Tag: The Culture Map

Experiences Abroad Leave Indelible Marks Upon My Identity

matthewpiercyPersonal

I am thinking today on life experience and my good fortune of navigating through cultural differences.  Travel has at times provided glimpses of this but actually setting down roots for a year or more at a time, has made a more indelible mark upon my identity.  The choice for a more divergent path in life, leading to a welcoming of “the different.”  But also, a deep seated curiosity, sustained by a high degree of comfort in being an outsider looking in.

 

My Life in Table Contents Form: 

I.  USA / Kansas ~Childhood and Adolescence

II.  USA (Kansas, Washington, Oregon, Colorado) ~ University

III.  Australia ~ Study abroad

IV. Ecuador ~ First international teaching post

V. Mexico / Central America ~ GAP year for travel and self-discovery

V. Hungary ~ Second international teaching post

VI. USA (Georgia) ~ Rural teaching

VII. USA (Hawaii) ~ 10 years teaching at international boarding school

VIII. Tunisia ~ Third international teaching post

IX. Thailand ~ Fourth international teaching post

 

Disagreeing at work

Borrowed from:  Erin Meyer, “The Culture Map.”  Culture Matters

 

Reflecting on the contents of my life’s “table,” I actually am surprised when I consider how nearly half of my life has been out of the United States (excluding the Aloha state).  Moreover, all but 5 years have been in the classroom!  Yet, the transition this past year to Thailand provided possibly the starkest example of  how cultural patterns can be dissimilar.   A comparison of Tunisia to Thailand might be like comparing a wolverine to a platypus.  In direct opposition really, or perfect juxtaposition.  In figure 7.3 above, Tunisia would undoubtably be in quadrant A, no stranger to confrontation and extremely emotionally expressive.  The waving of hands, face to face shouting matches a way of life.  People of the same gender routinely greet each other with a kiss on the cheek and a big hug.  Fender benders result in belligerent posturing.

Whereas, Thailand unquestionably is positioned in quadrant D.  The Thai culture notorious for being gracious, accommodating, and calm at all costs.  Strict social norms and identifying with group-orientation, Thais avoid confrontation.  Further, similar to the Japanese but maybe not to the same degree, Thai people are more likely to be emotionally unexpressive.  Or, if anything, quick to smile even though this may not accurately reflect one’s thoughts and feelings.  If anything, it’s likely the emotions and disagreement are further clouded by the utterance of “mai chai,” which translates as “not yes.”

The contrast in life here in Asia versus North Africa was anticipated, yet continues to be a facet I curiously pursue.

 

 

3-2-1 (Take-Aways, Questions, and a Reflection) on Virtual Learning

matthewpiercyClassroom Environment

3 Virtual Learning Take-Aways:

  1. It takes time to develop a classroom culture.  Moving into the 9th week, the learning curve has been a little steep but I have come to realize that one of the roles I do not need to fulfill is that of “cheerleader.”  It’s counterproductive and actually a lie to act as if everything is “normal.”  Beginning Zoom sessions with a rah, rah, rah…”Good morning everyone!” has taken a backseat to a more invitational approach.  “I’m unmuting your microphones so you can all say ‘hello’ to each other.”
  2. Be okay with breakout rooms sometimes resembling a space for students to watch paint dry on a wall.  Sometimes they will be flat, especially if time isn’t taken to carefully craft the right “mix” of students in a breakout room.
  3. Come to peace with an unfamiliar quiet.  Maybe even appreciate how this hiatus provides students with an opportunity to improve listening skills.

2 Big Questions

  1. How do ethnic and home cultures of a student impact what they “bring to the table” in a virtual setting?
  2. What creative strategies might I be able to employ in effort to better “read the air.”

1 Reflection

  1. I’m absorbed in Erin Meyer’s, “The Culture Map.” What really grabbed my attention early in the book is the difference between low and high context cultures.

“Low-Context:  Good communication is precise, simple, and clear.  Messages are expressed and understood at face value.  Repetition is appreciated if it helps clarify the communication.

High-Context:  Good communication is sophisticated, nuanced, and layered.  Messages are both spoken and read between the lines.  Messages are often implied but not plainly expressed.”

Meyer’s continues by sharing how different countries fit on this sort of low/high context continuum.  An island nation, such as Japan, more likely to be insular and steeped in thousands of years of shared culture. Furthermore, its homogeneity also adding to a greater degree of nuance and layering of language.  How very different than the United States, the country I call home.

This has me reflecting on the nature of communication in our classrooms, especially if this is a skill we assess. Additionally, in our current Zoom classrooms, there are countless factors to consider that may be effecting, shaping, bending, and possibly blasting the classroom cultures we attempt to create.  Who would have thought about the role of distracting avatars and virtual backgrounds, or the need to mute student microphones because of the clanging of dish washing as life goes on in the houses of our students?