Use stereotype-awareness and cross-cultural activities to surface assumptions about NESB staff¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Module 4 makes supervisors' own assumptions visible. Participants map co-workers' countries of origin and prior jobs, interpret names to see that "Anglo-Saxon methods of interpreting a name are not necessarily accurate for other cultures", record first associations with nationalities, religions and job titles, and examine non-verbal communication differences such as eye contact, beckoning and touching norms across cultures.

Design Implications¶

Context¶

Requirements¶

• Knowledge of the actual countries of origin of staff in the participants' workplace
• Guest speakers, taped interviews or articles on migration experiences

Constraints¶

• Cultural examples given in the materials concern Asian, Middle Eastern and Mediterranean norms as printed in the resource sheets

Target Learners¶

• Workplace supervisors of culturally diverse teams

Target Learning Goals¶

• Recognising stereotyping and culture-specific codes of behaviour and non-verbal communication

Related Strategies¶

• Building Cultural Competency Skills for School Staff
• Consider Your Own Identity
• Address Stereotypical Beliefs About Parents and Poverty

Examples¶

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Key Sources¶

• Dyer, Penny. (1992). Training a Multicultural Workforce. Hobart Institute of Technical and Further Education. https://eric.ed.gov/?id=ED378844