students the skills that will enable them to become responsible global citizens with the capabilities to connect and engage with others universally.

This topic has significance on both a global and local degree. Each culture has a different style of educating and I wish to incorporate all methods into my teaching style so that I improve not only my own cultural awareness but also those of my students. In addition to this, knowledge “does not reside exclusively within the head of an individual; rather, it emerges jointly from one’s own perspective…” (Howard, 2000, p.15) and I wish to broaden every students knowledge and appreciation of diversity.

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Intercultural understanding is the way individuals learn to not only value their own cultures, beliefs, traditions and languages but also others that differ to their own. The topic of intercultural understanding is key to educating in a global world as to educate one must have the knowledge and awareness of how different cultures shape the identities of their students.  In addition to this, teaching intercultural understanding has the opportunity to assist individuals with the ability to view their culture critically and gain cultural mindfulness as well as “personal, interpersonal and social knowledge skills” (Australian Curriculum, 2016, para 3). This topic is currently a part of the overall Australian Curriculum in order to educate young adults into becoming global citizens.