Figure 1
Personality Development and Cultural Socialization
Source: Finkbeiner and Koplin (2002)
Finkbeiner and Koplin additionally relate that the constructivist view is one that holds that "individuals construct the world in ways that help them make meaning of it and from it. Thus our cultural identity is the result of cognitive and constructive processes. From early childhood we categorize what we perceive, we form concepts and prototypes and we attribute meaning to our experiences." (2002) Accompanying these cognitive processes are brain activities in the domain of emotions in which feelings and perceptions are associated with the concepts that result form the process of constructing meaning and self-identity. The result is that the individuals develops not only a cultural identity but also, due to the emotional connection develops cultural preferences in regards to the social environment of the individual which is referred to an "ethnic images." (Garcia, 1999 in Finkbeiner and Koplin, 2002) Finkbeiner and Koplin states that the learning process is one that is similar to a hermeneutic circle as it takes place. The Hermeneutic Circle of Acquiring Cultural Knowledge is shows in the following illustration which has been adapted from the work of Finkbeiner and Koplin (2002).
Figure 2
Hermeneutic Circle of Acquiring Cultural Knowledge
Source: Finkbeiner and Koplin (2000)
The work of Verstraete (2007) entitled: "Flemish Teaching Resources Under the Magnifying Glass: In Search of Intercultural Content" states that the school is "an important actor in helping children and young people to function in a multicultural society, to be able to cope with diversity in a positive way, and to be able to look at the world around them from the perspective of others." (Verstraete, 2007) The presupposition is that pupils are provided with the necessary skills in deal with this diversity and that this provision is made by management teams, teachers and others in today's schools and classrooms. This however, can only take place when teachers and school teams are in possession of necessary resources for teaching that "exhibit multiculturality and resources which enable them to teach "from an intercultural perspective" and that "support them in working on pupils' competencies in dealing with diversity." (Verstraete, 2007) Verstraete (2007) states that work on diversity in education implies "a twofold mission" as follows: (1) Dealing with diversity as an objective of citizenship in a democratic and plural society; and (3) Diversity as means to achieving equal educational opportunities. (Verstraete, 2007) There are stated to be six objectives specifically required when conducting research on diversity. Those six objectives are stated as follows: (1) Normality -- seeing diversity as a normal phenomenon which everyone encounters in various situations on a daily basis; (2) Absence of Prejudice and non-discrimination -- avoiding prejudices and generalizations, where possible and desirable; refraining from combating any form of discrimination; (3) Multiperspectivity - Looking at events, contexts and people from a variety of perspectives; (4) Capacity to Adapt - Functioning in different contexts in continually changing circumstances and new situations; (5) Dialogue and Collaboration - Opting for dialogue and collaboration; and (6) Learning from Each Other -Learning from each other's visions, experiences and competencies. (Verstraete, 2007; paraphrased)
Analysis
Diversity policies in schools must be the starting place for intercultural education and this is evidenced in the work of Verstraete who describes a diversity policy as "a continuous process of innovation aimed at adapting an organization in all its aspects to our pluriform, democratic society." (2007) The requirement of this process in education is one of adaptation and of a "fundamental transformation of the basic attitude and vision of the school teams." (Verstraete, 2997) What results when there is a failure of innovation and changes and encouragement for these changes in the "attitudes and conceptions of teachers and school management teams" is that whatever initiatives take place "at the pupil level are not likely to achieve much." (Verstraete, 2007) Therefore, school diversity policy must necessarily institute the following five objectives: (1) Acknowledging at all times that diversity is an objective and goal among all teachers, students and others in the school and ultimately in the community; (2) Creation of the pedagogical and didactic conditions for an effective approach to diversity at class and school level, with the community level in view; (3) Transforming the school into an organization that is "an active and learning organization"; (4) Having a keen focus on diverse composition of ethnicities...
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