Reflective Essay

 

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The first mid-term paper enhances the learning objectives of unit 1 that is an understanding of the historical evolution of the Western discourse on cosmopolitanism and cultural diversity, with a focus on the UNESCO Universal Declaration on Cultural Diversity. The paper is a Reflective Essay that connects the Unit’s content to the student’s own experiences in a way that is both academic and personal. It should be 1,000-1,200 words (with references) and be completed outside of class. The Essay can be written in the first person. The assignment is graded according to the Program Learning Outcomes Matrix.

For the assignment, students write a Reflective Essay on how the history of culture, ethnicity and identity connects to their own experiences in their countries. The Reflective Essay can highlight any aspect of the learnings in Unit 1 (theories, academic literature, UN documents, etc.), as long as it demonstrates critical thinking and a depth of knowledge gained thus far in the course. For guidance, go to:

http://writeonline.ca/reflective-essay.php?content=section3

and http://writeonline.ca/media/documents/ReflectiveEssay-Sample

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Running head: EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 1

Effects of Eurocentrism on

Nationalism and Internationalism

Royal Roads University

JUST 203

20th January, 2018

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 2

Introduction

In this paper, I will reflect on the effects of Eurocentrism on the meaning of Nationalism and

Internationalism. I was always labeled “Westernized” in my own country because of my familiarity

and connection with American and European culture, and during the lecture on Nationalism and

Internationalism as well as the talk about Eurocentrism I was hit with an eerie thought; could it be

possible that Eurocentrism and Internationalism are so entwined that Internationalism has become

only a relic of Eurocentrism? Dr. Schellhammer claimed the area of Eurocentrism to be over, but I

wonder if the deep roots of Eurocentrism have been woven into our definition of Internationalism

too far for us to realize and be able to distinguish. Using the concept of Nationalism and

internationalism (Hans, 1995), class discussions and presentation on Janurary 11th, 2018 along with

the guest speaker talk on Janueary 19th, 2018 I will reflect on my experience growing up in a non-

English speaking country with a traditional culture that has no tolerence for Westernized ideas and

lifestyle. In the next sections, I will clarify the definations of Eurocentrism, Nationalism and

Internationalism, elaborate on my own experience and reflect on how this course has cultivated my

perception of modernity and Internationalism. In the light of this awareness, I will identify traits of

Eurocentrism and will conciously alter my demeanor in order to be a National and International

citizen without compromising my values and culture.

Reflection

Nationalism and Internationalism

Internationalism is the concept of being aware and concerned about the world as a whole.

Hans (1995) expands on this definition by stating that Internationalists are those who appreciate the

cultural value of their own nation as well as others, wishing to build an association of all nations.

Using that definition, Nationalism could be defined as the idea that we belong to and are a part of

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 3

our own nation, a concept that can easily escalate to hatred of other nations and thinking one’s own

nation is stronger or better.

In learning about Nationalism and Internationalism, I acknowledge that I have usually found

it difficult to connect to the deep feeling of belonging that Nationalism brings. Growing up, my

personal influences came from Western movies, books and music and being surrounded by those

influences alienated me from my own culture; that is why the concept of Eurocentrism and

Westernization in relations with Nationalism and Internationalism intrigues me. Internationalism is

a concept of being aware and concerned about the world as a whole and while that is significant and

crucial, it seems so interconnected and intertwined with Eurocentrism to me that the lines of where

one starts and one ends are blurred.

Eurocentrism

The notion of Eurocentrism is highly deceitful. Amin (2009) states Eurocentrism is “to view

the particulars European way of articulating nation … as a model that reveals the specificity of the

European spirit… a model for others to follow if they can” (p 256). That idea comes from the

historical events of colonialization when major European countries took over Asian, African and

South American countries and enforced their own culture, language and education on the society.

While that absolute domination appears to be over, most of the colonized countries seem to be stuck

in neocolonialism. Neocolonialism happens when “direct political and military control has given

way to abstract, semi-indirect largly economic forms of control” (Shohat and Stam, 2014). This

subtle control of specific countries over others redefines their culture and what they come to define

as Nationalism. Moreover, the European way of thinking has been implanted as the better and more

logical way of living, spread around the world and what we typically would think of

Internationalism seems to very influenced by it.

