Cultural Diversity and Inclusive Practice Toolkit
ity l Divers CulturInaformation Folio General
Further es s: Referenc ed). Cultural Difference
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ana Day Buddha) a Day/Death of the
st date that Mahayana Buddhi of Buddha. s the passing away to reflect on s an opportunity on people n future death and tions are Medita recently died. y deceased, d for those recentl support. them with help and as Nirvana ana Day is also known ted in January by s festival is celebra ese Buddhists.
Buddhism and Food Fact Files: om/Buddhism.php //www.faithandfood.c : Buddhist Society ciety.org/ ://www.thebuddhistso : al Bendigo contact w.atishacentre.org.au ddhism.com lkingbu etan tradition: www.ta mt.org yana tradition: www.fp
rsity Cultural Dive s Religious Identitie
Schools of Buddhism
ies
Buddhist Identit
d Buddhists. Buddha are calle teachings of the the Followers of the substantial part of students form a ecting Buddhist Buddhist staff and owledging and resp Ackn . unity comm a basic La Trobe requires, in part, fore there e Trob is about. identities at La being a Buddhist what Buddhism and understanding of
Buddhists in Australia
Australia first introduced to • Buddhism was 1800s with the arrival in the mid to late and Japanese of Chinese, Sri Lankan divers and sugar gold miners, pearl s. plantation worker ia st monastery in Austral • The first Buddhi ins in the Blue Mounta was set up in 1971 of New South Wales. Centres to study of hment • The establis hed sm were establis and practice Buddhi eg. and early 1980’s. in the late 1970’s a e, Wat Buddha Dhamm Wat Buddharangse as Institute, as well and the Chenrezig associations, st Buddhi l smaller genera groups. There are Tibetan and groups Zen out Australia today many Centres through various traditions that represent the of Buddhism. immigration from • During the 1990s, ed Buddhist expand Southeast Asia Census rably. In the 1996 numbers conside as people identified approximately 199,000 number 2001 Census, the Buddhist. In the . about 79% to 360,000 had increased by total the of 2.1% , In the 2006 Census ed as Buddhist. identifi tion popula Asian backgrounds • People from various , Laos, Cambodia, such as Vietnam ia , Thailand, Malays Sri Lanka, Burma up Buddhist and Tibet have set ia. Austral communities in
About Buddhism
sixth in India during the Buddhism began a prince the teachings of century BCE from came to Gautama who later named Siddhartha g ‘enlightened Buddha, meanin be known as the ge), langua Indian t (ancien one’. In Sanskrit ‘The Awakened One’. means Buddha the term who is self-aware, A Buddha is a person and compassion. and has wisdom the revere and re celebrate Buddhists therefo rather ened human being Buddha as an enlight God. an incarnation of than as a god or practice for and faith of The main source gs of Dharma (the teachin Buddhists is the the Buddha).
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Theravada The Theravada School adheres strictly to the original teachings of Buddha as contained in the Pali canon (scripture) and emphasises the goal of personal salvation for the individual follower. The importance of the community of monks is also characteristic of the Theravada tradition. Theravada countries include Thailand, Burma, Sri Lanka, Cambodia and Laos.
Buddha means
Mahayana
‘The Awakened One’. A Buddha is a person who
is self-aware, and has wisdom and compassion.
Questions to Guide Reflection on Culture •
What seems normal or strange to me? What sort of student/staff behaviour am I most familiar or comfortable with? What surprises or challenges me?
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What do I know about my student and staff colleagues?
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What experiences do I have as a result of studying/working in different cultures and how can I use this?
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What do I know about the cultural and education systems of my student and staff colleagues?
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How current/accurate is my information?
Make the class a safe place for all students •
Establish a classroom in which teachers and students demonstrate mutual respect.
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Manage behaviour that might stimulate ‘classroom incivilities’.
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prejudice; and
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neglecting the needs of individual students or groups of students.
Set up an introduction system so that all students can get to know something about you, their class colleagues and the diversity of experience in the class.
Student incivility can manifest as: –
poor punctuality;
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Ensure the content/activities you use in class values the experience of all your students.
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lack of preparation for or non‑participation in classes;
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On your WebCT site talk about your approach to learning and teaching; include some information about your own cultural origin and any cross‑cultural teaching/learning experience you may have had .
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disruption of classes;
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distraction of teacher and fellow students; and
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cheating.
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Provide opportunities for students to introduce themselves to you and other students through online postings on WebCT.
Establish appropriate modes of address •
If you interact one on one with students, ask what form of address they prefer.
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Use inclusive language that doesn’t assume Western name forms; e.g.
