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Towards Cross Cultural Sensitivity in the Human Services. Instructor Edition

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Towards Cross Cultural Sensitivity in the Human Services. Instructor Edition DOCUMENT RESUME ED 387 553 UD 030 613 AUTHOR Wolfson, Gloria TITLE Towards Cross Cultural Sensitivity in the Human Services. Instructor Edition. UCFV Press Instructional Series. REPORT NO ISBN-895802-12-1 PUB DATE 92 NOTE 139p.; The separate "Student Edition," is identical except i:or the omission of pages 5-18, 57-80. AVAILABLE FROMUniversity College of the Fraser Valley Press, 33844 King Road, RR g2, Abbotsford, British Columbia V25 4N2, Canada ($20 Canadian). PUB TYPE Books (010) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Case Studies; *College Students; Cross Cultural Studies; *Cultural Awareness; Cultural Differences; *Ethnic Groups; Foreign Countries; Higher Education; *Human Services; Immigrants; Indigenous Populations; Minority Groups; Models; *Racial Discrimination; Teaching Guides; Values IDENTIFIERS *British Columbia; Canada; Cultural Competence; *Identity Formation ABSTRACT This instructor's manual provides an overview of educating human-services workers in British Columbia (Canada) in order to change and understand racism. In addition to exercisesthat can be used with classes to promoteexamination of beliefs and values, brief histories of racism in British Columbia and the experiences of specific racial or ethnic groups are traced. British Columbia is a microcosm of intense and controversial racial and cultural interactions. Several models of cross-cultural social work are explored, so that students can understandwhat cross-cultural work with p,ople should entail. Ten case studies are presented to get students to think about the issues involved. Effective cross-cultural teaching calls for a critical approach that must begin with the learners and their world views. The structure of this manual parallels that of the student edition, with the following sections: (1) Introduction;(2) Journeys of Discovery: Teaching Cross Cultural Social Work Practice;(3) Historical Antecedents to Racism; (4) Beliefs, Values, and Racism;(5) Values Exercises: Activities for Self Examination;(6) Models of Cross Cultural Human Service Work; (7) Case Studies; and (8) Agency Resources, Resources, and Bibliography. (Contains 5 tables, 8 figures, 18 resources, and86 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. TO111111 IN THE HUMAN SERVICES U 5 DEPARTMENT Of EDUCATION , e nSF ducanonaI Resarch and 1110/Oyst,ont E Ot .ATtONAL RESOURCES INFORMATION CE NTER (ERIC) "0 JO< urnent has been reproduced es Porn the person or organtzetton ,ndinanng .5 ',Amor Changes have been rnade tO wnPeOVI ,ep,ocluchOn auShly Developed by Gloria Wolfson tto,ts ol oan.onsstatod.n bra docu- rnent ot, not necega,anly raaprana4n1 official t SE Ph poSlion POI.Cy INSTRUCTOR PERMISSION TO REPRODUGE THIS MATERIAL HAS BEEN GRANTED BY EDITION* U c.I Lc: BEST COPY AVAILABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) TOWAR S CROSS CULTURAL IiIETHI!!!!!!!!EIR,Y,,CES Developed / Edited by Gloria Wolfson INSTRUCTOREDITION] UCFV i1114NPRESS Instructional Series TOWARDS CROSS CULTURAL SENSITIVITY IN THE HUMAN SERVICES (Instructor's Edition) was originally developed for the BC Ministry of Advanced Education, Training and Technology, and the Centre for Curriculum and Professional Development. c Province of British Columbia, Ministry of Advanced Education, Training and Technology, 1992. Published by UCFV Press by permission of the Centre for Curriculum and Professional Development. Reproduction of this work, in whole or in part, without written permission of the copyright holder is prohibited. COVER DESIGN AND FIGURES: Walter Costinak & Denis Cunningham 2 Design and Communication COVER PRINTED BY: Abbotsford Printing SPINES PRINTED BY: GEC Canada, Inc. INSIDE PRINTING, COLLATING, BINDING: Janet Allanson, UCFV Print Services EDITED FOR UCFV PRESS BY: Ken Fernstrom PUBLISHED BY: UCFV Press University College of the Fraser Valley 33844 King Road, RR #2 Abbotsford, BC V2S 4N2 phone: (604) 853-7441 fax: (604) 853-9990 Printed on recycled paper. ISBN 1-895802-12-1instructor's Edition ,f TABLE OF CONTENTS INTRODUCTION Why This Project, and Why Now? 1; How To Use This Manual 1;Structural Inequities and Racism 2 JOURNEYS OF DISCOVERY: TEACHING CROSS-CULTURAL SOCIAL WORK PRACTICE Introduction 5; A Philosophical Overview 6;Orientations to Teaching and Learning 8; A Planning Model for Participatory Teaching15 HISTORICAL ANTECEDENTS TO RACISM Introduction19; Aboriginal People 21; Chinese People 25; Japanese People 30; South-Asian People 33; Black People 38; Latin American People 43; Cambodian People 45 BELIEFS, VALUES, AND RACISM Beliefs and Values 47; Development of Beliefs and Values 48; Cultural