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 4

Personal Reflection

Coming from a country that was once colonized, I was brought up by the notion of how

damaging and destructive to a country colonization is. However, in my head I compared the well-

being of my country that broke free of colonization early on, to a country that was colonized as

well, India. While India finally managed to gain independence too, the influences of England lead

to India being an almost bilingual country with progressive universities and a culture of tourism

acceptance. I perceived India as a success story; they speak English, are modern, have good

political relations and somehow in this mayhem they even managed to keep most of their culture.

Now, I realize my idea of a “success” story is scarily familiar with Eurocentrism. They speak

English as most major European countries do and they are deemed on track because they go by

European standards of universities and lifestyle.

Although being identified as International is a deep feeling that comes within through

opening one’s mind and feeling to comprehend and be compassionate towards more that the people

you share a nation with, the external attributes of Internationalism are very close to what

Eurocentrism is. International citizens are fluent in at least two languages, one of which is English.

They typically have a university degree or are perusing one, as seen in examples of Hans (1955),

and they are from or have lived in a European or North American country. I acknowledge that not

all International citizens fit in that stereotype and the true meaning of Internationalism is not what is

being discussed in this article, but there seems to be an alarming overlap of Internationalism and

Eurocentrism in the stories told by professionals.

Conclusion

Knowing what true Nationalism and Internationalism are helps International citizens avoid

getting trapped into the Eurocentric mindset and lifestyle and allows them to preserve and nourish

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 5

their national culture as well as getting to know other countries’ backgrounds. Being consciously

aware of how much Eurocentrism affects us on daily life and has shaped our perception of

modernity, helps us prevent fitting into stereotypes and keep an open mind to other points of views

and beliefs. Personally, I have already been struggling to push past the boilerplate notion of gender

inequality all my life and now realizing how much of that is affected by Eurocentrism baffles me.

While moving to Canada was a significant progress for me, it opened my eyes to a more subtle

form of sexism and racism, all of which comes from the simple fact that I am from Middle-East and

as an International citizen that saddens me. However, I am determined to resist the wrong

impressions and make a change in myself and those around me to accept the true meaning of

Internationalism and drop the Eurocentric mindsets.

References

Amin, S. (2009). Eurocentrism. (R. Moore & J. Membrez Trans.). New York, NY: Monthly Review

Press. (Original work published 1988).

Hans, N. (1955). Nationalism and internationalism. International Review of Education, 1(2), 144-

153.

Shohat, E. & Stam, R. (2014). Unthinking Eurocentrism: Multiculturalism and the media (2nd ed.).

New York, NY: Routledge.

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 6

Assignment 1 – Reflective Essay Grading Rubrics

2. Critical Thinking

2.3. Uses research to support

arguments and explains all the
assumptions necessary to fully

understand the student’s

perspective.

• Make informed and logical judgements regarding the arguments of others.

• Identifies possible fallacious arguments and more importantly missing elements in an argument
in critically assessing class materials or contributions in class.

89

3. Global Perspectives and Citizenship

3.1 Identifies and describes

significance of issues in various
global settings.

• If applicable, analyze the impact of global economic, socio-political and cultural issues on local
and regional societies.

• Employs evidence in analysis and stating a position.

D

89

3.3 Recognizes cultural diversity as

an ontological feature of humanity.
• Examine and compare different social and cultural perspectives on topics essential to human

well-being.

7

89

3.4 Outlines specific features of
cultural diversity.

• Acknowledge and articulate different world views which are foundational to contemporary
global values and attitudes.

• Gives examples of different cultural world views and expressions.

