Education

Introduction

Classrooms serve as a site for intercultural contact, reflecting the broader power structures and cultural values of society. Cultural backgrounds influence teaching styles, learning preferences, and educational expectations. Education is not a neutral process. Hofstede's dimensions are present requiring learners and teachers to negotiate culture, learning styles, and communication styles. In this environment, both students and teachers practice mindfulness and remain flexible when they encounter different ways of knowing and learning. When we consider the classroom as a workplace, consider whether you would prefer a high power distance classroom (where the teacher is the sole expert) or a low power distance one (where everyone discusses ideas)?

The idea of educating people has been around since the beginnings of human history. The first documented word used to describe the idea of an "education" originated in the Late Neolithic and Early Bronze Ages whereas the modern English word, "education," is a combination of two Latin words from the mid-1500s. These Latin words roughly translate in meaning as "to bring up" and "lead forth". The goal of most modern education systems still reflects the Latin roots of the English word because modern education systems make students familiar with many things so that they can lead their societies forward. Culture and education are closely intertwined.

All cultures have some form of an education system, but it is no means universal. The features of any given system can vary widely from culture-to-culture. Common variations include the formality or informality of the system, the emphasis on memorization or experiential knowledge, general education versus specific occupational education, and whether the educational system is open to all or a select few. How cultures deal with these issues can have a profound effect on how individuals see the world and process information.

Figure 11.0 – Young students in a classroom

Source: Karen Krumrey
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