The Poetics and Politics of Identity at the Crossroads
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Awareness of Self As a Cultural Being
Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Foundations of Infant Mental Health Training Program 2013/2014 Central California Children’s Institute, Fresno State November 2013 Awareness Of Self as a Cultural Being Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) 2) How does race/ethnicity continue to impact infant mental health practice in 2013? The role of modern oppression • Video clip II • Identifying 5 kinds of "modern isms" Activity 3: Identifying isms • Video clip III • Identifying 5 "survival behaviors"/internalized oppression Activity 4: Identifying survival or i.o. behaviors • 11:45 - 12:45 Working lunch 3) Understanding my multiple identities, Part II Activity 5: Understanding how power impacts identity 4) Identifying alternative behaviors Activity 6: Identifying options in cross cultural infant mental health interactions 5) Closure: Appreciation, Regrets, Learnings and Re-learnings Multicultural Process of Change (at all levels) Monoculturalism Pluralism Rejection of differences and a .Recognize Acceptance, appreciation, belief in the superiority of the .Understand utilization and celebration of dominant group at the following .Appreciate similarities and differences at levels: .Utilize Differences these levels: • Personal • Personal • Interpersonal • Interpersonal • Institutional/Systemic • Institutional/Systemic • Cultural • Cultural (“Emancipatory Consciousness”) Social/Economic Justice Monoculturalism Pluralism (“Melting Pot”) (“Salad Bowl/Fruit Salad”) Assimilation Diversity Exclusion Inclusion *Designed by: Valerie A. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document. El Dia De Los Muertos
DOCUMENT RESUME ED 475 817 SO 034 735 AUTHOR Marchick, Gloria Becker TITLE El Dia de los Muertos: A Reference Module for Elementary and Middle School Students. Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2002 (Mexico). SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 2002-00-00 NOTE 14p. PUB TYPE Guides Classroom Teacher (052) Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS Area Studies; *Art Activities; *Cross Cultural Studies; *Cultural Awareness; Curriculum Development; Diversity (Student); Elementary Education; Foreign Countries; Global Approach; Mexican Americans; Middle Schools; Reference Materials; Social Studies IDENTIFIERS California; *Dia de los Muertos; Fulbright Hays Seminars Abroad Program; *Mexico ABSTRACT The story of the conquest of Mexico, Mezo-America, and South America is widely known, and most of the known traditions are referred to as historical events and in the past tense. "El Dia de los Muertos," however, is a perfect example of the blending of two cultures or transculturation. To ignore what California's large Hispanic population brings to the United States would be grievous. Therefore, this curriculum project is for teachers who do not have local libraries or school libraries that feature sections on diversity. The project materials are tools that teachers can use to expose non-Hispanic students to an interesting cultural event and to give Latino students public recognition of a pride-filled celebration. It increases cultural awareness and instills in students a willingness to explore and experience a cross-cultural experience. When this background reference reading has been completed by the students, they are asked to build individual or class altars in memory of a departed relative (or even a pet). -
Plans to Live on a Reservation Following College Among American Indian Students: an Examination of Transculturation Theory
Journal of Research in Rural Education, 2011, 26(3) Plans to Live on a Reservation Following College Among American Indian Students: An Examination of Transculturation Theory Terry E. Huffman George Fox University Citation: Huffman, T. (2011). Plans to live on a reservation following college among American Indian students: An examination of transculturation theory. Journal of Research in Rural Education, 26(3). Retrieved from http://jrre.psu.edu/articles/26-3.pdf. This paper focuses on American Indian college students and uses transculturation theory to examine factors related to self- reported plans to live on a reservation following completion of college. Transculturation theory assumes a strong cultural identity is fundamental to academic success. The author uses the basic premise of this perspective to consider an extension to its assumptions. Findings indicate that an implied assumption of the transculturation perspective is that American Indians closely aligned with traditional culture tend to seek careers in which they serve Native communities and more likely plan to live on a reservation after college. Many American Indian reservations are in need of the tendency for rural communities to lose many of their substantial and sustained community development when talented young people to urban areas (Carr & Kefalas, poverty rates, unemployment rates, and indicators of poor 2009). Nevertheless, there is debate whether the same push- health chronically remain above national and state levels pull factors confronting individuals from rural areas operate (Anderson & Parker, 2008; Cornell & Kalt, 2000). Tribal in a similar manner for American Indian individuals who members who have the necessary professional and cultural often hold unique cultural ties to reservations and may not proficiency to provide leadership are fundamental to the desire to pursue personal opportunities in cities (Huffman, capacity building of reservations (Anderson, Benson, & 1986; Lee, 2009). -
