Cultural Sensitivity Training For Teachers with Sudanese Students By: Chem Chinoda and Kayla Smart University of Alberta EDPY 413

Cultural Sensitivity Training For Teachers

with Sudanese Students

By: Chem Chinoda and Kayla By: Chem Chinoda and Kayla Smart Smart

University of AlbertaEDPY 413

Cultural Sensitivity Training For Teachers with Sudanese Cultural Sensitivity Training For Teachers with Sudanese StudentsStudents

• ““It is acknowledged, however, that in It is acknowledged, however, that in times of major change or transition, times of major change or transition, such as immigrating to another such as immigrating to another country, value systems may be country, value systems may be challenged during the process of challenged during the process of acculturation.” acculturation.”

– – M. Ebbeck and C. Cerna (p 307)M. Ebbeck and C. Cerna (p 307)

What is Cultural Awareness ?What is Cultural Awareness ?

• Someone's cultural awareness is their understanding of the differences between themselves and people from other countries or other backgrounds, especially differences in attitudes and values – Collins English Dictionary

Cultural Awareness Is…Cultural Awareness Is…

• Communicating with students from a range Communicating with students from a range of cultures is an integral part of teaching. of cultures is an integral part of teaching. The development of the teacher’s cultural The development of the teacher’s cultural awareness will add to the effectiveness and awareness will add to the effectiveness and ongoing learning process. ongoing learning process.

• The teacher’s ability to understand and The teacher’s ability to understand and explain cultural differences can make an explain cultural differences can make an enormous difference in facilitating and enormous difference in facilitating and enhancing student’s learning and enhancing student’s learning and communicationscommunications

Cultural Awareness

Cultural awareness becomes central when we have to interact with people from other cultures. In the classroom the teacher sees , interprets and evaluates things in different ways. What is considered an appropriate behavior in one culture is frequently inappropriate in another one. Misunderstandings arise when a teacher uses their own meanings to make sense of an ELL’s reality.

Taken from - Taken from - aidsudan.org/.../cms.page/i/1442/t/Nashville.htmaidsudan.org/.../cms.page/i/1442/t/Nashville.htm - July 19,2009

How to develop cultural awarenessHow to develop cultural awareness

Misinterpretations occur when we lack awareness of our own behavioral rules and project them on others. Because we tend to lack better knowledge of cultural dynamics we assume, instead of finding out what a behavior means to the person involved, e.g. a straight look into your face is regarded as disrespectful in Sudan.

To facilitate learning, teachers need to "accommodate students' background knowledge and skills.


• Make an effort to learn about customs, beliefs Make an effort to learn about customs, beliefs and/or remedies that can help bridge gaps in and/or remedies that can help bridge gaps in communication to facilitate an understanding.communication to facilitate an understanding.

• Should cultural misunderstandings arise, communicate this to all parties involved in the classroom environment.

• Teachers should be encouraged to reflect on their attitudes and experiences towards language and culture and thus hopefully develop a greater understanding of different learning styles and different cultural expectations.


Teacher’s should increase cultural awareness means to see both the positive and negative aspects of cultural differences. Cultural diversity can be a source of problems, in particular when there are expectations for people to think or act in a similar way. Diversity increases the level of complexity and confusion and makes agreement difficult to reach.

Make an effort to understand the language associated with the cultures or values of the (Sudanese) students you have in the classroom.

Taken from - www.smh.com.au/.../2005/07/16/1121455936614.html - July 19,2009

Taken from - www.dhsthepromise.com/ - July 19,2009

Cultural Awareness in the ClassroomCultural Awareness in the Classroom- The Sudanese- The Sudanese

• For many Sudanese For many Sudanese youth refugees, youth refugees, adjusting to the school adjusting to the school environment can be the environment can be the biggest challenge.biggest challenge.

Taken on http://crs.org/sudan/new-year-message/ on July 19 2009

Taken from <http://blog.lifestreamsinternational.org/wordpress/wp-content/uploads/2008/01/2_02.jpg> on July 19 2009

The Sudanese QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

- Population: 40 million-Religions: Sunni Muslim 70% (in north), indigenous beliefs 25%, Christian 5% (mostly in south and Khartoum)

-Languages: Arabic (official), Nubian, Ta Bedawie, diverse dialects of Nilotic, Nilo-Hamitic, Sudanic Trabal languages such as Dinka.*English note: program of "Arabization" in process

-Literacy: age 15 and over can read and write total population: 61.1% male: 71.8% female: 50.5% (2003 est.)

