Perspectives on Diversity and Culture

 An especially effective method to deepen one’s grasp of any topic is

to listen to and then reflect on the ideas of others.

Through discussions with friends and colleagues this past week, I was given several definitions for the term culture. Without any leading conversation, I simply asked, “What is your definition of culture?” The diversity in their responses are summarized as follows:

  • The inclusion of the arts within individual and community activities was considered to be an indicator of culture.
  • The belief that one’s culture is very individualized and is determined by one’s experiences and environment.
  • The understanding that one’s culture refers to one’s nationality.
  • That culture is imposed on us during childhood and consists of things such as food, traditions, and religion.

Each of these diverse examples supports some of the course content that I have been studying these past few weeks. Smidt (2013) discusses the construction of cultural identity through our personal experiences and interpretations of the world around us while Derman-Sparks and Edwards (2010) include food, traditions, and religion as cultural influences as well as an example of nationality as a cultural description. Although not a part of our required readings to this point in the course, I recall reading a description of “high culture” in “The Developing Child in the 21st Century” by Smidt (2013). Smidt’s (2013) description of high culture includes literature, art, and theater and would support the first definition of culture provided above.

When asked, “What is your definition of diversity?” the people I spoke to all agreed that diversity was the differences in individual abilities, experiences, personalities, and beliefs. Several people expressed an appreciation of these differences that I felt supported my course work and the growing appreciation and understanding that I am developing for the diversity within each of my students and their families.

Each of the individuals appeared to quite confidently share their understanding of the terms culture and diversity. However, their focus was mainly on the end result and the already developed positive self-identity with just one out of five individuals including the process of this identity beginning in childhood. Interestingly, she was the only individual who immigrated to Canada as a young child. All of the respondents spoke with an appreciation and acceptance of individual diversity. However, omitted from the discussions was the idea that some individuals may have a negative self-concept related to their cultural experiences and influences. For example, none of the respondents discussed the conflict and negative impact that some individuals may experience as they encounter diverse cultural expectations and influences that do not match their family’s beliefs and ways of doing things.

Hearing other people’s definition of culture and diversity did not change my way of thinking about these topics but certainly reinforced my existing viewpoints and understandings. I particularly appreciated having some insight into the knowledge and opinions of others who are not in the same reflective state as my classmates. It was inspiring to experience unbiased points of view from a variety of people that expressed an openness and positive understanding of cultural diversity. Their interest in the subject and willingness to share their thoughts filled me with hope for a growing appreciation of diversity within our communities.

References

Derman-Sparks, L., Edwards, J. (2010). Anti-bias education for young children and ourselves. Washington, DC: National Association for the Education of Young Children (NAEYC).

Smidt, S., (2013). The developing child in the 21st century. New York, NY: Routledge.