The world moves quickly, developing into a global environment in which many people from various cultural coexist in a social context.
The world moves quickly, developing into a global environment in which many people from various cultures coexist in a social context. Instructional settings serve as a valuable source of information and knowledge for a large number of people. Therefore, it is critical that the materials, images, and languages, and symbols utilized in such a setting be culturally sensitive and, in some instances, universally accepted across cultures.
Day-to-day living experiences, such as education, business, sports, and other social activities, include interaction with others. It is thus essential that individuals communicate and engage successfully through culturally appropriate ways (Dick, Carey & Carey 2009). Elastic distribution of educational resources reaches all audiences in a culturally acceptable manner; the advantage of employing universally cultural characteristics is that the learners’ learning demands are adequately provided.
Instructions may be designed to eliminate any conflict and provide access for multicultural learners within that demographic while also capturing the local requirements of all learners who wish to access the material. According to Morris, Ross, and Kemp (2001), although many people deny the existence of many cross-cultural differences, the truth is that their disagreement occurred as a result of inherent defense mechanisms that are frequently displayed by humans and are characterized by “us versus them” thinking.
Cultural differences manifest themselves in various ways, such as eating habits, music, and speaking. It is thus critical that individuals who are faced with situations that require them to interact with people from different backgrounds conduct appropriate research on a wide variety of cultures and their cultural values and premises to avoid making mistakes (Pincas 2001). With so many people in my audience, it has been an enormous struggle and passion to connect and interact with them in a universally accepted way and not disrespectful to their many cultures (Morris, Ross, and Kemp 2001).
Instructors and architects of such programs should be acutely aware that any manifestations of cultural insensitivity, mainly when working with a culturally varied audience, are detrimental. Initial and foremost, it is necessary to be calm and continuously learn and ask questions from a neutral and non-biased perspective. This allows the instructor to understand more about their audience (Rogers, Graham, & Mayes 2007).
This article is curated by Prittle Prattle News.
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