The Role of Acculturation and White Supremacist Ideology
American Psychologist © 2019 American Psychological Association 2019, Vol. 74, No. 1, 143–155 0003-066X/19/$12.00 http://dx.doi.org/10.1037/amp0000368 Racial Trauma, Microaggressions, and Becoming Racially Innocuous: The Role of Acculturation and White Supremacist Ideology William Ming Liu and Rossina Zamora Liu Yunkyoung Loh Garrison, Ji Youn Cindy Kim, University of Maryland Laurence Chan, Yu C. S. Ho, and Chi W. Yeung The University of Iowa Acculturation theories often describe how individuals in the United States adopt and incor- porate dominant cultural values, beliefs, and behaviors such as individualism and self- reliance. Theorists tend to perceive dominant cultural values as “accessible to everyone,” even though some dominant cultural values, such as preserving White racial status, are reserved for White people. In this article, the authors posit that White supremacist ideology is suffused within dominant cultural values, connecting the array of cultural values into a coherent whole and bearing with it an explicit status for White people and people of color. Consequently, the authors frame acculturation as a continuing process wherein some people of color learn explicitly via racism, microaggressions, and racial trauma about their racial positionality; White racial space; and how they are supposed to accommodate White people’s needs, status, and emotions. The authors suggest that acculturation may mean that the person of color learns to avoid racial discourse to minimize eliciting White fragility and distress. Moreover, acculturation allows the person of color to live in proximity to White people because the person of color has become unthreatening and racially innocuous. The authors provide recommendations for research and clinical practice focused on understanding the connections between ideology, racism, microaggressions and ways to create psychological healing. -
Multicultural Education As Community Engagement: Policies and Planning in a Transnational Era
Vol. 14, No. 3 International Journal of Multicultural Education 2012 Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era Kathryn A. Davis Prem Phyak Thuy Thi Ngoc Bui University of Hawai`i at Mānoa U. S. A. Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era. Transnationalism, Neoliberalism, and Education Resisting Monoculturalism in Nepal Reimagining Globalization, Multiculturalism and Education in Vietnam Multicultural Education as Community Engagement Notes References Indigenous and multicultural education across borders reveals ongoing debate over policies affecting achievement among students from linguistically-diverse and socioeconomically-marginal communities (Davis, 2009; Luke, 2008, 2011). Researchers (Evans & Hornberger, 2005; Luke, 2011; Wiley & Wright, 2004) document the negative impact on students of global trends towards one-size-fits-all approaches to basic skills, textbooks, and standardized assessment. These and other scholars from multilingual countries such as Australia, Canada, Namibia, New Zealand, and the Republic of South Africa (Beukes, 2009; Luke, 2011) have argued for policies of inclusion which promote community ideologies and language choice in schools through culturally responsive and linguistically responsible education. -
Flexible Acculturation
FLEXIBLE ACCULTURATION HSIANG-CHIEH LEE National Science and Technology Center for Disaster Reduction, Taiwan “Flexibility” has become an important concept in studies of globalization and transnationalism. Most academic discus- sions fall into the literature of global capitalist restructuring: e.g., Piore and Sabel’s (1984) notion of flexible specialization and David Harvey’s concept (1991) of flexible accumulation. These discussions are centered on economic production and market logics. Theoretical discussions of flexibility about other regimes of power — such as cultural reproduction, the nation- state and family — are relatively insufficient. In this paper, I explore the concept of “flexible acculturation,” first proposed by Jan Nederveen-Pieterse (2007), to show a cultural aspect of transnational flexibility. I situate my discussion in the literature of transmigration studies and define flexible acculturation as having four important virtues: (1) it has diverse social players, rather than just political and economic elites; (2) it refers to interac- tions, not just differences; (3) it involves multiple processes; and (4) it is not just about agency but also about social regulations. These definitions help to explain why flexible acculturation is different from other concepts that have been proposed. I further argue that definitions of important social actors are contingent on a specific set of flexible acculturation processes. Social ac- tors discussed in this paper include governments, the public, transmigrants, and women. “Flexibility” has become an important concept in studies of globalization and transnationalism, especially after David Harvey’s Hsiang-Chieh Lee (PhD, University of Illinois at Urbana-Champaign, 2008) is a senior assistant research fellow in National Science and Technology Center for Disaster Reduction in Taiwan. -
