1. Raising Cultural Awareness
Hana Moraova

2. Outline Meaning of gestures in cultures
Hofstede’s dimensions of culture
Importance of cross cultural approaches
How to approach diversity
Why do teachers not include multicultural issues
Stereotypes, attitudes, prejudice
Hidden curricula, cultural values, school materials
Possible activities

3. Gestures, meaning and cultures
(Examples of gestures)

4. Hofstede’s dimensions of cultures
power distance
individualism x collectivism
Uncertainty avoidance index
Short term x long term orientation
Masculinity vs. femininity index
Indulgence vs. restraint
(Hofstede’s dimensions)

5. The Growing Importance of Cross Cultural Approaches
World as a global village, increasing diversity in society, schools and classrooms
Constant and increasing interaction with people from other cultures
Intercultural skills demanded by international companies and large business corporations
Intercultural skills also needed in business, healthcare, politics, education, tourism etc.
Being responsible citizen respecting others is one of 21st century skills

6. How to Approach Diversity
proactive approach to acknowledging diversity and learning about its specific cultures to respect them
Cooperation with parents
Support from authorities
Teacher training
Making multicultural materials available
No Child Left Behind

7. Why do teachers not include multicultural issues?
1) lack of resources that address culturally relevant and appropriate issues; 2) lack of opportunities for teaching professionals to receive training in the field and develop cultural awareness themselves; 3) in some cases apparent feeling that there is no need to explore cultural matters. 4) belief in society that minorities should be taught majority values and culture

8. Stereotypes, attitude, prejudice
Stereotype: cognitive, a set of attributes that people think characterize a group
Heterostereotype
Autostereotype
Attitude: valence of a stereotype
Prejudice: affective, making a decision before becoming aware of the relevant facts of a case
Discrimination: conative, the prejudicial and/or distinguishing treatment of an individual based on their actual or perceived membership in a certain group or category

9. Activities - Stereotypes
Make them explicit, talk about their existence, silence never can never bring change
“Measuring” stereotypes – careful selection of groups
Not necessarily only about other nationalities, also professional groups
Soldiers, teachers, female vs. male drivers
Can be followed by a survey (e.g. statistical data about car accidents, who would we like to have for a neighbor, why etc.)

10. Heaven and hell
Heaven is where the police are British, the cooks are French, the mechanics are German, the lovers are Italian and it is all organised by the Swiss. Hell is where the police are German, the cooks are English, the mechanics are French, the lovers are Swiss, and it is all organised by the Italians

11. Hidden curricula, cultural values, school materials
Curricular content and minorities, discriminating
Hidden curricula and culture
Cultural reproduction, Bourdieu
Images of minorities in the textbooks

12. Possible cross curricular activities
Workshop of gastronomy
Workshop of traditional products, toys
Lessons of languages of minorities (e.g. a lesson of Turkish taught by a pupil)
Presentations on customs and traditions Presentations on music, stories, books, fairytales, dancing in other nations
Comparison of what and how is your subject taught in other countries
Whole-class discussions with parents, representatives of minorities
Family trees
Storypaths

13. Possible activities in different subjects
Maths: pose a problem in which traditions play roles
Elementary Science: wedding ritual in your country, roles of family members, typical jobs, meal times and rituals
Languages: presentation on the home country in English (French/German…)
Biology: fauna and flora in your country
Geography: weather, climate, natural heritage
History
Social Sciences
History of a plant, of a tradition

14. Thank you for your attention