Welcome to HS 310
Understanding Diversity, Self Awareness and Change
Introduction and “check in”
Tell us who you are
Where are you? (physically)
Review of course expectations
Chat room interaction
Course assignments
Ford Foundation research
Class interactionsWe agree to the following guidelines in our treatment of one another:
Confidentiality: We will keep any personal information shared with one another private
Listen: We will listen without interruption to what others are saying
Encouragement: We will maintain an attitude of encouragement towards one another
Acceptance: We accept that others have valid differences of perspective from our own
Respect: We will treat one another with respect
Also:
Please eliminate distractions at your end– cell phones, TV, children (if it is possible to have them cared for by someone else during the chat)
Do not have “side conversations” with other students in the text box during class
The Modified Talking Circle
A talking circle as created and practiced by First Nations peoples often has a sacred or spiritual quality
I apologize if my borrowing of some aspects of this format seems disrespectful. It is not my intent.
Using some of the guidelines of a talking circle often helps facilitate class discussion, so with your permission, I would like to use it some of the time in our class sessions
The Modified Talking Circle
Visualize yourselves sitting in a “virtual” circleI will ask a question or introduce a topicEach of you in turn may respondThe next person will have a turn as soon as the speaker has finishedThere is no “cross talk”Please speak briefly enough so that everyone may have a reasonable turn
The Modified Talking Circle
In this way, each person will have a chance to share without having to compete for the chance
We will all have the opportunity to learn from one another
A person who does not wish to speak can simply say “pass”
No one is required to share personal information
Course Assignments
Participation:Synchronous discussions (24%)
Forum participation:
Asynchronous discussions (24%)
Weekly Reflective journals (21%)
Learning from an Elder (15%)
Observation and Reflection in Nature (9%)
Storytelling (7%)
Turning in assignments
Save your file with the following file name protocol:
Class.Assignment.Date.INITIALS
For example, for a journal:
HS310.J1.090909.GP
Turning in assignments
Assignments may be turned in at the link on the Moodle site
I will return them to you as e mail attachments
Please turn them in on time– you will lose points if they are late.
Ford Foundation Research
Alaska Native Ways of Teaching and Learning
You will be asked to fill out a “pretest” and a “post test”
You will be given a consent form to ask for permission to use your course materials (anonymously) in the research publications.
Understanding Diversity
Ways human beings differ
How is this important to our own ability to serve people effectively?
Self Awareness
Exploration of who you are:Culturally
Personality type
Ways of knowing
Values
Change
What attitudes, awareness or skills can each of us modify in order to become more effective in our ability to assist many different kinds of people?
What is the “context?”
Edward T. Hall wrote a series of books about intercultural communication. He developed a model in which he referred to “high context” and “low context” cultures. I will present more information on this model on the Moodle page.
High context cultures
Some people live among the same people all their lives, perhaps for generations. When this happens, less talking needs to be done because a person knows exactly what to expect from familiar people and situations. The “context” is known, expectations are understood, protocols are second nature.
Low context cultures
Some people move around a lot. They are frequently in situations that are unfamiliar. They need more information to understand expectations, and protocols are not understood. A great deal more talking is needed in these situations.
Examples of both situations
This concept has many ramifications. Instead of discussing “cultures” for the moment, let us think of examples of situations you have been in which reflect either “low context” or “high context” environments for you.
High context
When have you felt that the people, expectations and protocols were so familiar to you that little talking or explanation was needed?
Low Context
When have you found yourself in a context that was so unfamiliar that you were not sure what was expected or how to act in a way that would be considered acceptable?
Familiarity and comfort
Most of us are more comfortable in familiar surroundings. Some people are more used to entering unfamiliar contexts than others.What implications would this have for a person seeking help from a human services provider, or from you in the role you occupy professionally?
Reading for next class
Diller, JerryCultural Diversity: A Primer for the Human Services
Chapters one and two Cultural Competence
Journal for this week
Please reflect on your own cultural identity in the light of the exercise concerning “My multicultural self,” this evening’s discussion, the material assigned form the Diller textbook for this week, and your own thoughts and experiences.All journals are due by midnight on the Tuesday after our chat– in this case, Sept. 1st.
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