Taken from <http://www.travelblog.org/Africa/Sudan/fact-ppl-sudan.html>

Conflict in Sudan

Sudan, the largest country in Africa, has been badly affected by several decades of civil conflict. The situation in the western Darfur region of Sudan has been labeled the worst humanitarian crisis in the world today. A conflict between rebel forces on the one side, and the Sudanese Government and the government-backed Janjaweed militia on the other, has left between 10,000 and 30,000 people dead. An estimated 1.3 million civilians have been displaced from their homes.

Conflict in Sudan

Refugees from the Sudanese region of Darfur rest in the heat of the desert in the improvised Tine refugee camp.

Taken from-www.dismalworld.com/.../conflict_in_sudan.php – July 20,2009

Sudanese YouthSudanese Youth

• Many Sudanese students have no problems Many Sudanese students have no problems settling in their new atmosphere, and thrive in settling in their new atmosphere, and thrive in their new environment. But many Sudanese their new environment. But many Sudanese struggle in dealing with their past traumatic struggle in dealing with their past traumatic experiences.experiences.

• Many children report symptoms of Post-Traumatic Many children report symptoms of Post-Traumatic Stress Syndrome (PTSD). The Sudanese students Stress Syndrome (PTSD). The Sudanese students mean score was twice as high as children who mean score was twice as high as children who have experienced only one traumatic event in have experienced only one traumatic event in their lifetime (Bates et al. 2005).their lifetime (Bates et al. 2005).

Hopes of a Sudanese RefugeeHopes of a Sudanese Refugee

“ “ When I arrived in the United States in When I arrived in the United States in 1984 as a young refugee woman, I hoped 1984 as a young refugee woman, I hoped to regain many of the things I had lost: to regain many of the things I had lost: peace, happiness, and community. Instead peace, happiness, and community. Instead I found myself torn apart. One part of me I found myself torn apart. One part of me deeply mourned the loss of my home and deeply mourned the loss of my home and my culture. Another part of me my culture. Another part of me desperately struggled to find a place in desperately struggled to find a place in this strange New World.this strange New World.” – Julia Duany

Issues in the ClassroomIssues in the Classroom

• Parent Roles and ExpectationsParent Roles and Expectations

• Teacher Roles and ExpectationsTeacher Roles and Expectations

• Becoming capable readers and Writers Becoming capable readers and Writers of Englishof English

• Strategies to use in the classroomStrategies to use in the classroom

• Classroom challenges (Cultural Classroom challenges (Cultural differences)differences)

Parents expectations of the TeacherParents expectations of the Teacher

Taken from <http://www.cafod.org.uk/about-us/where-we-work/sudan/images/sudanese-family> on July 19 2009

Parents expectations of the TeacherParents expectations of the Teacher

• Sudanese parents accustomed to a more Sudanese parents accustomed to a more communal (way) of raising a child. Any adult communal (way) of raising a child. Any adult within the community can discipline or within the community can discipline or reprimand a child.reprimand a child.

• The parents believe it is the school’s The parents believe it is the school’s responsibility to discipline the child at responsibility to discipline the child at school. “We believe teachers are their school. “We believe teachers are their parents when they are at school and we parents when they are at school and we expect teachers to use their best judgment expect teachers to use their best judgment when disciplining our children.” -when disciplining our children.” -Walker-Walker-Dalhouse and Dalhouse p.331Dalhouse and Dalhouse p.331

Teachers Expectations of the ParentsTeachers Expectations of the Parents

• The teachers expectations of the parents tend to The teachers expectations of the parents tend to be the same as the other parents. But many be the same as the other parents. But many Sudanese refugee parents have barriers that Sudanese refugee parents have barriers that restrict their participation in their child’s restrict their participation in their child’s education.education.

• For example, parents with limited English have For example, parents with limited English have difficulty helping the child with homework, or the difficulty helping the child with homework, or the parents are working long hours and don’t have the parents are working long hours and don’t have the time. This is felt to be the role of the teacher to time. This is felt to be the role of the teacher to help with homework. The parents see their role as help with homework. The parents see their role as the supporters and providers, not as home the supporters and providers, not as home teachers. teachers.

Teachers Expectations of the ParentsTeachers Expectations of the Parents

• Many teachers tend to interpret Sudanese Many teachers tend to interpret Sudanese parents’ absence from parent – teacher’s parents’ absence from parent – teacher’s meetings as indicative of a lack of interest in meetings as indicative of a lack of interest in their children’s education. However their their children’s education. However their absence is due to conflicts with work absence is due to conflicts with work schedule’s or because they have multiple schedule’s or because they have multiple children and cannot physically attend all of children and cannot physically attend all of the conferences. The parents are interested the conferences. The parents are interested their children’s education and academic their children’s education and academic success but have to work hard in order to success but have to work hard in order to insure their family’s survival. insure their family’s survival.

