A.J. Tallo
Culminating Assessment
Examine Culture as Dynamic and Contested:
Culture is constructed by the individuals in each certain area. It exists no matter what. As long as people are alive culture will be an existing concept that is only changed by the ideologies of the people within each culture. There is an endless amount of sub cultures within each culture. Then there are sub cultures that are even smaller existing within the original sub cultures. You cannot change culture because it is something that only changes with the majority of the people. It has so many aspects to it that it s ever changing and morphing. Every second something about a culture is changing. It may be through different types of education or realization. But at the same time cultures are know for the practices they have stuck with since the culture was started and will always carry on. This is what distinguishes one culture from another. Each has set ideas beliefs, and practices that make other cultures look upon in disagreement. These differences are so contested by other cultures that since the start it has caused for segregation, racism, hatred, and in worst case scenarios: war. I have learned since the Mid – Term of this course a lot more about Culture as a Dynamic or and culture being contested. In the second half of the course we learned about a lot of intercultural issues such as understandings, disagreements, and cultural norms. Many cultures have different customs and ways of doing things. There are a lot of easy mistakes one can make when communicating with one of another culture. We learned about how to deal with these things and how to become more open and effectively communicate with other cultures. There are a lot of things one can do. But he most important is the understanding of these so-called “norms”. It is important to learn cultures norms before trying to experience it. Also be careful of certain hand gestures as well as other actions that one culture may find offensive although yours does not. The main idea is openness and communication between races and cultures.
Critically examine paradigm shifts in understanding culture:
People around the globe believe they understand everything there is to know about each culture and at the same time say that their original culture is the best suit for them. No one person understands the various amounts of cultures our earth has to offer. There is much education being offered worldwide on cultures of the planet but understanding culture means more than being educated on it. There is much to know about each cultures beliefs and practices yet the only way to know is actually live a life in each culture for an extended period of time. To walk in one’s shoes in each culture is the only true way of understanding everything one must know. People have rapid changes in their view of cultures. The media and news may lead one to believe certain things about a country or culture. Our understandings of cultures are changing all the time as we have new biases and information that leads us to believe things about a culture that very well not be true. Stereotypes may be true in some cases but in the end there is a lot more truth than we can know about each individual culture. There are many paradigm shifts in cultures. Cultures vary in many ways. Since the mid term assessment to now (end of the semester) our class has been taught a lot more about these shifts in culture and the things that come out of it. Many of these differences occur in culture’s educational systems and that was our focus as a class. Different nations have different roles and reasons in their systems of educating their youth. Some countries use a top-down approach which can be considered a closed approach. Other nations use a cooperative approach with students. These different approaches somewhat resemble the philosophy of each nations its foreign affairs or other doings in political matters.
Analyze variability and heterogeneity within and across cultures:
Each culture has many differences within itself. Many people of the same culture have totally opposite views and ideologies. They may have different religions, philosophies, and worldly outlooks. America is a prime example of these variables in a culture. A melting pot of people of all types and cultures who have come together in a country and formed a large mainstream culture. Is it possible that part of the reason America’s values and activities are taken in by people worldwide is because we have a culture that encompasses all cultures? It may be possible. There are such dynamics and differences in each cultures that every single one has variability’s that are unimaginable. It is obviously foolish to group a culture together as all being very similar to each other. People vary themselves, everyone is different and if we weren’t then there would be no such thing as culture or variability in culture itself. The variability in culture is extremely vast. There are such a large amount of cultures that exist in the world today, and subcultures existing within those. The ideas, and philosophies of all of these groups can vary in such a large way. Western cultures have obviously different values than that of Europe or Asia. But within each there are nations that uphold certain values and beliefs. Within each nation there are religious groups and other types of groups that also hold their own cultural beliefs, values, teachings, and traditions. Each culture is different, but every culture has subcultures within it so it can be hard to group a large culture together as having the exact same beliefs and value systems.
