Samenvatting
Samenvatting Cultural Diversity
- Instelling
- Universiteit Utrecht (UU)
Samenvatting Cultural Diversity bachelor 1 Pedagogische Wetenschappen
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Voorbeeld 3 van de 18 pagina's
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Voorbeeld van de inhoud
HC 1Superdiversity; 26 % of the dutch population is foreign origin, 90 % of population growths are results
of international migration. Cyprus, Croatia erc. Comes for labour & education to the Netherlands.
Diversity also relates to; urban or rural area, religious vs non- religious, single- parent, hetero, homo
Behavioral science is based on a WEIRD sample. Western, Educated, Industrailisted, Rich,
Democratic,
Can you generalize these WEIRD samples to humanity?
What is culture? (velez- Agosto)
- Bronfenbrenner; individual & cultural processes as separate entities
- Culture as the macro layer
Vygotsky & Weiner
-culture as a system in which every human activity is realized & eventually internalized, not a
separate outside layer.
-transactional and contextual
New model;
-culture as a everchanging system consisting of practices of social communities and
interpretation of these practices through languages
-culture as inherently part of all settings, impotance of daily cultural practices
What is culture? (Rogoff)
- The ways of live and thinking shared among members of the community
- Culture is shapes by individuals & culture shapes individuals
- To understand culture we should study the lived experience of kids (ipv labatatorium
onderzoek in de context van de klas bijv.)
Individual and relational cultural orientations
- -individual orientation; individual development, independence, autonomy
- relational orientation; relations with others, interdependence, loyalty
- there is a risk of oversimplification; stigmatization of country’s as for example as
individualistic or collectivistic
developmental niche;
- combining insights from developmental psychology and anthropology
- three components of a system aimed at homeostatic; change one of the components affects
the others as well
the 3 components of the developmental niche;
1. physical & social settings
-psychical aspects of the setting;
- housing arrangements
- family structure
, - available materials & toys
-social aspects;
- relations with family- members (adults & kids), significant others
- parental roles
2. customs and practices
-sleeping arrangements (own bed or sleeping on the couch in the living room)
- social traditions (speelkleed en alleen spelen or hold her a lot)
3. parental ethnotheories
- parental beliefs about kids & processes of development and education
-beliefs about milestones or ‘developmental timetables’ (wnr kruipen)
- socialization goals (praten met kind), cultural values
- beliefs on effective parenting
Dutch vs American culture; sleeping
- Dutch kids slept on average 2h more per day than American infants
Dutch vs American culture; development
- In American culture is more focus on child development, actively stimulate child
development
- In Dutch culture less focus on what parents do to encourage, more on what the child self
does
Changed terminology;
- Foreign born or not
- Use of country or continent names (not western & non-western)
HC 2 cultural identity development
Erikson psycho-social theory of development
- The lifespan is divided into 8 stages of development
- Each stage has a crisis/ tension that needs to be resolved
- How the challenge is solved impacts the personality and identity development
, Identity development coined the term ‘identity crisis’
Identification in childhood (6-12)
- Starts when kids recognize themselves as separate of parents
- Identifying with characteristics of parents or significant others
- Ends when kids experience desire for uniqueness and greater differantation
Adolescence (12-24);
- Search for self categorization & existential purpose
- Important for development of sense of well- being, direction in life, sense of belonging
- Identity crisis; loss & confusion, importance of having outlets of expression
Adulthood (25+)
- Focus shifts from identity toward intimacy issues and bonds with others
- New life experiences can still impact on identity development
- Mid- life crisis & identity development; examination and evaluation on one’s life path,
changing values and norms
Hard/ strong/ essentialist understanding of identity
- Group members share fundamental characteristics; sameness over persons and sameness
over time
- High homogeneity of group members, strong boundaries with other groups
- Reflect the everyday meaning of the term identity (categories of practices (pray 5 times a
day))
All Dutch people, all woman share certain characteristics.
Soft/ weak/ constructivist understanding of identity
- Identities of people belonging to the same group may vary over time, context and from
group member to group member
- This is seen in the theoretical discussion (categories of analysis ( how we think about
identification)) for example boys wearing princess dresses
Brubaker & Cooper alternatives of identity;
- Identification and categorization (identity as a process not a product)
- Due a mismatch identification can be hard, they see you as a Turkey and you see yourself as
Dutch
- Self understanding( focus on a emotional self reflection of who you are) and social location
(where you are (place) defines who you are) for example when a Dutch interviewer
interviews mosque children they change identity
- Commonality, connectedness, groupness, sense of belonging, solidarity, oneness
Reactive identification is triggered by discrimination, reactive identification is a child who wears a
shirt with the Turkish flag on it to school because he got many questions from with country he was.
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