An Evaluator looks at Cultural Diversity
The computer is said to reinforce the form of subjectivity, moral relativism, human-centeredness and other characteristics of Western modernity. According to Bowers, computers help to “spread these ideas and values among larger segments of the local community that have not received Western-style education” (Bowers, 2000. pg 93). Hence, one must be careful when arguing for globalizing computer-based culture as it might erode distinctive cultural traditions that have developed over hundreds of years. When designing and evaluating instructional materials, one must also be sensitive to cultural diversity and pluralism and ensure that the learning environments are enriched by values of each culture.
When Reeves brought up the question about social diversity and how it is a “serious issue in the evaluation of instructional programs and products”, I began to appreciate the conscious effort undertaken by the curriculum and textbook writers of the Ministry of Education in Singapore when producing educational materials. Often brushed aside as propaganda, these culturally sensitive instructional materials are in fact an education in itself. Singapore, a melting pot of different races and cultures, needs to showcase the diverse religious, cultural and linguistic practices in a favorable light without seemingly portraying one culture to be superior to the others. An example would be the recent textbook illustrations of Malay Muslim women wearing the headscarves in respect of the modest dressing advocated by Islam.
Another illustration given by Reeves is the computer-based programs for ESL learners that blatantly ignored the importance of traditional family in Chinese families. Some may argue that students will now be exposed to a new set of moral values that differs from theirs; and any added knowledge is good, n’est pas? However, one must be cautious towards the usage of insensitive icons and images that contradicts the learner’s religious or societal beliefs. Edutainment software using the pig and dog icons can be insulting to Muslims whilst the Hindus might find the cow images (the cow is a sacred animal in Hinduism) indiscriminately used in the software as offensive. Even the structuring of examination questions need to take into account one’s cultural background. Fortunately for Singapore, the Cambridge University examiners are often briefed about Asian culture and beliefs. This helps minimize the cultural biasness in the Cambridge examination papers that the Singaporean students sit for.
As the world evolves into one global village, instructional design and programming should evolve into a culturally sensitive one. As mentioned by John Ogbu (1992), minorities in the United States have their own inherent attitudes towards education and unless the negative belief systems are altered, cultural diversity will continue to plague the education field. Thus, a shift of mentality needs to be made. When one designs an instructional material, one should always bear in mind one simple formula: Unity in Diversity - Respect for diverse cultures will lead to a more unified society. Technology is always changing but cultural issues will always remain the same. Therefore, a good instructional material should not only be sound pedagogically but involve the participation of the audience through the correct portrayal of their culture.
References:
Bowers, C. A. (2000). Let Them Eat Data. Athens, Georgia: The University of Georgia Press.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14, 24.
When Reeves brought up the question about social diversity and how it is a “serious issue in the evaluation of instructional programs and products”, I began to appreciate the conscious effort undertaken by the curriculum and textbook writers of the Ministry of Education in Singapore when producing educational materials. Often brushed aside as propaganda, these culturally sensitive instructional materials are in fact an education in itself. Singapore, a melting pot of different races and cultures, needs to showcase the diverse religious, cultural and linguistic practices in a favorable light without seemingly portraying one culture to be superior to the others. An example would be the recent textbook illustrations of Malay Muslim women wearing the headscarves in respect of the modest dressing advocated by Islam.
Another illustration given by Reeves is the computer-based programs for ESL learners that blatantly ignored the importance of traditional family in Chinese families. Some may argue that students will now be exposed to a new set of moral values that differs from theirs; and any added knowledge is good, n’est pas? However, one must be cautious towards the usage of insensitive icons and images that contradicts the learner’s religious or societal beliefs. Edutainment software using the pig and dog icons can be insulting to Muslims whilst the Hindus might find the cow images (the cow is a sacred animal in Hinduism) indiscriminately used in the software as offensive. Even the structuring of examination questions need to take into account one’s cultural background. Fortunately for Singapore, the Cambridge University examiners are often briefed about Asian culture and beliefs. This helps minimize the cultural biasness in the Cambridge examination papers that the Singaporean students sit for.
As the world evolves into one global village, instructional design and programming should evolve into a culturally sensitive one. As mentioned by John Ogbu (1992), minorities in the United States have their own inherent attitudes towards education and unless the negative belief systems are altered, cultural diversity will continue to plague the education field. Thus, a shift of mentality needs to be made. When one designs an instructional material, one should always bear in mind one simple formula: Unity in Diversity - Respect for diverse cultures will lead to a more unified society. Technology is always changing but cultural issues will always remain the same. Therefore, a good instructional material should not only be sound pedagogically but involve the participation of the audience through the correct portrayal of their culture.
References:
Bowers, C. A. (2000). Let Them Eat Data. Athens, Georgia: The University of Georgia Press.
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14, 24.
Reeves, T. (1997). An evaluator looks at cultural diversity. Educational Technology, 37(2), 27-31.
posted by Hidayah Amin at 8:01 PM
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