7
90

Academic Rigour

Presents information with accuracy,

originality, relevance, intercultural
sensitivity and academic rigour

• The reflective essay is well-structured with an introduction, argument with key points,
conclusion

• The information presented in the essay is original and offers a personal perspective

• The information presented in the essay is accurate and factual

• The information presented in the essay is relevant to the assignment, and speaks directly to the
experiences and knowledge of the student

• The information presented in the essay has substance in that it contributes to a climate of
respect, avoids stereotyping and expressions of ethnocentrism

• The information presented in the essay is well-written, grammatically accurate, and reflective
of APA style in referencing literature and citations.

7

85

FINAL GRADE: 7
88 / A

Comments: The essay is well-written, includes a high level of critical thinking and makes a solid argument in through

personal example and supporting literature from class and research. You also demonstrated that you understand the

philosophical ideas presented in class to be able to weave them into an original argument. Making the connection

between Westernization and neocolonialism, which you adeptly argue can be heightened in systems that promote global

approaches to Justice. The reflective argument you make between a post-colonial XXX and India provides a strong

illustration of how you have applied what you are learning in class to your own shifting perceptions on cultural diversity

and expression. Well done.

Page 1 of 6

.

Reflective Essay: Sample Paper Format

Reflective Essay
Sample Paper Format

Name(s) and Student ID(s) of Contributor(s)

Date
Name of Instructor

Course Name and Code

A reflective piece of writing comes in many forms (e.g., portfolio,

journal entry, log, blog post). As such, a formal or standard format

does not exist. That said, this document provides you with a template

guide that may be of use for certain reflective writing assignments.

Page 3 of 6

Introduction

.
Reflective Essay: Sample Paper Format
Introduction

Common elements in a reflective writing introduction include:
Q identify the focus of your reflection (e.g., your experience, a specific situation or story, an overview of a

collection of experiences)
Q identify theories or course material that will help you to explore your experience more deeply
Q share the main lessons you learned from your experience
Q introduce the main

theme

s that you will address in the body of the paper
Q offer suggestions as to what you have learned from the experience and how you may move forward from

this point

Page 4 of 6

Body

.
Reflective Essay: Sample Paper Format
Body

The body of a reflective piece of writing can be quite varied. That said, you should relate the body to the points

and themes you identified in your introduction.

Each theme may account for one or more paragraphs in your body. For each theme, you should:
Q identify the theme
Q share a personal experience (or several) that support the theme
Q connect your experience clearly to course material, research, or other experiences in order to support the

theme

Page 5 of 6

Conclusion

.
Reflective Essay: Sample Paper Format
Conclusion

As you end your reflective writing, you may:
Q review the importance of your experiences within the context of learning
Q restate how you will move forward from this specific experience
Q suggest additional opportunities for future growth or engagement

Page 6 of 6

References

.
Reflective Essay: Sample Paper Format
References

You should include a reference list in the format appropriate for your discipline (e.g., APA, MLA, Chicago).

CULTURE, ETHNICITY & IDENTITY

JAN 9

Global Citizenship

Photo Credit: https://en.unesco.org/gced

JUST203:

CULTURE, ETHNICITY & IDENTITY
WELCOME
JUST203:
We recognize we are on the traditional lands of the Kwsepsum [Koh-samp-sen] (Esquimalt) and Lekwungen [L’kwong-gun] (Songees) peoples, whose ancestors and families lived, hunted, fished and gathered here since time immemorial, and shared these traditional land resources with the neighbouring Scia’new [Chee-a-new] (Beecher Bay) and T’Sou-ke [Tsa-awk] (Sooke) Nations.
http://www.royalroads.ca/about/aboriginal-relations/first-nations-chiefs-welcome

CULTURE, ETHNICITY & IDENTITY
ACTIVITY
JUST203:
Cultural Norms: How Close Can You Go?
In this activity, divide in half and make two separate parallel lines. Each person
will then be asked to pair off with a person across the room in the other line.
One person begin a conversation with the person across from them with the following question: “What type of food do you like?” The other person answers and they continue talking about food.
During the conversation, the lines of students move toward each other while continuing to discuss the question.
When one student feels uncomfortable, he or she should say, “Stop.”
After everyone has stopped, we can compare and discuss different comfort levels of personal space.