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Students from more formal educational cultures, where status differences related to age or educational qualifications are important, might be uncomfortable in addressing teaching staff by their given names. A compromise can be for students to use your title and given name e.g. Professor Marie’, ‘Dr Ivan’.
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If in doubt, ask.
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’family’ name, not ‘last’ name;
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’given’ name, not ‘Christian’ name.
See TIPS Leadership and Administration: Guidance on Naming Systems http://latrobe.edu.au/cdip
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Right Speech – controlling one’s speech so that it does not harm others, for example, avoiding lying, gossip and slander.
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Right Action – avoiding actions considered harmful to oneself or any other living creatures.
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Right Livelihood – earning a living in a way that does not cause harm or suffering to others, for example, avoiding occupations that involve the selling of intoxicants, firearms or animals for slaughter.
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Right Effort – exerting a constant attentiveness to lifestyle.
The Four Noble Truths and the Eightfold Path
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Life is subject to mental and physical suffering and frustration (dukkha).
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The origin or cause of dukkha can be attributed to selfishness and desiring/craving things for oneself, for example, sensual pleasures, wealth and power.
Right Mindfulness – constant awareness about the effects of one’s actions so as to avoid harmful actions.
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Right Concentration – attaining serenity by cultivating the mind through meditation.
Buddhism has no prescribed dress code for lay Buddhists, except that they wear clothing that covers the shoulders and legs.
Place and style of worship
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Buddhist monks and nuns shave their heads and wear a robe that is usually brown, tan, orange, red, maroon or grey (depending on the tradition).
Dietary requirements and restrictions Regulations governing food depends on which branch of Buddhism is practised and in what country. •
Establish inclusive class ground rules that safeguard against racism and harassment. –
In small classes, guide students to negotiate their own code of conduct.
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In larger classes, provide a framework and ask for student feedback and ratification of ground rules.
Define how class members discuss issues, especially potentially sensitive issues. For example, ‘People must have valid support/evidence for what they say’ .
Appreciate the challenges and adjustment stresses •
When people live and work in a new culture, they may experience ‘culture shock’. This is characterised by a series of phases influencing how people perceive and respond to others and events around them. For further information, see General Information Folio 4: Understanding and Supporting People Experiencing Culture Shock http://latrobe.edu.au/cdip
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Recognise that people for whom English is an additional language can experience frustration and isolation from not being able to express themselves fully in English, especially when they are used to being highly successful in their own language and culture.
Meat and fish are generally not eaten by the Theravada and Mahayana traditions because it is considered bad karma (since animals can be reincarnated as humans and vice versa).
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Some followers of the Mahayana and Theravada tradition are also vegans.
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Buddhists from China and Vietnam usually do not eat onion, garlic or leek. Commonly referred to as ‘five pungent spices’, these foods are believed to increase one’s sexual desire and anger.
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Buddhist monastics fast from all food on the new and full moon of each lunar month.
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Buddhists generally abstain from mind altering substances such as alcohol.
Significant Buddhist Festivals and Celebration Dates
Dancing dragons, lanterns made out of paper and wood, releasing caged birds and making origami paper crane decorations are others ways in which Wesak Day is celebrated across different traditions. Offerings of food to monks and flowers/incense for shrines and temples are also made as signs of respect.
Buddhist festivals provide an opportunity for celebrating and expressing devotion and appreciation of the Buddha and his teachings. The dates and the way that festivals are celebrated vary between countries and Buddhist traditions. With the exception of Japan, most Buddhists use the lunar calendar.
Buddha Day is celebrated on the first full moon day in May except in a leap year when it is held in June.
Dharma Day (Asalha Puja Day/Buddhist Teaching)
For specific dates, see the Cultural Diversity calendar at: http://www.latrobe.edu.au/cdip
The teachings of the Buddha are known as the Dharma. This is celebrated on Dharma Day. Dharma Day is often celebrated with readings from Buddhist scriptures, providing an opportunity to reflect on their contents. Collective ritual celebrations in a ceremonial manner are also common.
Buddha Day Considered the most important festival of the Buddhist year, Buddha Day commemorates the birth and enlightenment of Buddha in Mahayana Buddhist countries. In Theravada countries, Buddha Day is also known as Wesak Day. It differs from Mahayana Buddhism in that it celebrates the birth, enlightenment and death of the Buddha. Buddha Day is commonly celebrated with the ‘Bathing of Buddha’ whereby water is poured over the shoulders of the Buddha as a reminder of the need to purify the heart and mind.
Dharma Day is celebrated on the full moon day of July.
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Use a respectful tone of verbal and non‑verbal communication. Be aware that there may be an unconscious inclination to ‘talk down’ or to talk simplistically to international students or local speakers of other languages if English is not their first language.
