Cultural And Cultural Reflection

Ending of this Introduction to Ethnic course I will discuss of two key learning moments that will stay with me upon my departure from this course. I also will discuss of learning tools that help guided me through this course. In addition, I will discuss of what I had gained fromthe two moments of learning. Lastly, I will share how I can continue to learn and discuss about ethnic-studies related issues.

This past semester we have discussed four separate and different societies and cultures. Throughout this reflection essay, I will reflect what culture is and what I have learned what culture is based on this course. As well discuss what I have learned from each of the units. Also, reflect on the course and how the class has helped me develop and transform my academic skills.

The vitality of the inspiring film is based on not only the art of sophistication in cooking but also the deep cultural awareness. There is also an array of cultural patterns including non-verbal communication, individualism and collectivism, high- and low-context cultures which all illustrated successfully in this witty culture-specific film. There is no doubt that the captivating film will greatly inspire many generations of culture lovers, especially ones who intensively study intercultural

In this paper, I explore the main methodological principles that shape my culturally responsive and emergent research design (Berryman, SooHoo, & Nevin, 2013; Nodelman, 2013). My meth-odological explorations reflect the research purpose and theoretical framework (Denzin, 2009; Leavy, 2014; Shugurova, 2015a). The purpose of my research is to describe and explore some of the local learning practices of a trans–Himalayan kingdom of Lo Mustang (Lo) before schooling was introduced in the 1950s (Reed & Reed, 1968; Shugurova, 2014a, 2015a). My rationale is to give voices to the local people and listen to their stories about their historical experience of learn-ing (Bowers, 2001; Gruenewald, 2003; Patton, 2002; Smith, 2012; Shugurova,

Interdisciplinary Key Concepts: Culture - An evaluation of Southern and Eastern Europeans’ cultural elements such as music, literature, and arts and the extent of acculturation or the groups influence on native cultures.

For me, Given the opportunity to Bead undoubtedly brought me closer to Native culture and taught me much about patience, the ability to focus and to have goodwill. It drew my attention into how Native peoples view the world, and the simplistic yet utterly complex art styles they hold to their culture. Over the course of around a month of beading, I was opened up to such a vast world of culture. With not only beading but how it led me deeper into the Native Culture, more specifically Ojibway.

While reading these two chapters I found myself intrigued in the way that other cultures have influenced early and current American music. This comes to show that sometimes we do not take into consideration on how and where artist get their inspiration from when they perform or create music. We also sometimes do not realize that other people like music that we do not like, but forget to take into consideration where they come from and what has influenced them to like the music that we do not like. There is a concept of music that I found really interesting and I totally agree with and that is that music is a science. If you look at it more closely there are "procedures" to write a certain piece in music so that it could be classified in a certain

Since my Summer semester is coming to an end and I am moving forward with my field, I feel the class has helped me evaluate situations with a deeper meaning and not what meets the eye. With the degree I am majoring in, I will come across a lot of people and since more cultures are coming to the United States I now know what to do if I ever get the chance to assist someone with a different background than me. There were many things I had to learn when I started taking the class one of them was, Religious Diversity, and that was difficult because I do talk about my beliefs and having to take these classes I realized there is nothing wrong with anyone’s belief system (Martin & Nakayama, (2013), p 15). I have learned that we all have a different upbringing and living in today’s society is already hard enough and I need to be open minded because I am their advocate and being able to learn this concept through the semester I feel I am capable of putting my upbringing to the side and learn about their way of life and making sure they have a sense of comfort whenever they need me.

The cultural assignment allowed me to gain a new perspective on the differences of others. I have grown up in a household of dissimilar belief systems. My mom is a dedicated Christian while my dad is unassociated with any religious beliefs. Though, he grew up as a Jehovah’s Witness. There differing belief systems have been the cause of various conflicts within their relationship. I often wondered if people with contradicting beliefs could effectively and peacefully discuss their belief systems. This cultural experience showed me that a peaceful discussion is possible between individuals of dissimilar beliefs.

Upon completion of this course, in additional to all of the life experiences I have been involved in over the semester, I have gained valuable insights in regard to my cultural background. While gathering information for the ancestor writing assignment, correspondingly choosing Ikebana as the topic for an occupation evidence paper, I discovered how and why Japanese culture has influenced over my family’s cultural identity. By reason of my mother's side of the family whom resided in Taiwan during and likely before the period between 1895 and 1945, while Taiwan was under Japanese rule and was a dependency of the Empire of Japan. This was a new discovery which, given a fresh perception on my own cultural background as a whole.

In elementary school, middle school and in high school, I found myself questioning a lot of the material that was being taught. There were many instances, where I felt like I did not belong and I did not find myself engaged in the material being taught. In my primary years, most of the lessons that were taught to me were not multicultural, but Eurocentric. I found myself not learning a lot of the material that was taught. However, there is one positive experience that I had when I was in grade three.

The audience in Wheeler Concert Hall at the University of Evansville hushed as the conductor tapped his baton on the music stand in front of him. Raising both hands in the air, scanning the performers of the orchestra to make sure everyone had their instruments in place and appeared ready, he took a quick breath to cue the orchestra to start playing. Out of the many concerts that I have attended throughout my lifetime, especially since becoming a music student studying music, this particular concert was different. I found myself listening for musical aspects that may have come from different cultures. I don’t think I would have been so interested in this before I had taken the course, Seminar in World music. In this classe we studied

I am currently working on an internship credential as a high school counselor at Carlsbad High School which is a large public comprehensive high school in Carlsbad, California. In the 2015- 2016 academic school year Carlsbad High School had a total enrollment of 2,459 students in the 9th-12th grade. 21% of students are socioeconomically disadvantaged, 3% are English Language Learners and 10.2 % are students with disabilities (School Accountability Report Card, 2016-17).

1. Culture is perceived as a way of thinking that influences the behaviors of a group of people.

Denis Cosgrove and Peter Jackson (1987:99) argue that culture should be understood as “the medium through which people transform the phenomena of material world into a world of significant symbols to which they give meaning and attach value” & hence culture is the very medium through which charge is experienced, contested and constituted on as Jackson (1982:22). Culture is the “level at which social groups develop distinct patterns of life” and hence “maps of meaning through which the world is made intelligible”.