We All Have A Culture That We Learn About Through Lif 308935

We All Have A Culture That We Learn About Through the Lifelong Process

We all have a culture that we learn about through the lifelong process of socialization. Enculturation is the process of acquiring the characteristics of a certain culture. Socialization is the process through which we learn social norms of the culture. Through these processes we internalize social and cultural norms, so that they become a part of our self. The sources of socialization are clear - the family, the church, the school, peers, the media, etc.

As a part of a cultural group, we share customs, language, dialects, ideas, faith, and beliefs about our own culture, as well as beliefs about other cultures. Our own culture is a lens through which we view the world. This is only natural, but we must be careful that we do not use our culture as the standard by which we measure up and judge the value of other cultures. Sometimes, culture is so intertwined with our feelings that there is a fine line between subjectivity and objectivity. As a teacher, you must be aware of your cultural lens - your learned attitudes as well as learned feelings - about the microcultures to which some of your students may belong.

Your cultural lens is made up of attitudes and opinions and feelings. Your attitudes and opinions are essentially judgments that you may pass from your cultural perspective about the rightness or wrongness of things. Attitudes and opinions are explainable. You can intellectually reason and rationally explain why you believe something is right or wrong, moral or immoral, good or bad. Attitudes and opinions are learned in the socialization process, and may even be so strong that are perceived as feelings.

Feelings, however, are different. Your feelings emerge quickly and may be harder for you to explain or understand than your attitudes. There may be some attitudes, opinions and feelings you want to change, or you may be completely comfortable as you are. Either way, in a multicultural teaching environment, you must be keenly aware of your culture, and the cultural lens through which you consciously and/or unconsciously view your students. In this assignment, reflect on your own cultural lens and think critically about your attitudes and feelings about certain microcultures.

Your cultural lens is how you view the rest of the world from the vantage point of your own culture. It is your learned and socially shared set of attitudes, opinions and feelings about other microcultures. You will also assess the Educational Impact (positive or negative) of your feelings and attitudes. Instructions: Using the list of microcultures below, respond to the following questions for five (5) microcultures that are listed: Indicate your personal feelings. Remember that feelings cannot be right or wrong - they are only feelings.

List the first three "feeling words" (not adjectives to describe the microculture) that come to mind. How does it make you feel when you think about that microculture? Do not describe how you think members of that microculture feels or should feel. If you are not sure if a word is a "feeling word," try it in the sentence, "I feel ______." For example, you may feel sad or frustrated or angry or empathetic when you think about poor people because....... Indicate your attitudes and opinions about the microculture.

Remember, attitudes and opinions are reasoned, intellectual positions. If asked, you could rationally explain and defend (though others may disagree) your position without describing your feelings. If you are not sure if a word is a "thinking word," try it in the sentence, "I think ________." For example, you may think that rich people are snobby or shallow or high achievers or intelligent because....... Reflect on where your feelings, attitudes and opinions come from. What are the sources of your cultural lens?

What socialization forces in your life contribute to your cultural lens? Church, media, friends, family, personal experiences, personal observations? Reflect on how you think your cultural lens could impact your students. How could your feelings and attitudes about this microculture impact your classroom positively or negatively? Finally, reflect on your comfort level with your own cultural lens, and how it views other microcultures.

Do you think that you need to change some aspect of your cultural lens to be an effective teacher? If you think you need to change, indicate the first three things (be specific) that you could do to begin the process of effecting change. Microculture List - Choose 5 groups of which you are not a member. Rich people Poor people White people Native American people Asians Persons who participate in the New Age movement (Wicca, Paganism, Earth-based spirituality) Homosexual women Illegal Immigrants Legal immigrants Persons residing in the U.S. who do not speak English Jews Catholics This assignment should be a minimum of 3-5 double-spaced pages in length, with no more than a one-inch margin, and 10 or 12 pt. font.

Paper For Above instruction

The following paper explores my personal cultural lens through reflection on five microcultures from the provided list. It draws attention to my emotional responses, reasoned attitudes, their origins, and potential impacts on my teaching practice, culminating in a self-assessment and strategies for growth as an educator committed to cultural competency.

Introduction

Cultural competency is essential for educators working in increasingly diverse classrooms. Our cultural lens influences perceptions, attitudes, and behaviors that directly affect interactions with students from various backgrounds. Understanding and critically examining one's cultural lens is vital for creating an inclusive, respectful, and equitable learning environment. This paper reflects on five microcultures—Native Americans, Asian persons, illegal immigrants, Jewish people, and persons who participate in the New Age movement—analyzing my personal feelings, attitudes, their sources, and implications for teaching.

