Learners do not have similar experiences, do not learn in similar ways, and certainly do not come from the same place. Recognizing this reality calls for a learning perspective that acknowledges and takes into account these differences. One of these perspectives is multiculturalism which “respects the unique identities and contributions of individuals and their cultures…concerned with providing strategies for educators to create democratic, inclusive learning environments that honor the cultural diversity of learners” (p. 220, Merriam & Bierema, 2013). This idea is increasingly relevant in light of the increased mobility of people across the globe.
My experience in teaching a multiculturally diverse group
In my teaching experience, I am used to interacting with learners coming from the same culture. There may be learners coming from different geographical locations across the Philippines with different languages and thus show some cultural nuances. However, the dominant culture of being a Filipino is widely observed and behaved. I get the chance to interact with people from different countries and cultures when I present my research in national and international conferences. When I migrated to Canada a year ago, I have been working as a soft skills instructor facilitating learning sessions with employees from government institutions and private companies. Here, I interacted with a mixture of learners across different lifespans (e.g., young adult, middle adult, and late adult) and from different cultures (Africa, Asia, First Nations North America, to name a few). This tested my theoretical knowledge and skills in dealing with cultural differences and similarities. It is different when I study cross-cultural differences and similarities than when I experience it in actuality. I can make sense of the thoughts, feelings, and behaviors of a person from a different culture whom I am interacting with, but there seems to be a time lag before I respond. In reality, I have to interact proactively to establish a more relevant and meaningful conversation during the learning session and even in everyday encounters. In this sense, creating a culturally inclusive learning environment is a persistent challenge.
Studies related to culturally relevant teaching and learning
Because of the diversity the adult learners bring into the learning session, I have to take note of the idea that I am the learning facilitator and not an omniscient individual in the room (student-centered learning; Rogers, 1969). The varied experiences these adult learners have can be a potent motivator for interactive learning throughout the session (Kolb, 1984). Thus, recognizing and respecting the learners’ culturally relevant identities and contributions may facilitate a situation where both learning and belongingness needs are satisfied.
In this connection, when an individual’s need for belongingness is satisfied in a learning session, he/she feels decreased anxiety and shame, and increased happiness, hope, and calmness (Fong Lam, Chen, Zhang, & Liang, 2015). Broaden-and-build theory suggests that experiencing positive emotions facilitates creative and flexible thinking (Fredrickson, 2004). Hence, exerting an effort to establish an inclusive learning environment does not only make the learner feel more welcome but also offer a fertile ground for culturally relevant learning.
Striving for creating an inclusive learning environment does not only benefit the learner but also the facilitator. The facilitator reflects about his/her beliefs and assumptions which may be mostly influenced by the dominant culture he/she belongs to. Self-assessment promotes critical thinking (Austin, Gregory, & Chiu, 2008) and is even part of critical thinking itself (Brookfield, 2012b). On that note, being able to assess one’s beliefs and assumptions on learning as influenced by one’s dominant culture may facilitate recognition and respect for cultural differences.
Respecting cultural diversity in teaching and learning
It is crucial that I recognize and respect cultural diversity in terms of teaching and learning, and ultimately in my teaching philosophy. There are contexts that I need to consider for a respectful discussion in a multicultural learning session. It is best to teach by anchoring on up-to-date learning theories and refine it as I learn and experience along the way. I need to take note that everyday experiences of learners play a vital role in learning because it is the best connection with theories.
In my attempt to create an inclusive learning environment, I tell the learners that our session is where we commit mistakes and thus makes the learning process more meaningful. There may be cultural and language barriers and we will work it out as a group. Whatever the topic of the soft skill learning session is, I supplement the discussion of Hofstede’s (2001) cultural differences and similarities. The visual comparison of culture across countries through Hofstede’s six dimensions sets the tone of cultural respect throughout the learning session. As an improvement, I can also ask feedback from the learners themselves on how to create a more inclusive learning environment based on our immediate learning experience. This takes our learning experience personally relevant which facilitates efficient learning (Priniski, Hecht, & Harackiewicz, 2018).
Taking into account the concept of culturally relevant education in my teaching philosophy reflects myself as a humanist learning facilitator. I give freedom to students to direct their learning and facilitate their development as a fully functioning person. This freedom entails recognition and respect for their personal experiences and perspectives. In other words, culturally relevant teaching is putting a high regard for the learner’s daily life encounters and providing opportunities to reflect on the relevance of these encounters in the learning process (Merriam & Kim, 2011).
Note: In a related blog, I discussed about intrapersonal intelligence and culture and their implications toward culturally relevant teaching.
References
Austin, Z., Gregory, P. A., & Chiu, S. (2008). Use of reflection-in-action and self-assessment to promote critical thinking among pharmacy students. American Journal of Pharmaceutical Education, 72(3), 48. https://doi.org/10.5688/aj720348
Brookfield, S. D. (2012b). Teaching for critical thinking: Tools and techniques to help students question their assumptions. San Francisco: Jossey-Bass.
Fong Lam, U., Chen, W. W., Zhang, J., & Liang, T. (2015). It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393-409. https://doi.org/10.1177/0143034315589649
Fredrickson B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 359(1449), 1367–1378. https://doi.org/10.1098/rstb.2004.1512
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd edition). Thousand Oaks CA: Sage Publications.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. John Wiley & Sons.
Merriam, S. B., & Kim, Y. S. (2011). Non-western perspectives on learning and knowing. In S. B. Merriam & A. P. Grace (Eds.), The Jossey-Bass Reader on Contemporary Issues in Adult Education (p. 378–389). San Francisco: Jossey-Bass.
Priniski, S. J., Hecht, C. A., & Harackiewicz, J. M. (2018). Making learning personally meaningful: A new framework for relevance research. Journal of Experimental Education, 86(1), 11–29. https://doi.org/10.1080/00220973.2017.1380589
Rogers, C. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.
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