Awareness of Self As a Cultural Being
Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Enhancing Cultural Competence In Clinical Care Settings (4C) Training February 6th. March 20th, 2015 Central California Children’s Institute, Fresno State Desired Outcomes Participants will – Be able to identify themselves as cultural beings on up to 12 variables – Be able to identify up to 10 ways that racism and other “isms” may impact their practice in subtle ways – Practice identifying dysfunctional cross cultural behaviors within themselves and/or among others that they work with – Learn up to 10 alternative behaviors for enhancing their mental health practice – Be able to multicultural tools learned to "Getting to the Green “ theory and practice 2 © VISIONS, Inc. 2011 Awareness Of Self as a Cultural Being Overview of Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) II) Three dimensions of Change – the role of emotional literacy Activity 3: Feelings activity Links to “Getting to Green” III) Understanding four levels of oppression and change Awareness Of Self as a Cultural Being Overview of Agenda/ "Map” IV) Understanding my multiple identities, Part II Activity 4: Understanding how power impacts identity; power walk/TNT exercise -
The Cantle-Modood Debate
Debate Ethnicities 0(0) 1–24 ! The Author(s) 2015 Interculturalism versus Reprints and permissions: sagepub.co.uk/journalsPermissions.nav multiculturalism – The DOI: 10.1177/1468796815604558 Cantle-Modood debate etn.sagepub.com Marco Antonsich Loughborough University, UK Email: [email protected] On 25 March 2015, the Migration, Identity and the State (MIS) Research Cluster within the Human Geography Research Group at Loughborough University invited Ted Cantle and Tariq Modood to discuss a central question of contempor- ary societies: ‘how to live together in diversity’. As societies are becoming increas- ingly diverse, the question is indeed no longer how to live with, but in diversity (Antonsich, 2014; Antonsich and Matejskova, 2015). This is not only a shift in prepositions, but a conceptual shift which aims to convey two ideas. First, diversity is not only something ‘carried’ by minorities which leaves the majority group untouched; but in a future which demographic projections anticipate as even more diverse, diversity itself might become the mainstream. Second, and ensuing from this demographic scenario, to live with presupposes tolerance as the answer to the above question. Yet, tolerance itself is deeply problematic, being indeed imbued with an uneven power relation (Brown, 2009), as ‘tolerance always presupposes a control over what is tolerated’ (Hage, 2000: 89). Using in is therefore a tactical move to open up the terrain for a more thorough exploration of diversity and the related urge for governing diverse societies (Matejskova and Antonsich, 2015). The ‘Cantle-Modood debate’ presented here, with additional commentary by Iacovino, who expands this debate overseas by bringing in the case of Quebec, intervenes exactly on this question and it does so by juxtaposing two approaches: multiculturalism and interculturalism. -
As a Counselling for Multicultural Integration
International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 2017, Vol 4, No.3,145-149. 145 Available online at http://www.ijims.com ISSN - (Print): 2519 – 7908 ; ISSN - (Electronic): 2348 – 0343 IF:4.335; Index Copernicus (IC) Value: 60.59; UGC Recognized -UGC Journal No.: 47192. 1st July Advaitin Principles: As a Counselling for Multicultural Integration Mitali Bhagabati Research Scholar, Department of Philosophy,University of Delhi, India Abstract Vedanta Philosophy is recognised as one of the greatest philosophical traditions worldwide. Considering either as a religion or as a philosophy, the practise of Advaita principles can always be the guaranteed consolation to the critical issues of disintegration as the core concept of Advaita Vedanta is “non-dualism”. It cannot be the case that there is no diversity in the world. The question generally arises; can we reach any sort of consensus to solve the issue of plurality on name, caste, creed, culture? Multiculturalism is a social policy to conquer cultural and religious diversities.The aim of this paper is to analyse, how the advaitin principles of non-duality can be applied as a counselling for multicultural integration. The Multicultural approach can lead a united society annihilating diversity. So, it is significant to understand how multicultural aptitude can be developed in the mind of people in general. But to understand multiculturalism as a response to cultural diversity, one needs to revive one’s own inner divinity. Certain philosophical counselling may become helpful for such self-realisation in a person. So, an attempt is made here to study the advaitin principles as a counselling for multiculturalism. -
What Biculturalism Is and Why It Matters
