Culture in the Culture in the ClassroomClassroom

Why this module?Why this module?How is it set up?How is it set up?

Love at first sight? Experiencing The DutchLove at first sight? Experiencing The DutchYour cultural / personal identityYour cultural / personal identity

Studying in this courseStudying in this course

Story…Story…

• There’s this boy Anthony who is 6 years old There’s this boy Anthony who is 6 years old and starts Primary school. He’s told by and starts Primary school. He’s told by both his father and mother to respect the both his father and mother to respect the teacher, no matter what. Disobedience or teacher, no matter what. Disobedience or disrespect will be punished. Anthony is a disrespect will be punished. Anthony is a sweet boy and he tries hard to do his best sweet boy and he tries hard to do his best at school. But after three weeks, his at school. But after three weeks, his teacher asks his parents to come to school. teacher asks his parents to come to school. Anthony, she says, keeps being Anthony, she says, keeps being exceptionally rude. Anthony’s parents are exceptionally rude. Anthony’s parents are very upset, you can imagine. So is very upset, you can imagine. So is Anthony. Anthony.

• He doesn’t understand at all what he He doesn’t understand at all what he has done wrong. The teacher has done wrong. The teacher explains: Anthony will not accept my explains: Anthony will not accept my authority, he won’t even make eye authority, he won’t even make eye contact! contact!

• Who is to blame here? Who is to blame here? – Anthony and his parents, because they Anthony and his parents, because they

didn’t realise the value that is placed on didn’t realise the value that is placed on eye contact in The Netherlands? eye contact in The Netherlands?

– Or the teacher, because she didn’t Or the teacher, because she didn’t know that avoiding eye contact is a sign know that avoiding eye contact is a sign of respect?of respect?

• Here’s another priceless exampleHere’s another priceless example. . Marjolein is an 8 year old Dutch girl, Marjolein is an 8 year old Dutch girl, who lives in Morocco with her who lives in Morocco with her parents. During one of her holidays, parents. During one of her holidays, she goes to stay with her aunt and she goes to stay with her aunt and uncle in France. All goes well, they uncle in France. All goes well, they have a lovely time with this well-have a lovely time with this well-adapted girl. Then, one night, they adapted girl. Then, one night, they take Marjolein to a restaurant. Much take Marjolein to a restaurant. Much to their dismay, Marjolein proceeds to to their dismay, Marjolein proceeds to eat her food using her hands! eat her food using her hands!

• What is going on here?What is going on here?

What is going on here?What is going on here?

– Why do we see so few Moroccan, Turkish Why do we see so few Moroccan, Turkish or even Surinamese pupils in Havo/vwo or even Surinamese pupils in Havo/vwo groups or in Higher Education? groups or in Higher Education?

– Do differences in intelligence play a role? Do differences in intelligence play a role? – What is the role of language? What is the role of language? – Culture? Culture? – Is there a correlation between this Is there a correlation between this

phenomenon and the current imbalance in phenomenon and the current imbalance in Islamic crime in The Netherlands? Islamic crime in The Netherlands?

Good education is…Good education is…• intercultural educationintercultural education, in which , in which

pupils are taught:pupils are taught:• to know about, understand and to to know about, understand and to

deal fairly with deal fairly with differences and differences and similarities between peoplesimilarities between people, ,

• whether these stem from culturally whether these stem from culturally diverse backgrounds or not.diverse backgrounds or not.

interculturally sound interculturally sound educationeducation

• If we want to enable If we want to enable allall people in society, people in society, we need to know how we need to know how to cater for to cater for allall people. people.

To come toTo come to a practical application a practical application of intercultural education of intercultural education requires requires

us to gain us to gain insight into insight into ……

• cognitive (=thinking) processescognitive (=thinking) processes • ‘‘the self’ and ‘the group’ affects communication the self’ and ‘the group’ affects communication • self- and group identityself- and group identity• influences on our thoughts, emotions and influences on our thoughts, emotions and

behaviours behaviours • What happens (congnitively) when different What happens (congnitively) when different

cultures meet in a single-purpose setting? cultures meet in a single-purpose setting?

• Can we make education effective for all Can we make education effective for all parties? parties?

How is this module set How is this module set up?up?

• two periods of ca. 8 weekstwo periods of ca. 8 weeks

• We study general concepts of social We study general concepts of social psychology and sociologypsychology and sociology that becomes that becomes part of your general knowledgepart of your general knowledge

• In the second part of the module, we In the second part of the module, we apply this knowledge to issues to do apply this knowledge to issues to do with Intercultural education. We will with Intercultural education. We will look at policies, materials, exercises, look at policies, materials, exercises, activitiesactivities

AssessmentAssessment

• ExamExam on the basic concepts of Social on the basic concepts of Social Psychology;Psychology;

• ‘‘Antidote assignmentAntidote assignment’: prepare and ’: prepare and present an activity in class; present an activity in class;

• Folder with assignmentsFolder with assignments, some of , some of which will be carried out at which will be carried out at the the placement schoolplacement school..

Key ReadingKey Reading

• Jewish IdentityThe Molder of Human Jewish IdentityThe Molder of Human BehaviorBehavior inin Breaking the Ice: A Guide to Breaking the Ice: A Guide to Understanding People from Other Understanding People from Other CulturesCultures

• Getting to Grips with Cultural DiversityGetting to Grips with Cultural Diversity inin When Cultures Collide; When Cultures Collide;

• Managing Successfully Across CulturesManaging Successfully Across Cultures• Setting the SceneSetting the Scene• Perceiving GroupsPerceiving Groups and and Social Social Identity in Identity in

Social PsychologySocial Psychology

What do you think so far?What do you think so far?

•Useful?Useful?•Stupid?Stupid?•Boring?Boring?•Looking forward Looking forward to it?to it?

CloggiesCloggies

• Coffee cultCoffee cult• HandsignsHandsigns• GreetGreet• Speaking to Speaking to

foreigners foreigners

• What is typical What is typical Dutch?Dutch?

• Publuc Publuc transporttransport

• why don’t we why don’t we queuequeue??

• Trays in the Trays in the toilet?toilet?

• Freedom?Freedom?

Your own identityYour own identity

• Make a college on your own identityMake a college on your own identity

• Study the article Study the article The Jewish IdentityThe Jewish Identity by I.B.H. Abram. by I.B.H. Abram.