EDD401-UNIT 3 & 4

• Culture


  A composite of significant and interrelated factors, including:

  • Processes of social and human interactions
  • A body of knowledge
  • Dynamic, creative and continuous processes
  • Created by people
  • Continuously changing over time
  • A system of values, beliefs, norms and attitudes
  • Material artefacts
  • Unique verbal and non-verbal patterns of communication
  • Shared and learned
  • Influences the way people think, feel and behave
• Diversity


  A natural occurrence within society, linked to categories of race, ethnic groupings, language, socioeconomic class, gender and geographic origins
• No social category is homogenous, there is diversity between social categories, but also within the categories themselves
• Cultural diversity


  Many different cultures co-existing within one larger culture - a collection of the many diverse cultures that make up a society
• The South African classroom is a microcosm of South African society and so educators must be aware of, and sensitive to this diversity, particularly when teaching young learners
• Collectivist and individualist cultures


  Cultures can be divided into two categories: collectivist and individualist
• Macroculture


  The overarching symbols (e.g. flag, national anthem) and values (justice, equality, human dignity) shared to some degree by all citizens of a country
• Microculture


  Smaller groups such as religious groups, language groups, sports groups and even a classroom or office, where members share a belief in certain rules, roles, values and behaviours
• Cultural relativism


  The belief that culture cannot be criticised and everything about culture must be respected
• Ethnocentricism


  The inability to accept another culture's world view, the belief that 'my way is best'
• Both cultural relativism and ethnocentricism can create problems in a culturally diverse society, as different values, beliefs and observances are not necessarily acceptable to all
• There is a need to establish a limit, as not all elements of culture may be acceptable, such as sexist or violent practices
• Establishing this limit is very difficult and requires much sensitivity and balance
• Education and culture


  There is a dual relationship, where education is influenced and shaped by culture, while also being a powerful agent of cultural transmission and preservation
• Traditionally, teachers have been primarily responsible for transmitting the values, norms and heritage of the dominant group with a view to assimilating microcultures and establishing cultural homogeneity, thereby preserving the dominant culture at the expense of microcultures
• In post-apartheid South Africa this is no longer acceptable
• Teachers' role


  They must have an understanding and knowledge of their own cultures, be aware of the cultures of their learners, and know which cultural factors influence the teaching-learning process
• The classroom is the place where cultural transmission occurs, and research shows that the closer a learner's culture is to that of the teacher, the greater their chances of success
• Challenges in the classroom

  • Form of address: status, formality, learning names

  Customary behaviour: expectations for behaviour of children (collectivist/authoritarian vs. individualistic cultures)

  Providing feedback: ways learners ask for explanations, some may be reluctant as it is considered rude

  Communication style: displays of emotion/expressiveness, social distance, eye contact

  Perception of time: often culturally dependent, length of time spent on formalities before getting to business
• Verbal communication


  Words (direct/indirect styles, types of narratives told), voice (loudness, speed)
• Nonverbal communication


  Gestures, facial expressions, postures, eye contact, personal appearance and clothing, touch/personal space (proxemics)
• Direct and indirect communication styles

  Depend on social distance, power, and level of imposition, which differ from culture to culture