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Cultural Diversity and NVC. Spring 2009. Aims and Outcomes. Aim: To build on the introduction to NVC in previous module, this time in the context of promoting cultural diversity Outcomes: learners to be able to: Understand the importance of quality measures for promoting cultural diversity

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Aims and outcomes
Aims and Outcomes

Aim: To build on the introduction to NVC in previous module, this time in the context of promoting cultural diversity

Outcomes: learners to be able to:

  • Understand the importance of quality measures for promoting cultural diversity

  • Have an awareness of recent policy initiatives for colleges to help prevent violent terrorism

  • Have practised methods of discussing difference without making judgements

  • Have explored responses to potential conflict in class


Policy background
Policy Background

  • Speech_by_David_Bell_HMCI_further_education_The_first_Ofsted_inspection_cycle_and_the_way_ahead_(Word_format).doc

  • Common_Inspection_Framework_for_inspecting_education_and_training_(Word_format).doc

  • Cornwall College Ofsted monitoring 2009.pdf

  • Ofsted to inspect cultural diversity in schools.pdf

  • FE and terrorism from Guardian.doc


Link to this module
Link to this module

  • Examine and critically evaluate ways in which equality of opportunity and respect for diversity can be built into teaching and learning practice. (WPP 1.2)

    Paired activity – can you explain, as if to an Ofsted inspector, how you build respect for diversity into your teaching?


Reading exercise mixed blessings
Reading exercise – Mixed blessings

What strategies can/do you use to extract meaning

from a fairly long and complex article like this?


Communicating about cultural difference
Communicating about cultural difference

  • Look at these three pictures

  • Jot down thoughts/reactions

  • Why do you think I have shown them to you?


Being criticised for your culture
Being criticised for your culture

  • Divide into two groups – one will be English and one will be ‘foreigners’

  • Scenario is a social get together for people on a computers for beginners course

  • ‘Foreigners’ to go out and prepare – come in, find an English person to talk to and respond to their question

  • English people to start by asking: ‘So what do you think of England then?’ – then react to answer

  • Back to whole group – how did it feel to be criticised for basic cultural practices?


Respectful communication
Respectful communication

  • Remember Non-Violent Communication?

  • How could it help here?

  • The first stage of the NVC process is to observe without judging

  • Can you re-phrase the comments on English hygiene habits so that they are non-judgemental? (but still explore difference)


How do we react to difference
How do we react to difference?

  • Look at these pictures

  • Note your reactions/thoughts

  • Why have I shown you these pictures?

  • What do we/our students find difficult to understand/accept about some aspects of cultural practices linked to some Muslim communities?

  • In groups of 3 practice asking someone from a Muslim community about their culture without being judgemental – How did you find this?


Using empathetic listening to tackle anger and prejudice
Using empathetic listening to tackle anger and prejudice

  • Read the extract by Marshall Rosenberg

  • In threes check you understand the method he is explaining

  • Can you see how using these techniques of empathetic listening and reflecting back could help deal with difficult situations in your classes?


Possible scenarios
Possible scenarios

  • Responding to a story in the news, one of your students says loudly ‘You can’t trust any of them, all Muslims are terrorists’

  • An English born and bred student from a Pakistani background aggressively tells you they will support any team against England in the world cup



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