This is the fourth activity on interculturality. This activity can be used as an immersion on the topic after the warming-up. You can find more activities on interculturality here.

 

DURATION

60 minutes

NUMBER OF PARTICIPANTS

Between 5 and 15 participants.

MATERIALS

Sheets of paper with the presentation of the topic and the questions for the analysis

PREPARATION

A sheet of paper for each small group formed by 3 or 4 people with the presentation of the topic on which they will reflect on one of the sides of the paper.

Topics:

1- Conception and organization of space:

Think and share with the group how your houses are distributed; the function of each room, for example in some cultures the main room is where the family prays, in other cultures the houses have rooms for men separated from women.

2- Time perception (chronological and symbolic),

Think and share with the group what kind of cities they come from, for example in large cities, many people would pay to have more time and in other environments, the concept of time is lived slowly because it does not belong to man or woman but is governed only by a cosmic or religious order, the important thing is the objective to be carried out and not the time it takes.

3- In relation to the body, ways of dressing, of showing oneself to others:

Think and share with the group what kind of relationship they have with their own body, ways of dressing, of showing themselves to others. For example, in some cultures, thinness is highly valued, in others, hair removal, in others, taking care not to show too much of your body.

4- Family:

Think and share with the group what kind of relationship they have in their families regarding:

Authority of the father / mother.

Education of sons and daughters.

For example, in some cultures it is common to use punishment to educate, to exercise a style of authority more or less respectful of the rights of the child, to educate the man different from the woman.

5- Family:

Think and share with the group what kind of relationship they have in their families regarding:

Older people, the role they play in family decisions.

Role and role of women (wife / mother / daughters) in the family.

For example, in some cultures older adults are wise, in others they are a hindrance. And regarding women, what freedoms they create.

6- Coexistence codes:

Think and share with the group what kind of relationship they have in their families regarding:

Courtesy, the value of social relationships.

Nonverbal communication

For example, in some cultures belching is good manners, in others people greet each other with 3 kisses.

And on the other side of the page, these are some questions to help reflect:

THE ACTORS AND THEIR RELATIONS

  1. Who are the actors present in this situation, their identities (ages, gender, profession, etc.)?
  2. What kind of relationships exist between them?
  3. Who is in a position of power and who is not?

THE SHOCK SITUATION

  1. What feelings appear and what behaviors have caused the shock?

THE REFERENCE SCHEME

  1. What does the situation revolve around, key elements, different conceptions of the role of parents, their obligations, the relationship between men and women, etc.?
  2. Representations, values, norms, conceptions, prejudices, frames of reference of the person who has experienced the “shock”.

OBJECTIVES OF THE ACTIVITY

  • Build a community of individuals committed to supporting diversity through true and everyday gestures.
  • Fight polarization and stereotypes to improve understanding and cooperation between people of different cultures.

DESCRIPTION

The facilitator will separate the large group into small groups of 3 or 4 people.

Each group will have to analyze elements of the organization of the family to which they belong to or families they know, looking for some elements, which can cause surprise among the participants. What seems surprising or curious about the way of being of others, can lead to rejection.

When a feeling of rejection appears, the “shock” may appear, I immediately judge that the model they follow is not good and I reject it. I comment on my surprise, the “shock” that I have experienced and generate a rumor and make it easy to exclude this person from a social group.

They will identify the “shocks” and represent scenes of “shocks” that they have experienced, or can imagine, related to the given theme.

Once the scenes are assembled, they will be shown to the large group.

Before each scene we will look for the “cultural shock” and analyze by answering the sheets’s questions.

All reflection should be aimed at obtaining tools to deal with “cultural clashes” with respect.

REFLECTION

  • After the experience of a clash, how will the relations between the protagonists of the clash be? Can anything be done to avoid “clashes”?
  • Can we establish an action protocol after experiencing a shock so that it does not condition my way of relating to that person?