Overview
In Units 1 and 2, we began to think about our own cultural identity, our level of cultural competency, and the foundational concepts of culturally-inclusive teaching and learning. Building on this framework, in this unit we will study foundational theoretical perspectives on cultural identity, and begin to explore and describe our own cultural identity more robustly.
As humans, cultural identity is at the centre of our identity, informing our beliefs, values, traditions, and communication styles. Cross et al. (1989) describe culture as “the integrated pattern of human behavior that includes thoughts, communications, actions, customs, beliefs, values, and institutions of a racial, ethnic, religious, or social group” (p. 13).
As we have discussed, culture informs our conception of knowledge, truth, and learning – framing our perspectives on what information is important, how we discover truth, and what knowledge should be trusted.
Understanding cultural identity, then, serves as a foundation for creating authentic learning experiences for students. Developing an understanding of our own cultural identity, as well as how that cultural identity interacts with our experience of teaching and learning, can allow us to more deeply understand how cultural identify impacts the learning experience for those we teach.
Topics
In this unit, we will explore the following topics:
- Cultural Identity Theory
- The Role of Cultural identity in Teaching and Learning
Unit Learning Outcomes
When you have completed this unit you should be able to:
- Discuss key elements of cultural identity theory.
- Analyze your personal cultural identity.
- Summarize the role cultural identity plays in teaching and learning.
Activity Checklist
Assessment
- Unit 3 Discussion: Post your response to the following activities: Cultural Identity (Part A), Self-Assessment (Part B), and Syllabus Analysis (Part C). Be sure to respond to 2-3 of your peers’ posts.
- Assignment 2: Culturally-Inclusive Teaching and Learning Interview. Complete Part 3, a synopsis of what you have learned through the interview.
3.1 Cultural Identity Theory
Cultural identity is one important aspect of who we are as human beings. We “belong” to a cultural group (or groups), with some level of shared values, beliefs, and customs. Our cultural identity informs not only our customs and traditions, but also our social values as well as our beliefs about the roles of the individual, family, and society. Kim (2007) argues that cultural identity is “employed broadly to include related concepts such as subcultural, national, ethnolinguistic, and racial identity” (p. 238). endorsement” (as cited in Leavitt, Wisdom & Leavitt, 2017, p. 150).
Cultural identity theory first emerged in the 1980s in the study of intercultural communication. As researchers sought to understand the mediating nature of culture on our communications, variations of this theory were explored, including cultural identity negotiation theory and cultural identifications theory (Chen & Lin, 2016).
“The term cultural identity has been employed as an umbrella construct to encompass, or subsume, related group identities such as nationality, race, ethnicity, age, sex and gender, sexuality, socioeconomic status, regional identity, ethnolinguistic identity, political affiliation, and (dis)ability” (Chen & Lin, 2016, para. 2).
As you consider the theoretical concept of cultural identity, begin considering the aspects of your own identity (such as country of origin, ethnicity, religious affiliation, etc.) that form your own identity. This is an identity you will bring with you into your teaching experience, whether you teach domestically or internationally.
Cultural identity may be seen as both an individual identifier, as well as a relational identifier. In other words, while we have a sense of our own, individual cultural identity, being a member of a cultural group implies that our individual identity is both personal and social.
Cultural identity is both individual and social. “Cultural identities are inherently relational, and shape and are shaped by communication choices, behaviors, and negotiations, particularly within intercultural interactions” (Chen and Lin, 2016, para. 2). While we might think of “cultural identity” in terms of an individual trait, Kim (2007) suggests that cultural identity is both individual and collective. “Cultural identity also designates both a sociological or demographic classification, as well as an individual’s psychological identification with a particular group” (Kim, 2007, p. 238).
That is, an individual may have a specific cultural identity, as well as culturally identify with one or more cultural groups. “In one sense, cultural identity can be understood as the experience, enactment, and negotiation of dynamic social identifications by group members within particular settings. As an individual identifies with—or desires acceptance into—multiple groups, people tend to experience, enact, or negotiate not just one cultural identity at a time but often multiple cultural identities at once. Further, how one experiences her/his intersecting cultural identities with others can vary from context to context depending on the setting, the issue at hand, the people involved, etc.” (Chen and Lin, 2016, summary).