Engage in reflexivity about their own culture and identity:
Being an American I have so many dynamics to my culture. I have multiple cultures one could say. There is the idea that we are all part of the American culture here in this country. This American culture can be viewed in a positive or negative light around the globe. As an American you also have a background culture. Wherever your family is from is one of your sub cultures. And also, every person is involved in very much smaller cultures in their communities and local areas. Each of these has different view and some may even be opposite ones. Its not about what culture was given to you at your birth, as much as it is important to know what aspects of each culture you would like to carry on or take part in. I myself, am an Italian – American. Although I only carry out some cultural aspects of my family’s Italian heritage it is my blood and therefore my culture. As an American I take part in everyday actions that an outsider would see as American aspect. However I don’t even notice since I am so used to this culture and the lifestyle that comes along with it. Also every group or organization I take part in is my culture as well. For instance being a college student makes me part of a college culture that exist within other larger cultures. I take small parts of each of these cultures that I truly believe in and make my own set of beliefs and practices I follow. I think the majority of people do the same thing although many do not think about it. You should be able to see your cultural identity for what it is but through what I have learned the most important thing is the idea of global citizenship. Understanding that you are not so different from other cultures and countries from around the world. Everyone should identify a part of his or her culture as being a global citizen. It is not any easier now that it is the end of the course to engage in reflexivity of one’s own cultural values, norms, and beliefs. This was a main point around teachings in the first half o the semester as well as in the readings we were required to do. I still fell very similar about beliefs as I did before and have no problem engaging in reflexivity of my own culture. But since last time, I have learned to engage in reflexivity about other’s cultures. This came through learning a lot more about other cultures and their beliefs. Also, we learned a great deal about where certain cultures get their belief systems and philosophies from, and why. It is easier for me to understand an educational system of one’s culture and how it differs from mine when you can better understand a culture as whole including its history. These are tools one can use to push prejudices or dislikes of another’s culture aside and see it for what it is. Skills like these can also help you to be more open; in turn you can learn another culture’s norms and practices easier and in a better mindset than many would.
Eastern’s Global Citizenship experiences have given me a great deal of new understanding when it comes to world cultures and beliefs. Through many campus events and our International Cross-Cultural Education class I have learned a great deal about these topics. It has helped me to be more understanding and aware of other cultures and what each and every one has to bring to the table. They all offer something different and I would not be able to take advantage of this if I had never got these experiences through our class and experiences the school has provided. I have learned how to communicate more effectively with a variety of other cultures to share my knowledge, as well as learn what they have to teach me. These experiences have been eye opening and educational to a point where you can cross barriers to be able to gain knowledge in ways one may never have done before. I have learned to be a “Global Citizen”, as opposed to just a citizen of my nation, for the first time in my life. I owe it to cultural experiences I have gone through in this course and Eastern’s global citizenship experiences that have been offered to me.
Experiential Transcript of A.J. Tallo
An index of my reports on cultural, social, professionally enriching experiences at Eastern.
Spring Arts Collaboration Friday, April 1st, 7-8:30 This art collaboration event was an event at Schafer hall where there was a variety of art forms being presented. Everything from music to visual art was displayed. This event connects to my current studies because it was an art show. There was art of many different cultures and background at this event. This event gave me another view or perspective on cultures and the different art forms they have to offer.
Eastern Outdoors Club meeting. Wednesday, May 4th. 3-4 p.m. This meeting was held in the Science Building on campus. The topics of discussion included activiteies pertaining to nature, for example, hiking. This event relates to cross cultural education because you meet a lot of different people of many cultures at these meetings. But they all have a common interest. I learned a lot about how different people value experiencing the outdoors and spending time in nature.
Social Justice in Education Club meeting. Monday, May 9th, 3-4 p.m. This meeting was held in the student center on campus. It consisted of the education club meeting and discussing social justice in this field. This relates to my studies because it was about education systems. Also, I experienced ideas about social justice in the education field. I learned at this event, new and different ideas about social justice systems being implemented into numerous educational systems.
Read Across America Friday April 1st, 2-5 p.m. Natchaug elementary school. This event also incorporated the People Helping People club. ECSU students read to the elementary school kids. This relates to cross cultural education because it took place in an elementary school. We also interacted with a group of children at the school. The value I got out of this was giving back to younger people in an educational setting.
A.J. Tallo
International Cross Cultural Education
Movie Review
Slumdog Millionaire
This film, Slumdog Millionaire, takes place in India. It was released in 2009 and it is in English or Hindi. There is a game show similar to our American show “Who Wants to be a Millionaire”. The main character of the movie is considered a “slumdog” because he was born and grew up in the slums on Mumbai India. This is a very poverty stricken area that has a lot of violence and other problems. The boy was separated from his mother, friend, and brother at one point when he as child. During the film, there are flashbacks of what exactly happened to them. Also, there are flashbacks of the main character being reunited with these people. The main character Jamal Malik, who is 18 years old at the time, somehow gets on the Indian version of the “Who wants to be a Millionaire “ game show. He is only one question away from making a certain amount of rubies, which in dollars is one million. But right before he can answer authorities come in and take him away. They beat him and question him while he is being detained. They think he has been cheating because no “Slumdog” could have answered all those questions correctly when nobody has ever done it yet. Jamal recounts through a series of flashbacks, the incidents in his past life that provide him with each answer. The flashbacks take up most of the movie. They start with his brother “Salim”, and his mother. His mother was killed in the Bombay riots which led him to one of his critical answers. His life stories were the reason why he could answer the question to win the million dollars. It it’s implied in the film that it was his destiny.
