Cultural Facilitation
Cultural Facilitation
It is overwhelming to accomplish all the tasks of p. 14 in the text book .
Nevertheless, if I apply the principles of Cultural Humility, I might be able to achieve these in response to the individual.
Our definition of a cultural facilitator:
On the IDI scale, at what stage would a person best approach being a cultural facilitator.
Stages of Motivation
It is overwhelming to accomplish all the tasks of p. 14 in the text book .
Nevertheless, if I apply the principles of Cultural Humility, I might be able to achieve these in response to the individual.
Our definition of a cultural facilitator:
- Flexibility is essential: follow the individual needs of each person, and be ready to change your approach.
- Be culturally self aware: bring this to your group, be aware of your own predilections.
- It's an ongoing process: we are constantly adjusting to the group.
- Avoiding assumptions but assume competence: if something is going wrong, it could be cultural or communicative, but not because someone is lazy or mean. Begin from a place of wanting to understand.
- Be aware of Fundamental Attribution Error: we attribute problems to internal issues of the other person (they are lazy or mean) but for us, our troubles come from external difficulties (I am tired or in a hurry).
- Be aware of In Group and Out Group, from your own perspective. In Group is the group that you identify with. Out Group is the group that you perceive that you are not part of. The key is perception: who you perceive to be like you or not like you.
- Push enough that there is new learning or a new idea: Planting seeds. What have students not been exposed to and what can we do to support students in thinking things in a new way.
- there are three main things that are part of my role: create a welcoming environment, create meaningful engagement, and provide a place to apply that new knowledge.
- As an adviser, it is important to see each student as a person with their own strengths and abilities.
- Assess your group: you can't just jump into content because you need to approach them differently for different kinds of learning.
On the IDI scale, at what stage would a person best approach being a cultural facilitator.
- Being in Adaptation might make it difficult since you might be frustrated by people working at other levels of the developmental continuum. You should have skill in acceptance
- Impostor syndrome can be helpful. TED by Brene Brown. If you are perceived by those you are helping as being superior, then they may not be willing to participate in learning new ways of understanding. Exposure is a huge issue for experience. A person may be open and accepting, but I understand that I make lots of mistakes, and I want to be honest about my inexperience.
- Acceptance is a good place because it is an openness but also the appreciation of others and willing to recognize patterns of difference.
- Minimization can also work if you have conflict and need to find a solution that works for everyone.
- We want to help our students learn to ask their own questions and figure out how to find answers, so acceptance works for perception checks as well.
- It is helpful to have the experience of the disorientation. Empathy for the students.
- Being a visitor in the activity can emphasize the fact that every participant has a unique take on the same activity, and each experience is different yet connected. looking at the bigger picture can help understand the bigger perspective and paint a bigger picture.
- After the exercise, when we were all talking, I realized that we weren't actually playing the same game. I saw how my own perceptions colored what I understood.
- I learned the rules, I was successful, and I thought I knew what was going on; I realized that I didn't see the full picture. Our students are at these multiple levels. We need to help them learn to observe and succeed. Not all students have learned how to do this. There is a need for us to be more explicit about The Rules to help students get up to speed more quickly. Experience and reflection help us understand how the rules change over time.
- In nursing, we have an FYE course where we can think about how we orient students and then continue to orient students throughout the course.
- In Orientation, we have to try to help students learn the culture of the college. But it really takes the FYE and the full year to talk about this.
- Cultural rules require emotional adjustment. The rules change over time.
- It can be uncomfortable at first, and it takes adjustment. By second semester or second year, students figure out how to adjust as it becomes more familiar to them.
Stages of Motivation
- In many of our programs, our students are coming in and out, there is "dip and swirl", so explaining the rules doesn't happen at the same time for each person.
- how do we include people who have a slower uptake? How do we help people in each stage feel accepted?
- Beginning: welcome, Middle: engaged, End: Reflection and debriefing