CULTURE, ETHNICITY & IDENTITY
TODAY
JUST203:
FRENCH PHILOSOPHERS & GLOBALIZATON – ARNARSON
CONDERCET
COMTE
NATIONALISM AND INTERNATIONALISM
WHAT DOES CULTURAL DIVERSITY MEAN TO YOU?
UNESCO 2001 UNIVERSAL DECLARATION ON CULTURAL DIVERSITY
REFLECTION ACTIVITY
REFLECTION PAPER ASSIGNMENT

CULTURE, ETHNICITY & IDENTITY
THE ENLIGHTENMENT
JUST203:
A European intellectual movement of the late 17th and 18th centuries emphasizing reason and individualism rather than tradition.
Questioned traditional authority and embraced the notion that humanity could be improved through rational change.
Francis Bacon, Thomas Hobbs, Renee Descartes, John Locke, Galileo
http://www.history.com

CULTURE, ETHNICITY & IDENTITY
THE FRENCH REVOLUTION
JUST203:
Began in 1789 and ended in the late 1790s French citizens razed and redesigned their country’s political landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal system.
Influence by Enlightenment ideals, particularly the concepts of popular sovereignty (especially against British monarchy) and inalienable rights of citizens.
Movement played a critical role in shaping modern nations by showing the world the power inherent in the will of the people.
http://www.history.com

CULTURE, ETHNICITY & IDENTITY
ARNARSON OVERVIEW
JUST203:
Explores 2 different ideas of a ”just world order”
Nicholas Condorcet: Infinite Progress of the Human Mind: Toward a vision of equality
– Rights based
August Comte: Religion of Humanity
– Obligation based
Cultural Imperialism:
Imposition of a particular set of values upon a culture with another value set

CULTURE, ETHNICITY & IDENTITY
1743-1794
Marie Jean Antoine-Nicolas de Caritat, Marquis of Condorcet, known as Nicolas de Condorcet, was a French philosopher, mathematician, and early political scientist
Progress of the Human Mind, 1794
An expectation of universal happiness
Every individual guided by reason could enjoy
true independence
Obvious biological differences do not lead to intellectual differences
Advocated for a free and equal education, constitutionalism and equal rights for women
Believed in total equality between whites and blacks
ANTOINE-NICOLAS DE CONDORCET
JUST203:

CULTURE, ETHNICITY & IDENTITY
Addresses the “problem” of the monopoly on knowledge
This monopoly has negative effects
Democratization of knowledge has positive effects
Inequality between different groups within society leads to oppression
Material inequality
Legal discrimination
Inequality of instruction
Inequality between black/white & men/women
Inequality as the cause of war
Argues for free trade between nations as equal partners
JUST203:
ANTOINE-NICOLAS DE CONDORCET

CULTURE, ETHNICITY & IDENTITY
AUGUST COMTE
1798-1857
One of the most important French philosophers as founder of Sociology
Sociology studies society in a scientific way – including all its complexities
Experiment – Observe – Historically
Analyze
Develops social religion based on morality Comte considered himself primarily a founder of a new religion that promised salvation for all the ailment of mankind. Comte thus tried to create a purely social religion. He went so far as writing to the Catholic Pope and suggested he abdicate and let Comte take his place.
JUST203:

CULTURE, ETHNICITY & IDENTITY
AUGUST COMTE
JUST203:
Religion of Humanity
A universal value system
Universal religion: Based on the common denominator of Christianity and Islam
Post-theological and post-metaphysical
An atheistic religion
Requires a balance of masculine and feminine
Three pillars of the religion are:
Altruism: Selfless concern for the well-being of others
Order: Authoritative command
Progress: Moving forward
At the core of this religion would be obligations instead of rights

CULTURE, ETHNICITY & IDENTITY
ARNARSON DISCUSSION
JUST203:
EXPLORATION: (10 minutes)
1s explore – INTRODUCTION / CONCLUSION – WHAT IS ARNARSON SAYING?
2s explore – COMTE RELIGION OF HUMANITY
3s explore – CONDERSET VIEWS
DISCUSS: (10 minutes)
Come back together to answer key Arnarson questions (15 minutes)
REPORT: (10 minutes)
Report answers to the class

CULTURE, ETHNICITY & IDENTITY
QUESTIONS: ARNARSON
JUST203:
What does Arnarson conclude about the arguments of Comte and Condorcet in relation to the question of globalization?
Can the export of supposedly Western values can be justified at all?

