Integrating Critical Thinking Into The Exploration Of Culture

Integrating Critical Thinking Into The Exploration Of Culture

When one thinks about culture, what often comes to mind are the foods, languages, celebrations, music, and clothing of people from different areas of the world. While these things are certainly part of culture, there are a lot more cultural components that are not quite as easy to see. As Sonia Nieto and Patty Bode note, “Culture includes not only tangibles such as foods, holidays, dress, and artistic expression but also less tangible manifestations such as communication style, attitudes, values, and family relationships” (p. 171).

English teachers have a special responsibility to help students navigate the components of culture that may not be easily visible. Many students studying English may eventually wish to travel, attend school, or work in other countries. Others may choose to work in industries that require them to interact with English speakers from many different backgrounds. Therefore, it is important that students are able to think critically about their personal experiences and cultural values, those of other people, and the potential conflicts differences may cause. This critical thinking will help them to navigate and resolve potential cultural misunderstandings.

This month the Teacher’s Corner will present four successive activities to help students examine and deepen their understanding of culture:

Week 1: Reflecting on Hidden Cultural Rules, Part One 
Week 2: Reflecting on Hidden Cultural Rules, Part Two 
Week 3: Thinking About Intercultural Interactions
Week 4: Successfully Navigating Intercultural Interactions

Educators are positioned to provide students with a chance to take part in activities and discussions that promote self-examination, reflection, and critical thinking. In doing so, teachers can help students begin to understand the less obvious parts of their own culture as well as those of other cultures. Activities like these, and the kind of thinking they require of students, have a lasting effect on how learners approach interacting with people from different backgrounds.

Reference:
Nieto, S. and P. Bode. (2012). Affirming Diversity: The Sociopolitical Context of Multicultural Education (6th ed.). Pearson.