Values 48; Racism 50; Racie:1 Oppression 53; Internalized Racism 55 VALUES EXERCISES: ACTIVITIES FOR SELF-EXAMINATION Introduction 57;Values Inventory 58; Barnga 64; The Power Flower 65; Body Ritual of the Nacirema 68; Personal Value Awareness 69;Values Identification 73; Privilege Awareness 75; Stereotypes 76; Designing a Racist Community 79 MODELS OF CROSS CULTURAL HUMAN SERVICE WORK Introduction 81; The Cultural Competence Model 82;"High Context/Low Context" Model of Cross Cultural Social Work 89; Racial/Cultural Identity Development Model 93; The Medicine Wheel: Where the People Gather 100; Conclusion 102 CASE STUDIES 103 AGENCY RESOURCES 115 RESOURCES 119 BIBLIOGRAPHY 123 THE CONTRIBUTORS 132 Acknowledgements This manual was truly a group exercise. Principle contributors were: Alejandro Rojas, Adrienne Chan, Kathy Sparrow, Ken Clement, Stan de Mello, Theresa Neel, Gloria Wolfson, Georgina Marshall, Sandy Chinnery, and Satwinder Bains. The version of this manual submitted to the Ministry of Advanced Education, Training and Technology was edited by Paul Burkhart. Others who shared their time and expertise included Sashi Assanand, Doyle Clifton, and Nell-Ann Toegel. Debi Block (who provided invaluable assistance) and Dennis Anderson (from the Centre for Curriculum Development) also had a role in making this manual a reality. Thanks to Ken Fernstrom from UCFV Press for his support. iv E INTRODUCTION Why This Project, and Why Now? The past decade has been a time of great change for Canada in terms of both the numbers and composition of immigrants to Canada and, in particular, to British Columbia. Canada has, with fts Multicultural policy, hopefully become the Canadian mosaic it set out to be. However, there is still much to be done in terms of easing the settlement of new immigrants and coming to terms with our Aboriginal and other cultural minority populations. We need to provide better ways of training human service workers to be sensitive both to their own cultures and to the needs of others. For too long we have assumed, as social work educators, that there is only one way that people can access services and that if they fail to make use of services then there must be something the matter with the people. In other words, we, the mainstream service deliverers, have failed to make services relevant and culturally accessible to minority populations. This manual does not set out to change the service delivery system; that is something that others will have to work on. However, we believe that, as educators, we can make a difference in service delivery if we can train workers to be more culturally sensitive to both their ownneeds and those of diverse populations. The original working title of this manual was "Towards Cultural Competence in the Human Services". The working group quickly realized that this was ethnocentrism on our part.Cultural competence is an end goal, worth striving for no doubt, but probably not achievable. What we hope we can do is help produce workers who are more sensitive to both their own and others' cultures; workers who regard culture as a construct which is real for the person whose culture it is. How To Use This Manual In this instructor's manual we try to provide an overview of educating for change and abrief understanding of racism. Besides exercises which you can use with your classes to promote examination of values and beliefs, a brief history of specific groups in British Columbia and their experience with racism is provided. Also included are several models of what could be called "cross-cultural social work" so students can understand what cross-cultural work with people really shouldentail. The purpose of the case studies is to get students to thinkabout the issues involved. Introduction 2 Structural Inequities and Racism The relations of power, which we loosely group as gender, race, and class, are not discrete realities that can be separated out in relation to how people experience life. If we wish to take into accoult the multicultural nature of work in the field of Human Services, we cannot simply add 'race' onto our considerations of social services work. Whether a person is a woman or man, Black or White, poor or economically well situated, heterosexual or homosexual, each of these "identities" is inextricably bound with the others. Further, every kind of inequity or disadvantage is compounded by every additional form of exclusion or marginalization. The woman who is from a visible minority group, and the man who is old and has a physical disabilitythese people experience prejudice in a much more profound way than a person who resembles the masses of mainstream society. The impact of poverty on the individual and on the family is oppressive. Many studies have documented the effects of poverty on school performance, job
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