Globalization
The development of an increasingly integrated global economy marked especially by free trade, free flow of capital, and the tapping of cheaper foreign labor markets

CULTURE, ETHNICITY & IDENTITY
NICHOLAS HANS OVERVIEW
JUST203:
Internationalism
Created by 18th century philosophers who promoted a universal culture of humanity (Comte’s followers)
Opposition to wars between nations
Sought a federation of all nations
Nationalism
Can be considered in an open and encompassing way
Can be considered in a narrow, protectionist way

CULTURE, ETHNICITY & IDENTITY
QUESTIONS: HANS
JUST203:
Work together as 1s, 2s & 3s
How does Nicholas Hans answer these questions in his essay:
What is nationalism and what is internationalism?
Are these two terms contradictory or complimentary?
How does he reach his conclusions?
What is the support he provides for his conclusions?

CULTURE, ETHNICITY & IDENTITY
UNITED NATIONS
JUST203:
The United Nations is an international organization founded in 1945, at the end of WWII .
Current UN consists of 193 Member States.
The United Nations brings together its member states to confront common challenges, manage shared responsibilities and exercise collective action in an enduring quest for a peaceful, inclusive and sustainably developing world, in conformity with the principles of justice and international law.
In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter with representatives of China, the Soviet Union, the United Kingdom and the United States.
Source: http://www.un.org

CULTURE, ETHNICITY & IDENTITY
UNESCO
JUST203:
What is UNESCO?
United Nations Educational, Scientific and Cultural Organization, Established 1945 in France
What does UNESCO do?
UNESCO’s mission is to contribute to the building of a culture of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.
UNESCO works to create the conditions for dialogue among civilizations, cultures and peoples, based upon respect for commonly shared values. It is through this dialogue that the world can achieve global visions of sustainable development encompassing observance of human rights, mutual respect and the alleviation of poverty.
(www.unesco.org)

CULTURE, ETHNICITY & IDENTITY
UNESCO
JUST203:
KEY DOCUMENTS
UNESCO 2001 Universal Declaration on Cultural Diversity
Adopted by the 31st Session of the General Conference of UNESCO: PARIS, 2 Nov 2001
UNESCO 2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions
Adopted by the 33rd Session of the General Conference of UNESCO: PARIS, 20 Oct 2005
Convention vs. Declaration?
A convention is a binding agreement between states; used synonymously with Treaty and Covenant. Conventions are stronger than Declarations because they are legally binding for governments that have signed them. When the UN General Assembly adopts a convention, it creates international norms and standards, as is legally binding under international law.
REPORTS
2009 UNESCO World Report: Investing in Cultural Diversity and Intercultural Dialogue
2015 UNESCO Re|shaping cultural policies. A Decade Promoting the Diversity of Cultural
Expressions for Development

CULTURE, ETHNICITY & IDENTITY
CULTURAL DIVERSITY
JUST203:
UNESCO 2001 Universal Declaration on Cultural Diversity
Human rights are universal
Human rights include many cultural rights
Human rights are not unlimited
Cultural rights are limited where they infringe on other human rights

“No one may invoke cultural diversity to infringe
upon human rights guaranteed by international law, nor limit their scope.”

CULTURE, ETHNICITY & IDENTITY
HISTORY
http://unesdoc.unesco.org/ images/0024/002428/242866e
JUST203:

CULTURE, ETHNICITY & IDENTITY
ACTIVITY

What does cultural diversity mean to you?

