I believe the most efficient way of teaching multiculturalism to ethnically students is blended learning which combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. In addition, there must be focus on teaching the four basic language skills: listening, speaking, reading and writing.

Just to complete Mahfuz's idea I am telling you that teachers must accept every culture to teach multiculturalism.

The first stage of acceptance is assimilation which means not a real acceptance rather to force minority to change their culture. It is totally intolerant behavior.

The second stage is accommodation which means minority can be placed but we do not deal with them.

The third stage is adaptation meaning that minority must change their culture a little in order to be accepted by us.

The fourth stage is integration means both of minority and mainstream should change their culture in order to live near each other.

BUT!!! The most effective way is the fifth stage namely social inclusion when each partner feels themselves comfortable and live together without any confrontation. Each of them can accept the other and can enjoy their life absolutely.

Summarised the things above, our aim is to teach our students how could they form their attitudes towards inclusion.

Ágnes

Mahaz and Agnes, thank you very much for sharing with me your thoughtful and wise attitutdes and experience. I'll follow them in my work.

Regards, Janina

When dealing with inter-cultural communication, I think the most important thing is to realize that we all have unconscious (conditioned, learned) attitudes which are important part of OUR culture, which do not come form nautre, but largely cultural constucts, which evolved slowly and gradually and which do not work in other cultures. The next step is to realize (which is a hard step for hard-nosed Europeans) that people belonging to other cultures are not "underdeveloped" people who will "become civilised" and finally will become like us. No, they won't, and if they will, it will not be useful for them. The third step is to decipher the unconscius background of other cultures which may make understandable their different reactions. I have found extremely useful the books of Edward T. Hall in this respectt (especially the "Silent Language" written in the 1950's) which is full of excellent examples.

If I would ever have to teach inter-cultural communication, I would start with such examples (which can exven be displayed in the form of small "dramas"), and would discuss the implications with the students. Understanding the way of thinking of peoples belonging to other cultures helps to avoid conflicts, although the "gut fellings" may persist. I would also recommend a very interesting book of Alain C. Coulon: "The Sherpa and the White Man", which is available here on Research Gate and can be dowloaded.

Gyorgy,

Thanks a lot.

janina

What I think should be the most effective way is to work on stereotype ideas that this target group has about the culture of the others. These ideas can be gotten from questionnaire that demand that they state, for example, five things that they do not like; and five things they like about French people. You could also ask them to state five things that they like about the French culture and also five things that they do not like about the French culture. You will take into consideration all the ideas expressed about the French people. In teaching this class, after introducing the topic of multiculturalism, you tackle why they do not like the French people (i.e. preconceived ideas and prejudice). Next, highlight the good things for which they like the French and their culture. Before such a lesson end, the teaching should point out some of the stereotyped ideas about the group in question. By so doing, the teacher has underplayed ethnocentric behaviors thus advocating for acceptance of multiculturalism.

Interacting with those of other cultures and having honest, open dialogue is a great way to demonstrate that, at our core, we are all alike. Regardless of how we dress, the way we prepare our food -- we all have more in common than we are different.

Invite students or adults of other cultures into the class for a workshop. Solve a problem together in a creative workshop setting. Give students the opportunity to ask constructive questions. Once the veil of difference is peeled back, all that's left are the similarities, and respect begins to blossom.

I think Karen has it ... Immersion together in 'neutral' tasks, followed by facilitated reflection seems very much the way forward. The alternative of teaching in classroom about 'other cultures' can lead to the objectification of others and sometimes to cultural stereotyping.

There has been much work in attempting to break down the Hebrew/Arab divide through outdoor tasks using a reflective cycle and contemplative time in the desert to some interpersonal effect (although not noticeably to relaxed inter-community tension).

Denis, Karen and Bill, thank you very much for sharing your views. I fully agree with what you write.and am of the opinion there is still a lot to do in the field of equal treatment of all inhabitants of the world. Only then when having a proper attitude to every person, real multiculturalism is possible to be performed.

Hi Janina,

I agree with all the comments already made, which I found really interesting and useful.

I think that it is important to let students know that multiculturalism does not refer only to the recognition/protection of ethnocultural differences based on different geographical origins, but also to the rights of many individuals/groups who have historically been discriminated against, whether on the basis of sex, sexual orientation, or disability, among other factors. Respect for diversity of all types, therefore, becomes a central value-and-practice that unifies citizens and contributes to social cohesion.

Further, I think it is important to teach students that there are two reductionist poles to be avoided: 1) anti-multiculturalism, or the abomination of any sign of diversity and pluralism, negatively interpreting it to mean segregation and a lack of cohesion; and 2) extreme cultural relativism or uncritical multiculturalism, based on a naïve, essentialist conception of culture. And while it is necessary to counter both extreme positions, it is crucial to insist on the fact that multiculturalism is not incompatible with social inclusion, equality and social cohesion –as already noted by Lévi-Strauss in Race et Histoire.

I hope that this helps!

Best,

Dan

Hi, Dan,

Thanks a lot for your very wise and widely presented poitn of view on teaching multiculturalism. I'ii cite your words in one of my pblications , if you don't mind. Thanks a lot! Regards. Janina

You are welcome, Janina!

The following related publication of mine could be useful:

Rodríguez-García, Dan (2010) “Beyond Assimilation and Multiculturalism: A Critical Review of the Debate on Managing Diversity”. Journal of International Migration and Integration, 11(3): 251-271.

You can download it from my site.

Best,

Dan

Thanks alot, Dan,

I'll download it for sure.

Best regards,

Janina

I totally agree with the idea of immersion. The goal of "teaching" intercultural communication should be to create behavioural flexibility among the students. They should be able to adapt to any given situation. Teaching them about another culture goes into the background because it only gives them insight into that particular culture, not about cross-cultural adaptation in general.

Still, I need to point out a big problem here: I lived abroad for several years now and came to the realization that you should never underestimate the extent to which even local people behave differently simply because you are a foreigner and because they speak English with you.  The simple fact of speaking English makes them act very strongly in terms of "international culture". This idea is supported by several researchers who showed that when bi-culturals are primed with "western" ideas, they tend to think the western way, and the other way round.

With that said, I think one problem becomes clear: even inviting students from different cultures to collaborate on a project looses much of its potential if the lingua franca is English.

The question of finding a valid alternative to this is thus one of the most intriguing to me. And, to be honest, until today I question whether or not it makes sense at all to teach students back home, or whether the only thing that makes sense is to fully immerse yourself by living abroad and being coached in the local culture while you are already there.

To open their mind to the various realities of multi (pluri, inter, trans...) culturalism you may want to bring them to see exhibitions and performances done by members of various cultural background. This is the aspect of my classes students always prefer; they encounter the 'Other' and then become much more curious about related theoretical and historical notions. 

Louise Nathalie@your anwer is very  precious . Thanks a lot. I've never never thought of performances,exhibitions and many other arts, as I teach medical students. But your idea is priceless! I'll put it into practice. Thanks a lot!. Regards

You can read about one of my experience with geography students. It is quite an easy reading text. Best success with your initiative.

Conference Paper Boucher, L. N. (2008) “Teaching geography of world heritage”...

Hi

I think one way can be choosing a specific topic for each session of the class and asking the learners to go and search information on it, e.g. how  'greeting' is expressed in different cultures. It can help the learners to be familiarized with different cultures.