Professor: Institute of Education Building Cooperative Communities of Learners; a Transcultural Perspective for a Multicultural World Robert White, PhD Professor: Institute of Education Fellow: British Higher Education Academy

Shaping Your Understanding of Multicultural Education Cosmopolitanism A worldview that all people share a universal connection and are interdependent while valuing the individual uniqueness required to enhance human endeavours, enrich the human spirit and build civil societies Humanities needs have priority over egocentric/ethnocentric/ culturally centric needs Individualism A worldview that values personal goals and individual uniqueness more than communal goals and social unity Personal needs have priority over in-group needs Collectivism A worldview that group members are connected with and interdependent between each other In-group needs are placed before personal needs Tribalism A worldview that values in-group conformity above all else and the collective defining of the individual more than individual uniqueness . Avoids interconnectivity beyond individual collective boundaries Rights of the collective has priority over needs of individuals and other groups

Enculturation Berry’s (2001) model: principles of cultural maintenance and contact-participation the extent individuals value and wish to maintain their cultural identity Cultural Maintenance (CM) the extent individuals value and seek out contact with those outside their own group, and wish to participate in the daily life of the larger society Contact-Participation (CP) Erwin et al 2005

Berry’s Model (Berry J.W. 2001) Integrated individuals Individuals want to maintain their identity with home culture, but also want to take on some characteristics of the new culture CM + CP Separated individuals Individuals want to separate themselves from the dominant culture Known as segregation if it is forced separation CM Assimilated individuals Individuals do not want to keep their identity from their home culture, but would rather take on all of the characteristics of the new culture CP Marginalized individuals Individuals do not want anything to do with either the new culture or the old culture

Cultural Maintenance / Contact- Participation Principles Lead to Two Defining Questions: Cultural Maintenance: Is it considered to be of value to maintain one’s identity and characteristics? Contact-Participation: Is it considered to be of value to maintain relationships with larger society?

Schools developing and promoting a culture of non-violence through multicultural education Multicultural Perspective Prioritizes: Cultural Maintenance Seeing oneself in like group Sees Culture as Static Focuses on Cultural Specifics Highlights Differences Celebrates Own Cultural Heritage Rights take priority over responsibilities ‘Society increasingly motivated by cultural tribalism’ Transcultural Perspective Prioritizes: Cultural Participation Seeing oneself in others Sees Culture as Fluid & Dynamic Focuses on Cultural Universals Highlights Similarities Celebrates the Rich Tapestry of Human Heritage and Experiences Responsibilities take priority over rights ‘Society motivated by shared, open and inclusive community’

Building Schools of Character (White, 2010) Being a Respectful, Responsible, Trustworthy, Fair, Caring and Honest Person (universally valued characteristics: recognizing similarities to embrace and celebrate diversity) Rational and Ethical decision making, problem solving and conflict resolution Facilitated Hero/Villain Discourse/Constructing a Prosocial Narrative Integrative Character Education: Focus: CP + CM Shared Community built on Universal Values (Universal) Conflict Resolution and Re-integration Accountability: accepting responsibility and negotiating reintegration Resilience: Balanced Pride Development and Shame management Face-to-Face Mediated Conferencing Restorative Justice: Focus: harm done (Targeted)

Note: Wilcoxon singed rank test: W+ = 435, W- = 0, n = 30, p < .0001. These differences are considered statistically significant by conventional criteria.

Anti-social Behavior resulting in Office Referrals Note: Wilcoxon singed rank test: W+ = 435, W- = 0, n = 30, p < .0001. These differences are considered statistically significant by conventional criteria.

Overcoming Division, Vulnerability & Violence My hypothesis is that schools, communities and societies that do not actively acculturate new members (e.g. children, migrants, refugees) through transculturally proficient processes will leave those individuals, families or groups vulnerable to marginalisation, disengagement, and disaffection. This in turn will make them susceptible to impoverished life outcomes, mental health disorders and/or recruitment by sub-groups that support transgressive, antisocial or violent behaviour.

References Berry, J. W.  (2001).  A psychology of immigration.  Journal of Social Issues, 57, 615-631. Erwin DO, Johnson VA, Feliciano-Libid L, Zamora D, Jandorf L. (2005). Incorporating Cultural Constructs and Demographic Diversity in the Research and Development of a Latina Breast and Cervical Cancer Education Program. Journal of Cancer Education, 20(1):39–44.