JUST203:

CULTURE, ETHNICITY & IDENTITY
ASSIGNMENT 1:
Reflection Paper Due Jan 20
JUST203:
End of Unit 1: The first mid-term paper enhances the learning objectives of Unit 1, that is an understanding of the historical evolution of the Western discourse on cosmopolitanism and cultural diversity, with a focus on the UNESCO Universal Declaration on Cultural Diversity.
Connect the unit’s content to your experiences of culture, ethnicity and identity.
You must reference at least one article presented in the class.
and include it as a references in APA 7 style.
Complete the paper outside of class and submit on MOODLE Jan 20 @1155pm.
The paper should be 1000-1200 words with references.
The Reflective Essay can highlight any aspect of the learnings in Unit 1 (theories, academic literature, UN documents, etc.), as long as it demonstrates critical thinking and a depth of knowledge gained thus far in the course. For guidance, go to:
http://writeonline.ca/reflective-essay.php?content=section3 and
http://writeonline.ca/media/documents/ReflectiveEssay-Sample .

CULTURE, ETHNICITY & IDENTITY
ASSIGNMENT 1:
Reflection Paper Due Jan 20
JUST203:
Clarity of Expression
Accuracy (information presented as fact is accurate) Originality (offers a personal perspective)
Relevance (speaks directly to the experiences and the knowledge of the student)
Substance (reflects comprehension and ability to apply course concepts in meaningful ways)
Intercultural Sensitivity (contributes to a climate of respect, avoids stereotyping and expressions of ethnocentrism)

CULTURE, ETHNICITY & IDENTITY
ASSIGNMENT 1: Learning Outcomes
JUST203:
2.3 Make informed and logical judgements regarding the arguments of others.
Uses research to support arguments and explains all the assumptions necessary to fully understand the student’s perspective.
Identifies possible fallacious arguments and more importantly missing elements in an argument in
critically assessing class materials or contributions in class.
3.1 Analyze the impact of global economic, socio-political and cultural issues on local and regional societies.
Identifies and describes significance of issues in various global settings.
Describes global trends and their implications on societies.
Employs evidence in analysis and stating a position.
3.3 Examine and compare different social and cultural perspectives on topics essential to human well-being.
Recognizes cultural diversity as an ontological feature of humanity.
Analyzes cultural particularities and resulting conflicts with other cultural groups.
Tests possible resolutions to such conflicts based on existing models.
3.4 Acknowledge and articulate different world views which are foundational to contemporary global values and attitudes.
Outlines specific features of cultural diversity.
Gives examples of different cultural world views and expressions.
Assesses the principle of unity through diversity.

CULTURE, ETHNICITY & IDENTITY
REFLECTION ACTIVITY
JUST203:
Answer the questions:
What was the most interesting thing you learned today and why?
(write 3 or more sentences for full participation grade)
Was there anything that confused you that needs clarification? OR What would you like to learn more about?
(write 2 or more sentences for full participation grade)

NEXT WEEK
JAN 13 – BRING LAPTOP!!!
UNESCO. (2001). Section 25: UNESCO Universal Declaration on Cultural Diversity. In Records of the General Conference, 31st Session, Paris,15 October to 2 November, 2001: Volume 1: Resolutions (pp.61-64).
2001 UNESCO Universal Declaration on Cultural Diversity
http://unesdoc.unesco.org/images/0012/001271/127162e
UNESCO (2009). UNESCO world report: Investing in cultural diversity and intercultural dialogue: Executive summary.
MUTLIPLE LANGUAGES: www.unesco.org/new/en/culture/resources/report/the- unesco-world-report-on-cultural-diversity
JAN 16
2005 Convention on the Protection and Promotion of the Diversity of Cultural Expressions. http://en.unesco.org/creativity/sites/creativity/files/passeport- convention2005-web2
REPORT IN MULTIPLE LANGUAGES: https://en.unesco.org/creativity/convention
Nuti, Paul J. (2005). UNESCO and cultural diversity: an unconventional approach? Anthropology News, 46(9), 25.
J• UScSheTllh2am0m3er,:E. (20C04)U. JLusTticUe sRtudEie,s –EaTn eHnigNmIaC? ITY & IDENTITY

CULTURE, ETHNICITY & IDENTITY

JUST203:

CULTURE, ETHNICITY & IDENTITY

INTRODUCTION

January 6, 2020

JUST203:

