By: Chem Chinoda and Kayla Smart

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

2. Cultural Sensitivity Training For Teachers with Sudanese Students • “It is acknowledged, however, that in times of major change or transition, such as immigrating to another country, value systems may be challenged during the process of acculturation.” – M. Ebbeck and C. Cerna (p 307)

3. 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

4. Cultural Awareness Is… • Communicating with students from a range of cultures is an integral part of teaching. The development of the teacher’s cultural awareness will add to the effectiveness and ongoing learning process. • The teacher’s ability to understand and explain cultural differences can make an enormous difference in facilitating and enhancing student’s learning and communications

5. 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. Cultural Awareness

6. 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. Taken from - aidsudan.org/.../cms.page/i/1442/t/Nashville.htm - July 19,2009 How to develop cultural awareness

7. How to develop cultural awareness • Make an effort to learn about customs, beliefs and/or remedies that can help bridge gaps in 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.

8. How to develop cultural awareness 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.dhsthepromise.com/ - July 19,2009 Taken from - www.smh.com.au/.../2005/07/16/1121455936614.html - July 19,2009

9. Cultural Awareness in the Classroom - The Sudanese • For many Sudanese youth refugees, adjusting to the school environment can be the 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

10. The Sudanese - 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>

11. 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.

12. 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

13. Sudanese Youth • Many Sudanese students have no problems settling in their new atmosphere, and thrive in their new environment. But many Sudanese struggle in dealing with their past traumatic experiences. • Many children report symptoms of Post-Traumatic Stress Syndrome (PTSD). The Sudanese students mean score was twice as high as children who have experienced only one traumatic event in their lifetime (Bates et al. 2005).

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

15. Issues in the Classroom • Parent Roles and Expectations • Teacher Roles and Expectations • Becoming capable readers and Writers of English • Strategies to use in the classroom • Classroom challenges (Cultural differences)

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

17. Parents expectations of the Teacher • Sudanese parents accustomed to a more communal (way) of raising a child. Any adult within the community can discipline or reprimand a child. • The parents believe it is the school’s responsibility to discipline the child at school. “We believe teachers are their parents when they are at school and we expect teachers to use their best judgment when disciplining our children.” -Walker-Dalhouse and Dalhouse p.331

18. Teachers Expectations of the Parents • The teachers expectations of the parents tend to be the same as the other parents. But many Sudanese refugee parents have barriers that restrict their participation in their child’s education. • For example, parents with limited English have difficulty helping the child with homework, or the parents are working long hours and don’t have the time. This is felt to be the role of the teacher to help with homework. The parents see their role as the supporters and providers, not as home teachers.

19. Teachers Expectations of the Parents • Many teachers tend to interpret Sudanese parents’ absence from parent – teacher’s meetings as indicative of a lack of interest in their children’s education. However their absence is due to conflicts with work schedule’s or because they have multiple children and cannot physically attend all of the conferences. The parents are interested their children’s education and academic success but have to work hard in order to insure their family’s survival. - Walker-Dalhouse and Dalhouse p.332

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

21. Becoming Capable Readers and Writers of English • “My older brothers went to school in the refugee camp and learned some English. But for me I did not know any English and I also did not know how to write in my own language Dinka. At the camp we were in, very few girls went to school. We mainly helped with women’s work..” • Lisa* 17 yr old Sudanese girl living in Edmonton Taken from http://bbsnews.net/article.php/20070620172222235 On July 19

22. Instructional Practices • Many Sudanese homes embrace a oral rich culture with little print materials for reading. This gives many of the students a lack of practice materials for learning to read. 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.html On July 19 2009.

23. Instructional Practices • Teachers can implement Cooperative Learning Activities to encourage informal talk among students as a means to practice English. This also gives the Sudanese child a chance to connect to the curriculum and student culture informally. Taken From http://web.ceomelb.catholic.edu.au/uploads/director/2006/Sudanese2.jpg 07/19

24. Instructional Practices Sudanese students felt that teachers: • In a mainstream classroom, teachers needed to continually check students for understanding and slowing the pace of the classroom can greatly help facilitate understanding. • In an ELL classroom, students felt discussing issues of importance to refugee students as a means of socializing and sharing culture. In addition, an ELL classroom should link content to mainstream curriculum so that students do not feel like that are missing out or being left behind the mainstream students.

25. Issues of Culture in the Classroom • Cultural and language barriers can create situations where misunderstandings and hurt feelings can occur, both for the students and the teacher. • A frequent misunderstanding has to do with eye contact. Like many cultures, for a Sudanese to make eye contact with an elder is a sign of disrespect. While in Western culture, a lack of eye contact is seen as a sign of disrespect.

26. Issues of Culture “Many teachers do no understand that eye contact with someone older than you, can cause a lot of discomfort for me. Some teachers do not like it when we look down, but that is just what I was taught at home.” – Lisa* Because many teachers interpret this as a sign of disrespect, students can get reprimanded for this cultural misunderstanding.

27. Issues of Culture “Even though I came here when I was six, I still feel uncomfortable sometimes speaking in class. Here we are suppose to give answers in class, and at home we rarely speak when elders are around unless they are our parents.” –Lisa* Teachers can perceive this unwillingness to speak in class, as a lack of interest or knowledge. But many students feel uncomfortable volunteering answers or answering questions in front of the whole class.

28. Issues of Culture Teachers should be aware of these common misconceptions within their classroom, and encourage students to participate in classroom activities. Perhaps cooperative learning techniques in small peer groups can encourage the students participation. Teachers should never force a child to speak out in class, or participate in activities than can create anxiety for the student. Because of the traumatic stress many student have suffered, the potential for emotional factors to affect their classroom participation increases with anxiety. Walker-Dalhouse and Dalhouse (2009)

29. Issues of Culture Community support for refugees is essential for academic success. Traditional classes and counselling sessions were ineffective in addressing the struggle of students to adjust to Western culture. Group education and social support programs offer support and group settings, which give youth a more communal support system similar to Sudanese culture (Bates et al. 2005).

30. 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.

31. 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 globehttp://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.