Reflections on Personal Feelings and Attitudes

1. Native American Microculture

I feel respect, curiosity, and unease when contemplating Native American microculture. Respect because I recognize their rich cultural heritage and history. Curiosity about their traditions and worldview. Unease, perhaps, stemming from a lack of understanding or misconceptions due to limited exposure. My attitude is that they possess valuable cultural insights, yet I sometimes feel uncertain about how to approach their perspectives respectfully.

My feelings originate primarily from media portrayals, educational materials, and personal observations, which often emphasize historical struggles and resilience. These sources have shaped my view, fostering admiration but also a cautious attitude about engaging authentically. Such feelings may positively influence my desire to learn and bridge cultural gaps; however, they could also hinder genuine connection if I project stereotypes unknowingly.

2. Asian Persons

I feel admiration, fascination, and cautiousness. Admiration for their discipline and academic achievements. Fascination with the diversity within Asian cultures. Cautiousness about potential stereotypes or my own unconscious biases. My attitude is that many Asians are industrious and culturally rich, but I am aware of the danger of overgeneralizations. These feelings root in media, personal experiences, and cultural stereotypes encountered over time.

These feelings originate from media representations, personal encounters, and societal narratives. They might encourage positive engagement through admiration; however, they also risk reinforcing stereotypes if not critically examined, affecting the fairness and openness of my classroom attitudes.

3. Illegal Immigrants

I feel concern, empathy, and apprehension. Concern about their legal status and safety. Empathy for their circumstances and aspirations. Apprehension about the legal and social challenges they face. My attitude is that many seek better lives but navigating complex legal systems is difficult. These feelings come from personal observations, news stories, and social discussions.

These feelings stem from personal experiences and media narratives. While empathy can foster supportive classroom environments, concern about legal issues might lead to biases or hesitations in how I support their needs, underlining the importance of self-awareness and boundary setting to avoid inadvertent prejudice.

4. Jewish People

I feel respect, curiosity, and cautiousness when thinking about Jewish microculture. Respect for their historical resilience and cultural practices. Curiosity about their traditions and beliefs. Cautiousness to avoid stereotypes or misrepresentations. My attitudes derive from educational content, cultural stories, and media portrayals emphasizing Jewish contributions and history.

My feelings are shaped by historical awareness and media, possibly fostering admiration but also requiring vigilance against stereotypes. These attitudes influence my openness and respect in classroom interactions, but I remain cautious to ensure fairness and avoidance of misjudgments.

5. Persons Participating in the New Age Movement

I feel skepticism, curiosity, and indifference. Skepticism due to unfamiliarity and concern about authenticity or legitimacy of beliefs. Curiosity about their practices. Indifference, sometimes, feeling detached or neutral. My attitudes are that such beliefs are personal and varied; I recognize their significance for practitioners but may struggle to understand or respect practices outside my worldview.

Sources of these feelings include cultural disconnects, limited exposure, and societal stereotypes. These attitudes can lead to respectful curiosity or unconscious prejudgment, impacting my capacity to accept diverse spiritual beliefs and practices in the classroom constructively.

Sources of My Cultural Lens

My socialization was influenced by family discussions, media portrayals, educational curriculum, personal experiences, and societal narratives. These forces have shaped my perceptions, often unconsciously, affecting how I view each microculture. Recognizing these sources is crucial to interrogating biases and developing a more inclusive perspective.

Potential Impact on Teaching and Strategies for Growth

My attitudes and feelings could positively impact my teaching by fostering curiosity and respect; however, unconscious biases might hinder genuine understanding or reinforce stereotypes. For example, overgeneralizing or subtly marginalizing microcultures could negatively affect students' sense of belonging. I recognize the necessity of ongoing self-awareness and training to mitigate biases.

To effect positive change, I plan to actively seek diverse literature about these microcultures, participate in cultural competency training, and develop reflective practices to monitor my attitudes and feelings continually. Engagement with community members, cultural events, and continuous education are explicit strategies to challenge stereotypes and foster a genuinely inclusive classroom environment.

Conclusion

Self-awareness of one's cultural lens is a lifelong journey, vital for effective teaching in multicultural settings. By critically examining my feelings and attitudes about various microcultures, understanding their origins, and planning targeted growth strategies, I can become a more culturally responsive educator. Embracing diversity with humility, respect, and ongoing learning fosters an inclusive classroom where all students are valued and empowered.

References

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