CULTURE, ETHNICITY & IDENTITY
WELCOME
JUST203:
We recognize we are on the traditional lands of the Kwsepsum [Koh-samp-sen] (Esquimalt) and Lekwungen [L’kwong-gun] (Songees) peoples, whose ancestors and families lived, hunted, fished and gathered here since time immemorial, and shared these traditional land resources with the neighbouring Scia’new [Chee-a-new] (Beecher Bay) and T’Sou-ke [Tsa-awk] (Sooke) Nations.
http://www.royalroads.ca/about/aboriginal-relations/first-nations-chiefs-welcome

CULTURE, ETHNICITY & IDENTITY
SPREAD YOUR CULTURAL WINGS!
Take 2 Feathers
Write a word or two on each feather (1 facing right; 1 facing left) answering:
“WHAT IS CULTURE TO YOU?” – Share with the group
Tape up the feathers to create class composite of wings
Take your own photos… email to to your instructor

JUST203:

CULTURE, ETHNICITY & IDENTITY
TODAY
JUST203:
COURSE OVERVIEW
CREATE COHORT/COURSE CULTURE AGREEMENT
PRESENT DEFINITIONS
CULTURAL ICEBERG ACTIVITY
REVIEW WED READINGS
REFLECTION EXERCISE

CULTURE, ETHNICITY & IDENTITY
COURSE OVERVIEW – JUST 203
JUST203:
Class Expectations for Contribution Grade
Attend class
Meaningfully participate in group activities and discussions (5Ps +T)
Participation, Professionalism, Punctionality, Preparedness, Problem-solving, Teamwork
Hand in short, mini-reflective exercise in class
Shared engagement and contribution in Team Activity outside of class
CONTRIBUTION GRADE: 15%
Unit 1: Jan 6-Jan 19
Unit 1 provides for an overview of the historical development of mainstream perspectives on culture and cultural diversity. It will create opportunities for students to discuss what they know about multiculturalism and being a global citizen.
REFLECTIVE ESSAY: 15% (DUE MONDAY, JAN 20) : 1,000-1,200 words (incl. ref)

CULTURE, ETHNICITY & IDENTITY
COURSE OVERVIEW
JUST203:
Unit 2: JAN 20-30
This unit further develops an understanding of cultural diversity in today’s world, including how ethnicities are constructed and reconstructed in times of immigration. In particular, the course will explore the challenges and opportunities of migration around the world; and connect you to a project that will support Victoria newcomers.
TEAM PRESENTATION: 35%
(Presentation in class on Feb 3 to a panel-to be confirmed).
Unit 3: Feb 3-13
This unit explores the history of Indigenous life in Canada that explains many present-day developments. It also introduces the concept of self-governance as it is defined by the Canadian government and how it is actualized in Indigenous communities.
FINAL PAPER: 40% (DUE FRIDAY FEB 13) – 1,500-2,000 words (incl. ref)

CULTURE, ETHNICITY & IDENTITY
“CULTURE” AGREEMENT
JUST203:
Cohort/Course Culture
RRU student rights and responsibilities and overall tone of this study space…
What are the things that are valued (or not valued) in the classroom?
Work in teams of 3 and 4 to answer the questions on the agreement.
For areas to monitor, ideas might include:
Preparation for class
Phone/computer use
Not allowing others to speak
Write on sticky notes to post on Flip Chart.
We will review them and finalize the agreement.
Discuss.

CULTURE, ETHNICITY & IDENTITY
DEFINITIONS
JUST203:
Culture
Non-biological or social aspects of life (anything learned in part of culture).
Culture refers to characteristics and knowledge of a particular group of people:
– Language – Social Habits – Arts
– Religion – Clothing – Rituals
– Cuisine/Food – Law -Ceremonies
– Humor – Knowledge – Music

Includes shared patterns of behaviours, interactions and understanding (learned)
Everything that makes up the lifestyles of a society at a particular point in time is part of culture (not always fixed).

