This paper discusses multiculturalism as a factor in culturally-based learning styles in Australia.
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Paper Summary:
This paper applies Geert Hofstede's quantification of the four components of culture, which are Power Distance, Individualism, Masculinity and Uncertainty Avoidance, to measure the cultural differences, which influence the learning styles of Australians, Arabs, and Asian within the Australian schools. The author points out that, as compared to Western and Australian students, Arab students appear to be resistant because they seem to be dependent, indecisive, or nonverbal emotionally; because of the role of fate in the teachings of Islam, they are thought to be survival-oriented rather than insight-oriented. The paper states that Asian and Arab students will require more structure than Australian students, may seek more definitive instruction and judgment of their work, may prefer to be considered one of a group, and will not as readily push themselves forward to seek information as will Australian students.
Table of Contents
Introduction
Multiculturalism as a Backdrop for Culturally Based Learning Styles in Australia
The Effects on Learning of Ethnic Communities
Influences on Learning Style Derived from Hofstede's Classifications
Australia's Cultural Expectations
The Arab World's Cultural Expectations
Thailand's Cultural Expectations
A Sign of Resistance to Accepting the New Culture
Factors Involved in Accepting the New Culture
The Importance of Culture on Learning Styles
Arab-Australian Learning Styles
Asian Learning Styles
Effective Strategies
Conclusion
From the Paper:
"Again, this would seem to be easier for European cultures, having much in common with the foundation British culture of Australia, than for cultures such as those of the Middle East and Asia. Still, maintaining the cultural differences that result in learning differences over a long period is difficult. Maintaining cultural differences "needs an iron clad system of apartheid or self-imposed inward looking communal traditions." While this is more likely with the Middle Eastern immigrants for a variety of reasons, if the children are in Australian schools, it is likely that assimilation is acceptable to the family, and the teachers then must grapple with the cultural expectations those children bring to the classroom. This may be slightly less prevalent for Asian immigrant children simply because, in the current global climate, they would not suffer from what Australians think they know about the culture, as is arguably the case with those from the Arab world."
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