Friday, September 19, 2014

Perspectives on Diversity and Culture




      In speaking with several people in regards to diversity and culture. There were a multitudes of descriptions on what they felt diversity and culture meant to them.  In one instance culture and diversity was described as being closely connected, being the origin of our creature.  In another instance diversity was described as being different in respect of race, sex, gender and religion.  And culture was depicted as being strongly linked to family their ways, customs and traditions.  In retrospective I feel that all these portrayals of diversity and culture represented are all elements that’s included within this course. However, I had no idea that culture and diversity encompasses some much that goes beyond theses interpretations presented above.  Some of the elements that I feel that have been omitted are dominant culture and deep culture.  Dominant culture embodies the components of culture by it dominates/controls social conventions such as collaborations, educational establishments, creative expression, law, governmental process, and business.  And deep culture which reflects attitudes/thought toward life, religion and moral and ethnically beliefs, and values in human relations.  In my study of culture and diversity I realize that there is a lot more that I have to learn that goes way beyond what I thought or believed culture and diversity to be.

1 comment:

  1. Hi Torri -
    I couldn't agree with you more on the fact that I, too, am learning through this course that I have so much more to learn about culture and diversity and just how deep it goes than what I have learned before. I am having to take a deeper look at myself and my own culture and diversity to gain a better understanding of others. I like what you said about the dominant culture includes educational establishments. I recently begin to think about this reading level they are putting our on school children - that they won't pass the third grade until they can read on a third grade level - but my question is...what limitations is the dominant culture putting on this. For example my niece loves to read, but if she is timed she gets nervous and doesn't like to read (to me they are taking the love of reading away from her) and then again, if a child can read on a 6th grade level in his/her native tongue, but doesn't do so well in English...are they really looking at their reading level or just how well they read in English? Something to ponder.
    Thanks for sharing!
    Gena

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