- - Walker-Dalhouse and Dalhouse p.332Walker-Dalhouse and Dalhouse p.332

• Many Sudanese youth coming to Canada Many Sudanese youth coming to Canada have had very little or no previous have had very little or no previous experience in a formal school setting. experience in a formal school setting. Because many youth spend years in a Because many youth spend years in a refugee camp before moving their refugee camp before moving their experience or exposure to English can be experience or exposure to English can be limited.limited.

Becoming Capable Readers Becoming Capable Readers and Writers of Englishand Writers of English

• ““My older brothers went to My older brothers went to school in the refugee camp school in the refugee camp and learned some English. But and learned some English. But for me I did not know any for me I did not know any English and I also did not English and I also did not know how to write in my own know how to write in my own language Dinka. At the camp language Dinka. At the camp we were in, very few girls we were in, very few girls went to school. We mainly went to school. We mainly helped with women’s work..”helped with women’s work..”

- Lisa* 17 yr old Sudanese girl Lisa* 17 yr old Sudanese girl living in Edmontonliving in Edmonton

Becoming Capable Readers and Becoming Capable Readers and Writers of EnglishWriters of English

Taken from http://bbsnews.net/article.php/20070620172222235On July 19

• Many Sudanese homes embrace a oral rich culture Many Sudanese homes embrace a oral rich culture with little print materials for reading. This gives with little print materials for reading. This gives many of the students a lack of practice materials many of the students a lack of practice materials for learning to read.for learning to read.

Instructional PracticesInstructional Practices

Reading materials should be examined before being assigned to determine their prior knowledge needed to comprehend the material. Sending home books or providing written text, can help supplement the oral language culture found at the students home.

Taken from http://www.theage.com.au/news/national/volunteers-help-settler-sudanese-speak-the-word-of-hope/2008/05/16/1210765176475.htmlOn July 19 2009.

• Teachers can implement Cooperative Learning Teachers can implement Cooperative Learning Activities to encourage informal talk among Activities to encourage informal talk among students as a means to practice English. This also students as a means to practice English. This also gives the Sudanese child a chance to connect to gives the Sudanese child a chance to connect to the curriculum and student culture informally. the curriculum and student culture informally.


Taken From http://web.ceomelb.catholic.edu.au/uploads/director/2006/Sudanese2.jpg 07/19

Sudanese students felt that teachers:Sudanese students felt that teachers:- In a mainstream classroom, teachers needed In a mainstream classroom, teachers needed

to continually check students for to continually check students for understanding and slowing the pace of the understanding and slowing the pace of the classroom can greatly help facilitate classroom can greatly help facilitate understanding.understanding.

- In an ELL classroom, students felt discussing In an ELL classroom, students felt discussing issues of importance to refugee students as a issues of importance to refugee students as a means of socializing and sharing culture. In means of socializing and sharing culture. In addition, an ELL classroom should link addition, an ELL classroom should link content to mainstream curriculum so that content to mainstream curriculum so that students do not feel like that are missing out students do not feel like that are missing out or being left behind the mainstream students.or being left behind the mainstream students.


• Cultural and language barriers can create Cultural and language barriers can create situations where misunderstandings and situations where misunderstandings and hurt feelings can occur, both for the hurt feelings can occur, both for the students and the teacher. students and the teacher.

• A frequent misunderstanding has to do A frequent misunderstanding has to do with eye contact. Like many cultures, for a with eye contact. Like many cultures, for a Sudanese to make eye contact with an Sudanese to make eye contact with an elder is a sign of disrespect. While in elder is a sign of disrespect. While in Western culture, a lack of eye contact is Western culture, a lack of eye contact is seen as a sign of disrespect.seen as a sign of disrespect.

Issues of Culture in the ClassroomIssues of Culture in the Classroom

“ “Many teachers do no understand that Many teachers do no understand that eye contact with someone older than eye contact with someone older than you, can cause a lot of discomfort for you, can cause a lot of discomfort for me. Some teachers do not like it when me. Some teachers do not like it when we look down, but that is just what I we look down, but that is just what I was taught at home.” – Lisa*was taught at home.” – Lisa*

Because many teachers interpret this as a Because many teachers interpret this as a sign of disrespect, students can get sign of disrespect, students can get reprimanded for this cultural reprimanded for this cultural misunderstanding.misunderstanding.

