Article
Learning about Teaching: Intercultural Education
ID # 3720
Ever since the first day of class, Ive been increasingly aware of how intercultural education can be approached in such different ways, by different people. From the moment when my classmates put together their own visual representations of what intercultural education means to them, I realized that their definitions had been shaped by the places theyd travelled to and by the kinds of cultural experiences theyd had. Some students centered their definitions around visible elements of culture food, religion and art, for example while other students embraced abstract ideas of recognizing the humanity in others, or of finding a connection between all cultures and the natural world. Not only experiences, but our expectations and goals influence the way intercultural education is approached: intercultural education can be implemented as a response to global competitiveness, as a tool for international peace and understanding, or as a way to promote efficiency in the workplace by making people aware of how their communications styles vary, depending largely on their cultural backgrounds.
The study abroad trip I went on had 25 students in it and we all experienced much of the same sights and feelings together, so it has been interesting to hear how the experiences of students in this class differ from my own while still yielding many of the same insights. Everyone in this class understands the value of international exposure and is passionate about sharing their experiences, but at the same time were all grappling with how exactly to do that. How do we get kids in the Chapel Hill community to appreciate what we have learned after months of travel, when we have less than an hour to give our presentations?
Teaching kids about intercultural issues can be tricky. Teachers have to decide how they want to approach international education: Do they primarily want to foster cultural awareness? Or should they focus on teaching about global dynamics? How do they make their lessons less touristy while developing a global classroom? How should sensitive topics be addressed? How can teachers adapt their lesson plans to children with different learning styles?
One of the best perspectives Ive gained during the past four weeks is that its necessary to embrace the limitations of intercultural education while still upholding its value. Its impossible, yes, to condense everything I experienced this summer into a short presentation, but I can have an impact by showing even a glimpse of my passion for cultural awareness. A final question I still wonder about is how actual teachers, especially those who havent had the chance to go abroad like I have, can work within the confines of a state-wide curriculum and limited resources to expose their kids on a daily basis to intercultural education. How can intercultural education ever become infused into an education system where GPAs and SAT scores seem to dominate the picture? This is a concern I have not only as a future educator but also as a global citizen.