Because our own cultural identity is so much a part of who we are, we may not give it much consideration, particularly if we live, work, and interact primarily with those who share a similar cultural identity. For example, our beliefs about nutrition, cleanliness, modesty, knowledge, and marriage may seem “normal” to us unless we interact with others with different cultural identities.
As a child, my family lived in Papua New Guinea where my father taught at an international school and my mother served as a nurse at a clinic. For several years, I was a student at an international school. My teachers were primarily from North America and Europe, the students in my class were from a wide range of countries including South Africa, Australia, Canada, the US, Switzerland, Papua New Guinea, and the Philippines. We were black and brown and white. Some of us lived with our parents, and others lived in “children’s homes” with other children whose parents worked in more remote parts of the country. We studied in English which was the primary language spoken at home for some of us, but not for others. Many of us were ex-patriots, some of us were Indigenous. We were continuously engaged in cross-cultural experiences in our education and friendships. The school we attended was designed to prepare the children of ex-patriots for academic success upon return to their home country, so the curriculum was designed to meet the highest curricular standard from any of the countries represented, and had a distinctly Western European/North American influence.
Within this context, I came to learn that much of what I believed and experienced in life was informed by my cultural identity. I had been taught, for example, that women must wear shirts but that shorts are acceptable. In contrast, the Papua New Guinean culture required women to cover their legs. Adhering to both standards, girls in my school wore both shirts and skirts – and our gym uniforms includes a short tennis-style skirt.
Beliefs about gender roles are also informed significantly by culture – as well as religious beliefs. Within the North American context, for example, both women and men can be seen in both the roles of teacher and student; women teach men and men teach women. However, within the same country, varying beliefs about gender roles may inform how women and men communicate with each other.
3.1.1 Activity: Cultural Identity: Read & Reflective Journal
3.1.2 Activity: Cultural Identity: Self-assessment
3.2 The Role of Cultural Identity in Teaching and Learning
In this class, we have reviewed theoretical perspectives on cultural identity, analyzed our own cultural identity, and assessed our own cultural competency. Based on this foundation, we now consider the role that cultural identity plays in teaching and learning.
Consider the curriculum in your own undergraduate experience. To what extent did that curriculum reflect your cultural beliefs and values? Was your culture represented in the resources you read in class? The topics/disciplines you explored? The ways in which you believe knowledge is created? The professors who taught you? The other learners in the class? Special speakers on campus?
Culturally inclusive teaching and learning necessitates that learners must be given access to learning experiences and environments that acknowledge and value their cultural identities.
According to Durie (2003, as cited in Laffier, Petrarca & Hughes, 201), “Cultural identity comes from having access to a) your culture—its institutions, lands, language, knowledge, social resources, economic resources, b) the institutions of the community (lifestyle) — its codes for living (social and environmental), nutrition, safety, protection of physical, spiritual and emotional integrity of children and families and cultural expression and cultural endorsement” (p. 150).
Western education relies heavily on a European model of teaching and learning, which is often perceived as the “norm” to students and professors who learn and teach within that context. However, when students from other cultures engage in this curriculum, they may be challenged by the unspoken expectations regarding the roles of teacher/student, a dearth of diverse perspectives, or different assumptions about appropriate communication. While we may be familiar with the educational environment in which we learned, it may or may not reflect our cultural values or identity.
Reflect for a minute on your experience in education. Were your cultural values, history, traditions, and ways of knowing valued in your own experience of school?
Hickling-Hudson and Ahlquist, (2003) argue that education in both North America and Australia is highly-informed by European culture, which creates an educational environment and experience that does not effectively support Indigenous students in their learning. The Eurocentrism of the North American and Australian curriculum offered to many Indigenous students is not officially recognised, does not meet their educational needs, yet it is, in our view, an important factor explaining their relative lack of success in the educational system. This sort of education takes it for granted that Eurocentric learning with all its ethnocentric and racial ideologies is, and should be, the norm, the assumption being that all children, regardless of ethnicity, language, class, gender, will benefit from this curriculum” (Hickling-Hudson and Ahlquist, 2003, p. 3). Their case study found that Indigenous students who learned in environments that more fully reflected their cultural identity were more successful. This, of course, makes intuitive sense to us. We learn more (and more deeply) when we feel like we belong – and our sense of belonging can be influenced by our sense of whether we fit in culturally and whether our culture is valued (or judged or ignored). Think again about your own experience in educational settings. Think of others with whom you studied. Were their cultures valued?
