Activities

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Cultural stories from otherness First Activity NAME STORIES Second Activity WHO I AM Third Activity WEDDING STORIES

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Final Project: Cultural Immersion Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures. In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice. 1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation. 2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements: · Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you. · Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...

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The goal for this sample 90-minute workshop, lesson plan, or training outline is to strengthen the ability of the participants to teach, role model, and/or transmit the topic of understanding and managing cultural differences to others. As a group, we will be defining cultural differences, as well as discussing issues of class, race, and nationality (or national origin). While we are speaking about cultural differences, we will not specifically focused on all topics of diversity including religious denominations, gender identity, and family structures as this is covered in a different training. Specifically, this workshop aims to have the following learning objectives: 1. To define, re-familiarize and understand what are cultural differences. 2. To challenge participants to look at cultural differences with a new lens. 3. To help participants learn how to manage and advocate for cultural differences. 4. To practice managing cultural differences. Estimated sample workshop for thirty participants in 90 minutes. Created by Lisa Finkelstein with direct support from Rebecca Weiner, Director of Education, Congregation Sha'ar Zahav

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Chapter Outline 9.1 What Is Diversity, and Why Is Everybody Talking About It? 9.2 Categories of Diversity 9.3 Navigating the Diversity Landscape 9.4 Inclusivity and Civility: What Role Can I Play? Introduction Student Survey How do you feel about diversity, equity, and inclusion? These questions will help you determine how the chapter concepts relate to you right now. As you are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the chapter to see whether your feelings have changed. Take this quick survey to figure it out, ranking questions on a scale of 1–4, 1 meaning “least like me” and 4 meaning “most like me.” 1. I'm aware of the different categories of diversity and the various populations I may encounter. 2. I think we sometimes go too far in trying to be sensitive to different groups. 3. I think nearly everybody in our society has equal opportunity. 4. It’s not my role to ensure equity and inclusiveness among my peers or colleagues. You can also take the Chapter 9 survey (https://openstax.org/l/collegesurvey09) anonymously online. Figure 9.1 (Credit John Martinez Pavliga / Flickr / Attribution 2.0 Generic (CC-BY 2.0)) 9 Understanding Civility and Cultural Competence https://openstax.org/l/collegesurvey09 About This Chapter In this chapter you will learn about diversity and how it plays a role in personal, civic, academic, and professional aspects of our lives. By the end of the chapter, you should be able to do the following: • Articulate how diverse voices have been historically ignored or minimized in American civic life, education, and culture. • Describe categories of identity and experience that contribute to diverse points of view. • Acknowledge implicit bias and recognize privilege. • Evaluate statements and situations based on their inclusion of diverse perspectives. 9.1 What Is Diversity, and Why Is Everybody Talking About It? Estimated completion time: 34 minutes. Questions to Consider: • Historically, has diversity always been a concern? • What does it mean to be civil? • Why do people argue about diversity? “For the vast majority of my life, I thought being an Asian-American—who went through the Palo Alto School District—meant that I was supposed to excel in academics. But, in reality, I did the opposite. I struggled through college, both in classes and in seeking experiences for my future. At first, I thought I was unique in not living up to expectations. But as I met more people from all different backgrounds, I realized my challenges were not unique. “I began capturing videos of students sharing their educational issues. Like me, many of my peers lack the study skills required to achieve our academic goals. The more I researched and developed videos documenting this lack of skill, the more I realized that student identities are often lost as they learn according to a traditional pedagogy. I ...

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Activities

1. Cultural stories from otherness First Activity NAME STORIES Second Activity WHO I AM Third Activity WEDDING STORIES

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