Issues of CultureIssues of Culture

““Even though I came here when I was six, I still Even though I came here when I was six, I still feel uncomfortable sometimes speaking in feel uncomfortable sometimes speaking in class. Here we are suppose to give answers in class. Here we are suppose to give answers in class, and at home we rarely speak when elders class, and at home we rarely speak when elders are around unless they are our parents.” –Lisa*are around unless they are our parents.” –Lisa*

Teachers can perceive this unwillingness to speak Teachers can perceive this unwillingness to speak in class, as a lack of interest or knowledge. But in class, as a lack of interest or knowledge. But many students feel uncomfortable volunteering many students feel uncomfortable volunteering answers or answering questions in front of the answers or answering questions in front of the whole class.whole class.


Teachers should be aware of these common Teachers should be aware of these common misconceptions within their classroom, and misconceptions within their classroom, and encourage students to participate in classroom encourage students to participate in classroom activities. Perhaps cooperative learning activities. Perhaps cooperative learning techniques in small peer groups can encourage techniques in small peer groups can encourage the students participation.the students participation.

Teachers should never force a child to speak out in Teachers should never force a child to speak out in class, or participate in activities than can create class, or participate in activities than can create anxiety for the student. Because of the traumatic anxiety for the student. Because of the traumatic stress many student have suffered, the potential stress many student have suffered, the potential for emotional factors to affect their classroom for emotional factors to affect their classroom participation increases with anxiety.participation increases with anxiety.

Walker-Dalhouse and Dalhouse (2009)Walker-Dalhouse and Dalhouse (2009)


Community support for refugees is essential Community support for refugees is essential for academic success. Traditional classes for academic success. Traditional classes and counselling sessions were ineffective and counselling sessions were ineffective in addressing the struggle of students to in addressing the struggle of students to adjust to Western culture.adjust to Western culture.

Group education and social support Group education and social support programs offer support and group settings, programs offer support and group settings, which give youth a more communal which give youth a more communal support system similar to Sudanese support system similar to Sudanese culture (Bates et al. 2005).culture (Bates et al. 2005).


We leave you with this quote, “…minority students achieved at high levels when they worked with teachers who expected tem to succeed and provided a safe and warm environment in which to learn” (Larkins-Strathy & LaRocco. 2007 p3)

In conclusion acquiring cultural sensitivity and knowledge about cultural differences requires focused development of skills to communicate with students from diverse cultures; this is a process developed through professional training and experience.

References

Bates, L., Baird, D., Johnson, D., Lee, R., Luster, T., & Rehagen, C. (2005) Sudanese Refugee Youth in Foster Care: The “Lost Boys” in America.Child Welfare League of America. 84(5) 631-648 . Retrieved July 10, 2008, from ERIC database.

Bulgak, A. (Personal Communication, July 16, 2007)

Darfur Australia Network . Background to the conflict. http://www.darfuraustralia.org/darfur/background Retrieved July 19, 2009

DISMAL WORLD Snapshots from the not-so-happy globe http://www.dismalworld.com/disputes/conflict_in_sudan.php Retrieved July 20, 2009

Duany, Julia (1998. Learning from the Survivors. The South Sudanese Lens, South Sudanese Friends International, Inc. (SSFI), Bloomington, Indiana. USA. Vol. 6, Issue 2.

Ebbeck, M. & Cerna, C. (2007) A Study of Child Rearing Practices Amongst Selected, Sudanese Families in South Australia: Implications for Child Care Service Selection. Early Childhood Education Journal, 34(5), 307-314. Retrieved July 11, 2008, from ERIC database.

Harty, H. & Hassan, H. (1983) Student Control Ideology and the Science Classroom Environment in Urban Secondary Schools of Sudan. Journal of Research Science Teaching. 20(9), 851-859. Retrieved July 10, 2008, from ERIC database.

Larkins, B & LaRocco, D. (2007) Teachers as Caring Classroom Leaders: A Case Study of Practices that Encourage the Hearts of Students. Presented at 39th annual New England Educational Research Organization Conference. Retrieved on February 20 2009 from ERIC database.

Medical Interpreting Code of EthicsCCHCP Bridging.The Gap Online Curriculahttp://deborahsacharoff.com/culturalawareness.htmlRetrieved July 19, 2009

Quappe, S. and Cantatore.G (2007).What is Cultural Awareness, anyway? How do I build it? http://www.culturosity.com/articles/whatisculturalawareness.htm

Retrieved July 20,2009

Walker-Dalhouse, D., & Dalhouse, A. (2009) When Two Elephants Fight the Grass Suffers: Parents and Teachers Working Together to Support the Lliteracy Development of Sudanese Youth. Teaching and Teacher Education 25. 328-35. Retrieved July 10, 2008, from ERIC database.

Documents

Cultural Sensitivity Training For Teachers with Sudanese Students By: Chem Chinoda and Kayla Smart University of Alberta EDPY 413