CULTURE, ETHNICITY & IDENTITY
DEFINITIONS
JUST203:
Ethnicity
A social group that has a common national or cultural tradition & shared ancestry.
Ethnicity refers to shared social traits (not physical traits) by a population.
An example of race is brown, white, or black skin (all from various parts of the world), while an example of ethnicity is German or Spanish ancestry (regardless of race) or Han Chinese.
Social traits of ethnicity include a shared:
– Nationality – Language – Religious Faith
– Tribe – Culture – History & Tradition

CULTURE, ETHNICITY & IDENTITY
DEFINITIONS
JUST203:
Ethnic Minority
A group within a community which has different national or cultural traditions from the main population.
Examples of ethnicities: Inuit, Métis, Cree, Cherokee, Roma, Cham, Azeris, Uygur, Rohingya, Kurds, Dinka, Bantu, Zambos, Aboriginal peoples of Australia.
ETHNIC MINORITIES IN YOUR OWN COUNTRIES?
Ethnocentricism
Evaluating another culture by the values and standards of one’s own ethnic
group.
Belief in the superiority of our own ethnic group

CULTURE, ETHNICITY & IDENTITY
DEFINITIONS
JUST203:
Identity
The characteristics determining who or what a person or thing is… i.e. How we
define ourselves.
Self conception and self perception.
Influenced by internal and external factors, including:
Nationality (belonging to a particular nation)
Ethnicity (social group with common nationality and/or culture)
Religion (system of faith/worship)
Social class (economic situation in society)
Gender (range of identity, including male and female)
Sexuality (sexual orientation or preference)
Age (length of time in existence)
(Dis)ability (physical/mental condition that can limit movement, cognition, etc.)
Hobbies and Recreation

CULTURE, ETHNICITY & IDENTITY
DEFINITIONS
JUST203:
Sex refers to the biological characteristics of a person at birth, whether male, female or intersex.
Intersex refers to a person is born with a combination of male and female biological characteristics, such as chromosomes or genitals, that can make doctors unable to assign their sex as distinctly male or female.
Sexual Orientation is the affectional or loving attraction to another person. It can be considered as ranging along a continuum from same-sex attraction only at one end of the continuum to opposite-sex attraction only at the other end.
Gender is the concept of maleness and masculinity or femaleness and femininity (constructed).
Gender Identity is the sense of one’s self as male or female (constructed; not biological)
Transsexuality is where a person experiences a gender identity that is inconsistent with, or not
culturally associated with, their assigned sex.
Gender Role refers to the behaviours and desires to act in certain ways that are viewed as masculine or feminine by a particular culture. A culture usually labels behaviours as masculine or feminine, but these behaviours are not necessarily a direct component of gender or gender identity.

CULTURE, ETHNICITY & IDENTITY
ICEBURG ACTIVITY
Draw an iceberg
Write at least 5 visible cultural attributes of your country as SURFACE CULTURE
Write at least 5 cultural aspects
of your country that are more hidden as DEEP CULTURE
DISCUSS
CANADA Iceberg?
JUST203:

CULTURE, ETHNICITY & IDENTITY
THURSDAY – JAN 9
JUST203:
READ: Hans, N. (1955). Nationalism and internationalism.
International Review of Education, 1(2), 144-153. Let’s find our voice!
READ: United Nations Educational, Scientific and Cultural Organization. (2001). Universal Declaration on Cultural Diversity UNESCO. (2001). (NOTE: This is the same document as Section 25, but presented in a report format). (READ PAGES 1-7 for Jan 9)
REVIEW: Section 25: UNESCO Universal Declaration on Cultural Diversity. In Records of the General Conference, 31st Session, Paris,15 October to 2 November, 2001: Volume 1: Resolutions (pp.61-64). To read this in other languages, go to the UNESCO Portal. (REVIEW for Jan. 9)

CULTURE, ETHNICITY & IDENTITY
CLASS REFLECTION
JUST203:
What was the most interesting thing you learned today and why?
What are you most interested to learn in this course?
What did you do in class today that helped in your own learning?
What did you do in class today that helped other students learn?
Note: Class Reflections are part of your Participation Grade (10%)

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