Multicultural Identity and Experiences: Cultural, Social, and Personality Processes Verónica Benet-Martínez ICREA1 and Universitat Pompeu Fabra To appear in K. Deaux & M. Snyder (Eds.), Handbook of Personality and Social Psychology. Oxford University Press. 2nd edition. Date: December 2016 1Catalan Institution for Research and Advanced Studies 1 Abstract This chapter discusses the cultural and social-personality psychological processes involved in multicultural experiences and identities, and the societal factors which influence these phenomena. To do so, relevant findings and theories from the subfields of acculturation, sociology, cultural, social, and personality psychologies are reviewed and integrated. The chapter includes sections devoted to defining multiculturalism and its components at the individual, group, and societal level, explaining the links between multiculturalism and related constructs such as acculturation and interculturalism, and synthesizing the fast growing literatures on cultural frame-switching, individual differences in multicultural identity, and outcomes resulting from multicultural identities and experiences. The chapter concludes with a discussion of future challenges and needed directions in the psychological study of multiculturalism. Key words: Multiculturalism, multicultural, biculturalism, bicultural, interculturalism, intercultural, acculturation, bicultural identity integration, identity, ethnicity, culture 2 Multiculturalism: Cultural, Social, and Personality Processes “Each day I am reminded of -
Cuban Counterpoint
Cuban Counterpoint TOBACCO AND SUGAR By FERNANDO ORTIZ Translated from the Spanish by HARRIET DE ONIs Introduction by BRONISLA W MALINOWSKI Prologue by HERMINIO PORTELL VILA. New Introduction by FERNANDO CORONIL 'J ) DUKE UNIVERSITY PRESS Durham and London 1995 THE PENNSYLVANIK STATE UNNERSITY COMMONWEALTH CAMPUS Ll8RARH:S , BERKS CONTENTS INTRODUCTIONTO THE DUKE UNIVERSITY PRESS EDITION, by Fernando Coronil IX INTRODUCTION, by Bronislaw Malinowski lvii By WAY OF PROLOGUE, by Herminio Portell Vila lxv 1. CUBAN COUNTERPOINT 3 II. THE ETHNOGRAPHY AND TRANSCULTURATIONOF HAVANA TOBACCO AND THE BEGINNINGS OF SUGAR IN AMERICA ( I) On Cuban Counterpoint 97 (2) The Social Phenomenon of "Transculturation" and Its Importance 97 (3) Concerning Tobacco Seed 103 (4) Concerning the Low Nicotine Content of Cuban Tobacco 104 (5) On How Tobacco was Discovered in Cuba by the Europeans 104 (6) Tobacco Among the Indians of the Antilles III (7) The Transculturation of Tobacco 183 (8) On the Beginnings of the Sugar-Producing In- dustry in America 254 (9). "Cachimbos" and "Cachimbas" 267 (10) How the Sugar "Ingenio" Has Always Been the © 1947Alfred A. Knopf, Inc. Favored Child of Capitalism 267 First printing in paperback by Duke University Press 1995 Third printing, 2001 (I I) The First Transatlantic Shipments of Sugar 282 All rights reserved (12) How Havana Tobacco Embarked Upon Its Con- Printed in the United States of America on acid-free paper 00 quest of the W orId 283 Library of Congress Cataloging-in-Publication Data appear on the last printed page of this book. GLOSSARY. 3II INDEX FOLLOWSPAGE 312 [v I On Cuban Counterpoint •• THEattemptprecedingto exhaustessaytheis ofsubject,a schematicnor doesnature.it claimIt makesthat theno economic, social, and historical contrasts pointed out between the two great products of Cuban industry are all as abso• lute and clear-cut as they would sometimes appear. -
Uses and Abuses of the Notion of Legal Transculturation: the Puerto Rican Example?
The Uses and Abuses of the Notion of Legal Transculturation: The Puerto Rican Example? Charles R. Venator Santiagot Fernando Ortiz first coined the term transculturation during the 1940s as a substitute for the then prevailing concept of acculturation.' According to Ortiz, this neologism provided a more accurate depiction of the process of national formation. To be sure, he argued that the word transculturation expressed the highly varied phenomena that have come about in Cuba as a result of the extremely complex transmutations of culture that have taken place here, and without a knowledge of which it is impossible to understand the evolution of the Cuban folk, either in the economic or in the institutional, legal, ethical, religious, artistic, linguistic, psychological, sexual, or other aspects of life.2 It followed that the notion of transculturation was more flexible than the concept of acculturation, and more able to accommodate the nuances, ambiguities, and fluidity of national formation processes while acknowledging the multiple contributions of its members. In Mary Louise Pratt's terms the nation of Cuba became a "contact zone" where multiple traditions clashed and mutually constituted one another.' These interactions in turn resulted in the creation of a new national culture that drew on multiple cultural traditions. Ortiz' notion of transculturation, however, was premised on a conception of the nation that resulted from an internal process of national formation. Moreover this notion of transculturation did not account for the continuous influence of external interventions such as United States imperialism. Puerto Rican legal scholars such as Carmelo Delgado Cintr6n,4 Josd Trias Monge,5 Liana Fiol Matta,6 and Rub6n Nazario Velasco,7 have used the notion of t Department of Politics, Ithaca College.