b) Ethnocenrtrism is often found within the formation and maintenance of RS of social psychology. The social exchange theory (SET) suggests that RS are formed if there are benefits of the relationship (RS) to both individuals and the RS is maintained if those benefits outweigh the costs.Theories such as these are based on studies done with american students, this causes SET to culturly bias as all other cultures are ignored with no account for RS formed in collectivist cultures where arranged marrage would not fit. Since then psychologists have tested such theories of RS cross culturaly to see if they are valid. Gergan (1980) showed little evidence to support such thories as even in european RS valued equality over equity. Moghadden stated that individualist RS are voulentery and teporary where as collectivist RS are obligatory and perminant, Therefore some theories such as SET are seen as ethnocentric, due to the fact some cultures behaviours are not taken into consideration as in some collectevist
It varies because of mood and behavioral influences. If one is in a bad mood they will typically communicate negatively and without thinking about the affects it may have on someone else. Regardless of how we communicate we need to realize that all communication is cultural. In essence, it portrays ways we have learned to speak and send nonverbal messages. Not only are there different principles and contexts to consider, but there are also cultural barriers.
Anzaldúa also talks about how this criticism of learning English can make one be deemed as a traitor to their people. From this confusion of language, new dialects were formed to compensate on the different ideas of what the language should be. It was neither Spanish nor English, but both, a variation of the two languages. Different forms of the dialects are used in different areas and are only appropriate with certain groups and individuals; some of the dialects are so different that Chicanos from different states choose to speak English to each other. “If a person has a low estimation of my native tongue, she also has a low estimation of me.” (Anzaldúa 136) Anzaldúa states that language is part of ethnic identity and should be a prideful part of one’s self.
A2: Transfer information to the Professional Development Template, in the Appendix, and assign timeframes. 0 Satisfactory 0 Needs revision ________________________________________ Q3: It is important to identify the best way you learn (learning style), so you will use appropriate strategies which best suit you. Please complete a learning style survey (please refer to Study Plan for a suggested survey) to help you to identify what is your learning style. Include results below and in a sentence discuss how you will take the results into account when learning or when developing competence. A3: 0 Satisfactory 0 Needs revision ________________________________________ Q4: From experience, there are obstacles or barriers that impede our study plans.
However, there are research limitations, as only attitude and personality factors were dealt with Yoshida (72)pointed out that this represents a narrow view of factors important in relationship formation. Other factors could include similarity of self-concept, economic level and physical conditions have been found as important. On the other hand Rosenbaum (68) suggests that dissimilarity rather than similarity is the more
Cultural competence also requires victim service providers to appreciate how workers need to move from cultural awareness to cultural sensitivity before achieving cultural competence, and to evaluate growth and development throughout these different levels of cultural competence in practice. Self-awareness becomes the basis for professional development and should be supported by supervision and agency administration. Agency administrators and public policy advocates also need to develop strategies to reduce their own biases and expand their
First of all I am going to explain what exactly the sociological imagination and common sense explanations are, and then go on to discuss how each justify educational outcomes. ‘The sociological imagination’ as explained by C. Wright Mills(1959) asks people to question everything that goes on around them and not just to conform to what they know and to what they have come to accept as normal, but to question their own beliefs and question why things happen the way they do. This concept hoped that people would put their own problems into perspective and consider them on a universal scale and in doing so; they would have more knowledge and a better outlook to make decisions and more empathy to situations. Mills wanted people to challenge their own beliefs and ideas and in doing so this could even change society. Common sense is such a simple concept but when it comes to a defining it, it’s difficult to explain.
Classes such as these, examine the context in which people live, and how these contexts affect them. By incorporating non-traditional curriculum into higher learning opens a wide range of discussion that attempts to provide structural-functionalism, which collectively meets individual and social needs and
Some involve global planning for learning or studying, some are mnemonic devices, some resemble problem-solving heuristics, some are mapping and structuring tactics that use key words or other cues detected in reading or listening, and some involve the metacognitive processes of comprehension monitoring or hypothesis generating and testing while learning. A particularly important general distinction concerns whether these individual strategies lead to deep (versus surface) approaches to instruction
The training intervention was negotiated with the participating teams and was based on the Papadopoulos, Tilki & Taylor model (1998). The project included the design and development of a tool for assessing cultural competence (CCATool). The paper discusses the challenges faced by the trainers during this intervention and proposes a set of principles for the development of effective cultural competence programmes. Keywords Cultural competence, awareness, sensitivity, knowledge,