Treat diversity positively
Cultural Dive
Establish clear expectations in the classroom •
Teaching Into
Explain and clarify academic expectations and standards regarding written work.
Reviewing You• Check that your students understand the Australian r Ap university context and what is expected of them. pro ach to Tea Where might of thechi particular you stand on • Clarify the format and purpose ng the following Do you
A good start for have session typestate you are teaching men a fixed view or Avoid over generalising behaviour (expecting particular ts? and the type of student does think it vary with Is your teach ing abou participation expected. culturally based because that the situation? ing cons t behaviour from an individual istent with your cultu person comesown from a certain cultural group) or having • Explain viewp the written re, your oint?topic outlines, objectives and outcomes that are provided to students, checking that andstereotypical others’ isexpectations of people (positive or negative) The Teach teacher’s role e.g. ‘All Asian students are quiet in class’. everyone understands. er role is to notic ing what you guide students commentsciting, referencing and how to avoid • Don’t expect any individual student to speak astoward a • TeachYour appropriate indepe find ndent learnin surprising, or g, by The role of the representative of his/her culture.encouraging plagiarism in papers. Provide relevant information and teacher is to self‑directed provide discipl perhaps offen learning and as a resource. inary resource sessions if necessary. Ensure students are aware expertise sive, • Utilise diverse experiences and perspectives peer teaching and to cover all and learning. the skills and about differenc of the LTU website on plagiarism: http://www.latrobe.edu. knowledge that es infor all students to contribute • Plan opportunities input students are au/plagiarism everrelated yday beha required to learn. to their own culture (but avoid making any student a viour Students are • Make yournt unit objectives and marking scheme quite clear. Stude betwcultural representative) . een some role expected one to develop expert LetYour students if the emphasis is on communicating ise in commknow from • Structure groups and group work ents a different the thoughtfully accepted discipl information and ideas or on language accuracy. Students are carefully organised group activities canby provideinary valuable knowledge cultu–ral expected to the group develobeing p their own ideas • Sometimes students can be anxious about teacher’s explan opportunities for encouraging students to meet others in by ations questi and your and demon penalised for poor English expression.oning and critique in what strations. theirself. class, to exchange ideas and opinions and to develop •
teachers presen
t in class.
respect for alternative perspectives and values. For further information, see General Information Folio 2: Good academ ic behaviour Culturally Inclusive Practice require http://latrobe.edu.au/cdip s quotin
Teacher incivility can include:
Introductions
Right Thought – genuinely wishing to break free from desire.
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What can I say about myself and my own culture? What national, ethnic or religious group(s) do I belong to? How does my teaching reflect this?
Right Understanding – knowledge that the Four Noble Truths lead to overcoming dukkha.
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Buddhist symbols
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One attains the state of nirvana by following the Eightfold Path: •
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Worship is commonly in the form of chanting Buddha’s teachings, meditation and mantras (single sounds such as Om or Aum repeated constantly).
The overcoming of dukkha is known as nirvana – a state of mind that transcends desire and suffering.
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The Vajrayana School’s interpretation of the teachings is essentially the same as the Mahayana School but differs in that it emphasises the importance of a personal guru (teacher) who initiates his followers into what has been called ‘secret teachings’ (tantra). Meditation and special sayings known as mantras are also characteristic of the Vajrayana tradition. Vajrayana countries include Tibet, Mongolia, northern India and Nepal. The Dalai Lama is the spiritual head of the Tibetan branch of Buddhism.
Buddhist dress code
The main place of worship for a Buddhist is the temple, which often includes a shrine and a statue of Buddha. Buddhists make offerings of flowers, light candles and incense and engage in meditation.
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Vajrayana
Buddhist Religious Observance
The most popular symbol of Buddhism is the Buddha statue. Other symbols of Buddhism include the eight auspicious symbols such as the Dharma wheel with its eight spokes that refers to the Eightfold Path. There is the lotus flower which often represents the inherently pure potential of the mind. Stupas or temples which have tiered, domed shaped rooves with a golden spire at the top, represent the steps to the enlightened mind of a Buddha. The Great Stupa of Universal Compassion that is being built near Bendigo is an example of this.
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Zen Buddhism, a branch of Mahayana Buddhism, strongly emphasises the practice of meditation. Mahayana countries include Tibet, northern India, Nepal, China, Japan, Vietnam and Korea.
The central teachings of all schools of Buddhism are based on the Four Noble Truths:
The Mahayana School is not as strict as the Theravada School in its interpretation of the monastic code of conduct. The importance of followers becoming bodhisattvas for the salvation of living beings is emphasised.
