There are different opinions on the definition of culture ranging from the belief that culture only exists in our minds, to culture is a learned system of beliefs and customs of a specific group of people at a given point in time. Regardless of which definition you use, the true meaning of culture is always the non-biological social characteristics of human life. In short, anything that is learned by humans is part of culture (Wikibooks, n.d.). The theory of multicultural education focuses on the inclusion of diversity, race, and class while teaching. By developing a multicultural education
Cox and Beale (1997) suggest that diversity competency is “a process of learning that leads to an ability to effectively respond to the challenges and opportunities posed by the presence of social-cultural diversity in a defined social system” (p. 2). Chemers and Murphy (1995) contend that leaders of diverse work groups need to be sensitive to differences when they exist and find ways to reduce the negative impact of stereotypes. Furthermore, they argue that effective
It has long been contended that depictions of gender in advertising mediums such as radio, television and, more recently, internet and social media carry significant messages about cultural norms and values relating to gender (Goffman, 1976). While the construct of gender representation in advertising is nothing new or recent, it is prevalent that the vast majority of academic literature on the subject is directed towards the depictions of the female gender in advertising. The purpose of this essay is to critically examine academic literature relating to representations of male gender stereotyping in contemporary advertising and the methodological issues relating to this area. Masculinities, in the same way as femininities, are a product of the cultural environment rather than a result of any biological makeup, and as such it is essential that these representations of men and their masculinities be open to the same sorts of questions, analysis and critical thinking that has usually been directed at depictions women and their femininities (Feasey, 2009). • Literature In undergoing this critical review the author consulted a range of academic literature on the subject.
Multicultural Counseling Coretta Casley Webster University Multicultural Counseling The growing divergences as well as collaboration between peoples of different cultures, race and ethnicities, and the varying needs of such people based upon their cultural tendencies makes it important for counselors to gain an understanding and show respect towards people from different racial, ethnic, gender and sexual orientation. Cultural diversity is a phenomenon that has become an important element of human development and one of the defining features of life in the 21st century is the belief that as people interact across boundaries and borders become more fluid, an acknowledgement of the uniqueness of cultures will be an important part of all fields of life. Multicultural counseling or the idea of cultural diversity and its importance to the field of counseling can be understood from the fact that it is being considered as a fourth force of the counseling theory. Traditionally, the realm of counseling has encompassed “psychodynamic, humanistic/existential and behavioral counseling theories and methods" (LeBeauf, Smaby, Maddux, 2009, p. 34)) and in keeping with human development, multicultural counseling is increasingly being seen as an integral part of the counseling process. As an approach towards counseling, it is especially effective because it calls upon the counselor to understand the client and his or her problems based upon cultural beliefs.
Dynamics of Cross-Cultural Ministry PRM 424 Personal Cultural Assessment Pre-Seminar Assignment #3 Submitted by Tim Sell Olivet Nazarene University Ms. Karen D. Young, Mr. Alfredo Martinez 5/20/2013 My study of assessing personal and group relationships in the context of cultural relevance has led me to proceed with the knowledge that it is not an exact science. In fact, unless the parameters have changed, as I was growing up testing ones’ intelligence quotient (IQ) was found to be racially biased, because the questions were based on the predominant culture of the country. Instead of the term Cultural Intelligence (CQ) (Rah, Soong-Chan, 26), I prefer to use the terms “culturally sensitive,” culturally relevant,” culturally savvy” and even more to the point, being culturally responsible. And as I apply my learning, I appreciate being able to assess my personal culture as a baseline to try to understand other cultures. My socioethnic culture appears to be largely “Anglo-American.” While I resent the specifics that have been stripped away in favor of our country’s’ “melting pot,” I acknowledge the strong German-Irish ancestral lineage I have.
Running Head: Will Proper Grammar Survive 1 Will Proper Grammar Survive The Next Decade XXXXXXXXXXXXXXXXXXX XXXXXXXXX University Will Proper Grammar Survive 2 Abstract In this essay I will discuss the claims made by David Wertheimer in his article “99.9% of Proper Grammar Is Obsolete.” I will give examples given by Wertheimer and discuss why proper grammar is deteriorating into what the author refers to as “Internet-speak.” I will expand upon his claims and address the fact that even though it is deteriorating it is not dying. Will Proper Grammar Survive 3 In today’s ever changing environment people are becoming more and more comfortable with ignoring the rules of grammar that have been ingrained in us from the time we first learned to read and write. From the classroom to our everyday lives, people are throwing the rules of grammar right out the window with wanton disregard for the consequences. After all, only a small percentage of people actually adhere to all of the rules, while the vast majority tries their best to keep afloat. Almost ten years ago a man by the name of David Wertheimer wrote an article in which he claimed that proper grammar was becoming obsolete.
Haralambos and Holborn (1994:3) view the culture of a society,” as the way of life of its members, the collection of ideas and habits which they learn, share and transmit from generation to generation. Sullivan (2001:894) regards education in its general sense “as a form of learning in which knowledge, skills and habits of a group of people are transferred from one generation to the next through teaching, training and research.”According to Goldthorpe et al [1987] a dominant society is a group of people with greater power privileges and social status, it also has an established language, behaviour, values and social customs, such traits are often the norm for that society as a whole. Willis [1983] asserts that the culture of a dominant society is usually but not in the majority and achieves its dominance by controlling social institutions such as media and educational institutions. Bourdieu [1986] views capital culture as forms of knowledge, skills,
In order to gain a better understanding of how an individual can attain educational success, one has to examine other social constructs such as class, race and gender. This essay aims to discuss the theory of cultural capital in determining an individual’s chances of obtaining education success by reference to the notions of race, class and gender. Education is a type of socialisation, and institutions such as schools and universities play a key role in the socialisation process. Through socialisation, individuals learn and internalise knowledge, values, norms and other aspects of culture, which would prepare them for their roles in the society (Thirumaran, 2014). However, many individuals possess cultural capital before they even begin their educational journey.
Furthermore, the application and implications of critical curriculum and pedagogy will be revealed and debated in order to fully deconstruct meaning of the aforementioned intentions. Firstly, it is believed to be significant to start at the beginning. What is this great necessity of ‘Critical Pedagogy?’ What is the reason? The opening of this paper attempts to establish the social problem or dilemma that requires critical pedagogy. The “global village” and “flat world” are only two of the many different metaphors used to describe globalisation, but they capture the essence of this process that has profoundly changed how we live, work, and entertain; our lives are becoming increasingly intertwined with those of distant people and places around the world – economically, politically, and culturally.
Vgotsky Sociocultural theories and their application in education and information literacy Student’s name Institution name Abstract As one of the maim figures that have affected the contemporary constructivist theories, Vygotsky's publications has had cumulative influence, not only on the present psychological and sociological theories, but also on learning. A significant principle in his theory is the impression that the probable for cognitive development is restricted to a certain time period, which he term to be the Zone of Proximal Development [ZPD]. He deeply describes sociocultural theory and its application on education and information literacy (IL) research. Key words: Sociocultural, information literacy, the Zone of Proximal Development [ZPD] SOCIOCULTURAL THEORIES AND THEIR APPLICATION IN EDUCATION AND INFORMATION LITERACY RESEARCH LITERATURE REVIEW This essay discloses the application of sociocultural theories to information literacy research and curricular system. It describes the basis of this research in sociocultural approaches, particularly Vygotsky’s sociocultural based theory.