Teaching cross-culturally can present both opportunities and challenges; if the teacher and student hold different cultural identities, both must enter the experience with respect for the others’ cultural identity, and employ strategies to engage in culturally respectful communication.
Context is also important, too. Cross-cultural teaching and learning can take place in a variety of different contexts. Some examples include:
- An Asian-Canadian professor teaching a university class in Canada with students from several different cultural backgrounds.
- A Caucasian-Canadian professor teaching a university class in the U.S. with students including White, African-American, and Asian students.
- An African-American professor teaching a class in which the students are predominantly white.
- A Hispanic professor in Canada teaching a class of students from diverse cultural backgrounds.
- An aboriginal professor teaching in a predominantly white school in New Zealand.
- A Caucasian Canadian professor teaching in an English language university in Lithuania in which the students are Lithuanian and Russian.
- A First Nations professor teaching an online class to students from a wide range of cultural backgrounds.
- A Caucasian Canadian facilitating a class in Beijing with all Chinese students.
- An Asian-Canadian teaching a university class in Canada which most of the students are international, primarily from Central American.
Consider how these contexts might be different. Does it make a difference if the class includes students from a range of cultural backgrounds? Does the location matter? If a student is studying internationally (or attending an international school) will their expectations or preparedness for cross cultural communication be different? In your role as teacher/facilitator, how would you ensure that students’ cultural identities are reflected in the learning environment and learning experience?
3.2.1 Activity: Cultural Identity in the Academy
3.2.2 Activity: Syllabus Analysis
3.2.3 Activity: Key Terms Review (ungraded)
Unit Summary
In this unit, we focused on cultural identity theory, considering how cultural identity influences the experience of teaching and learning – and how cultural competency can enhance and deepen the effectiveness of the teaching and learning experience. In the next unit, we will assess implicit cultural bias and its role in teaching and learning.
Assessment
Unit 3 Discussion
Part A: Cultural Identity
After reading the Chen & Lin (2015) and Kim (2007) articles, identity and describe three important elements of cultural identity, as discussed by the authors. For each element, discuss how you would apply this knowledge within your classroom.
Part B: Self-Assessment
Refer to the cultural identity self assessment you took in Activity 3.2. After completing the assessment, reflect on prepare a 250-word post that describes your cultural identity. Consider including a discussion of the aspects of your identity that are important to you, such as your ethnicity, communication style, values, beliefs, etc.
One element of effective teaching is the ability to engage with students on an authentic level. Being aware and respectful of their cultural identity can serve as a foundation for more authentic learning. As you read the posts from other learners, consider how you can demonstrate your value of and interest in their cultural values, beliefs, and identity. Respond to the posts of two other learners, with questions that demonstrate your interest in who they are as human beings. For example, you might write something like: “Your family seems very important to you. Can you tell me more about the importance of family to you?” or “You mention the importance of cultural traditions. What is one of your favourite traditions, and what does it mean to you?”
Part C: Syllabus Analysis
Locate a syllabus for an undergraduate class, preferably a course you have taken or will be facilitating. Review the syllabus from the “cultural identity” and “cultural competency” lens. In a post, respond to the following prompts:
- Describe the course by including the general discipline, level (ie first-year, for majors, etc.)
- To what extent do the resources used in the course (books and other media) include voices from different cultures? Are the authors all white? Predominantly male?
- To what extend do the topics reflect diverse cultural values?
- In what other ways do you think the course reflects or does not reflect a culturally competent lens?
Submit Parts A, B, and C and the discussion board for this unit. Be sure to respond to 2-3 of your peers’ posts.
Assignment 1: Culturally-Inclusive Teaching and Learning: Interview
After conducting the interview, prepare a synopsis of what you have learned. How do your answers compare to the answers of the person you interviewed? Include at least three areas where you will need to use new strategies to create a culturally-inclusive learning experience for students. What strategies might you use? Be sure to integrate scholarly literature as appropriate.
See the Assessment tab for full details on this assignment.