: Buddhists believe the Truths’ and follow • in the ‘Four Noble ‘Eightfold Path’; permanent; world is fixed or • nothing in the ced by past • everyone is influen actions (karma); form, can occur in human • in rebirth that state ghost, in a blissful animal form, as a or in a state of woe.
TIPS for Designing a Culturally Inclusive Learning and Teaching Environment
There are different traditions in Buddhism but the central teaching is common – the teaching of Buddha Sakyamuni. The differences between the schools of Buddhism rest on the emphasis they place on particular aspects of the teachings and the interpretation of rules governing the conduct of the sangha (Buddhist spiritual community).
Academic role
g recommende d texts in order to demonstrate learning.
Your comments
Tone of classr Classroom interac oom interaction Developing a Checklist for Reviewing tion should be informal, where Your comments teachers students, conver se Your TeachingonandPractice a first name basis as
Good academic behaviour includes unders tanding compe ting explanations of differing phenomena and formulating a theoretically defens ible rationale for one’s own opinion .
colleagues in
A degree of formal is important becaus ity in class e students need to trust and respect teachers as they are the
the higher ment.
For information on ‘Evaluationeducat of Teaching’ see the Academic Development Unit website. ion environ
expert sa who This site contains guidelines and resources for evaluation of teaching, including peer review. The following questions can used as will ultima telybe assess and framework for developing a checklist to either monitor your own practice or curric as a peer review instrument. grade student The The curricu work. ulum lum is for an liantouniver • What strategies/methods Austra do I use establish an inclusive learning and Yourteaching sity and comm environment? ents
therefore the
•
Which strategies/methodsbework well?content must essent
•
What evidence do I have that these strategies/methods are successful?
•
Which strategies/methods do I need to modify?
•
What new strategies/methods could I adopt?
The curriculum is for a global environment and market and therefore care should be taken to ensure that the conten examples, theoris t, illustrative ts and reading s reflect diverse world views.
ially Australian.
References an
d Further Resou
TIPS 4
rces
Ballard, B., & Clanchy, J. (1991). Teaching Studen Longman Chesh ts from Overse ire, Melbourne as: A Brief Guide Boice, R. (1996). for Lecturers First‑Order Princip and Supervisors Anker Publishing . les for Colleg e Teachers: Ten Company, Bolton Basic Ways to , MA Carroll, J. (2000). Improve the Teachi A Way of Thinki ng Process. Development ng About Cultur , Oxford e: An Exercise. Oxford Centre for Staff and Learni Perry, W. G. (1999). Forms of Intelle ng Jossey‑Bass ctual and Ethica Publishers, San l Development Francisco. in College Years: La Trobe Univer A Scheme. sity Assessment Policy http://www.l atrobe.edu.au/polic ies/
Learning and
Designing Cu ltu Classroom En rally Inclusive vironments Staff and stude nts at La Trobe
rsity
Practice Strate
gies
Teaching
University have constitutes good a variety of ideas learning and about what teaching. Thes culture and indiv e ideas are influ idual life expe enced by their riences. Much framed by cultu own of what we do ral ‘rules’ that in education is are often tacit. and learn, the actually This includes curriculum inten the ways we teach t, design and about schooling content, and our and education attitudes and . Therefore, as many students values La Trobe is a and staff may very diverse comm find our educ challenging expe unity, ational environm rience. ent a new and possibly Culture is the basis of what people ‘take for granted’ or what they notice about others but is largely invisib le to themselves. The invisibility of culture in educa tional settings can have unintended conse quences. Despi te the best of intentions, teachers and students might unaware that be what they say, do or teach in classroom could the seem strange or offensive to others. Some times doing what seems ‘norm may mean uninte al’ ntionally exclud ing others from participating fully in the learni ng environmen t.
Thinking abou
t culture
A good start for thinking about culture, your own and others’ is noticing what you find surpri or perhaps offens sing, ive, about differe nces in everyd behaviour betwe ay en someone from a different cultural group and yourself. When this happens think about what cultural ‘rules ’ the other perso and you might n be using (Carro ll 2000). Expectations about roles, respo nsibilities and relationships of teachers and students can Consider the vary. ‘rules’ as used by the student the lecturer in and this situation.
“If the lecturer does not answ er a student’s other students questions in class what they think , but asks the , in my country is poorly qual we would think ified or lazy. But that teacher in Australia this is common in way of not givin our class, even g the answer... when the Profe (3rd year Bota ssor is our teach ny student from er Thailand) (Ball ard & Clanchy, 1991, p1).
Sometimes doing what seems ‘normal ’ may mean unintentionally excluding others from participating fully in the learning environment.
TIPS
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La Trobe University
Cultural Diversity folder and brochures