Bibliography
“Slumdog Millionaire.” Wikipedia, the Free Encyclopedia. Web. 11 May 2011. .
A.J. Tallo
International Cross Cultural Education
EPals Essay
My Culture Quest was on the country of Turkey; more specifically it was on the nation’s food. I did a presentation on the everyday popular foods that the Turkish people are accustomed to. I did a lot of research on the Internet to retrieve information for my project, but we also had an opportunity to link up with a university in Turkey. We could put up posts on the site and wait for them to reply. I asked the students from Turkey what meals or traditional plates I should include in the presentation. It took a while before I got a response but one student finally gave me some insight to what they think should be included in the project. I was informed that I included some foods that weren’t really that popular, they were meals that have faded out over time in Turkey. I also received information of what foods are actually popular in Turkey today. Some of these foods included meals such as “Borek”, “Meze”, “Kofte”, and alcoholic drink the Turkish call “Razi”. Razi is a drink referred to as “The Lion’s Drink” because it is said you have to be strong to drink due to how strong it is. I had never heard about this beverage before in my life until this student had told me about it. I also learned about typical foods derived from the Turkish people such as Pilav which I have actually eaten before but never knew it was Turkish. It is basically just a rice dish made of cracked wheat and it also may include chickpeas, aubergines, beans, or peas. I also learned about Turkish bread called “Manti”. The Turkish eat a lot of unleavened bread usually baked in clay ovens, on a griddle, or buried in embers. This particular bread is filled with a Turkish yogurt. A Turkish dessert I have tried before is Baklava. This is a milk-based pastry. Some other Turkish pastries I learned about include “Kazandibi”, “Helva”, “Asure”, and “Kandayif”. Turkish people also eat a lot more lamb than I expected. It is usually on a kebab like we have in the U.S. The famous “Sis Kebab” is actually derived from this Turkish dish. This really surprised me. I learned a lot from this project even though I only did research on the food of Turkey. Although the food of a country doesn’t go that in depth about a culture, I still was able to learn a lot about Turkey in my research. The students from Turkey also helped me to an extent. I found that Americans perceive other nations a lot different from how they actually are. I have learned a lot about other culture but I have realized that you can’t believe everything you have been taught about a nation until you talk to someone of that culture. This was somewhat of an eye-opening experience for me. E-pals can be a big help to find out truth about a person’s culture. It was a great help to me and in my studies about the nation and culture of Turkey.
A.J. Tallo
Essay 9 – Future
Comparative research in education continues to grow and evolve with time. New methods are being used as well as philosophies in educational policy. There needs to be terms defined to describe the field adequately. The Human Capital theory is influencing wealthy and developing nations to reform aid policy and new educational inputs that create economic opportunity. In countries like China, they are improving their educational standards as their economy booms. War in many parts of the world like the Middle East causes for educational reform and comparative studies to take a back seat in their budgets. The UK Department of State for Education is currently working out the final versions and mechanisms of its internationalization strategy. The field is starting to make comparisons as if they were comparing just different students at different schools rather than emphasize the fact that they are of different cultures and countries. This is the new idea of synthetic comparisons instead of generic. While the field is overall improving, there are challenges researchers and school systems face. One of these challenges is continue to explore what we have seen as one of the central purposes of inquiry in comparative education. There is also a need to promote positive developments in the ethics of working in this particular field. The work of international agencies should be monitored in accessing the impact of certain comparative strategies. New methods should and will be developed for comparative inquiry, which build on the strengths of a range of other disciplines. Lastly, there is a challenge of cooperating with specialists outside of the educational field who can contribute valuable and innovative insight. These challenges and plans are a blueprint for a successful future of the comparative education field.
ePortfolio rubric
Rubric for the Best Eastern ePortfolio 2011
Please copy this form into your own electronic portfolio, complete it there, and send the URL of the completed form to Dr. Stoloff at stoloffd@easternct.edu by Thursday, April 28, 2011 for consideration in the Best Eastern ePortfolio 2011 competition.
Up to twenty ePortfolios will be selected for showcasing on Wednesday, May 4, 2011, 2 – 4 pm, in the Library Users’ Education Room, LIB 263.
Will you be able to attend? ____x______ YES ____________ NO
Name A.J. Tallo
URL of this rubric score sheet – http://stolofd.wordpress.com/eportfolio-rubric/
URL of the homepage of your ePortfolio – https://ajtallo.wordpress.com/
Your email address talloa@my.easternct.edu
____ I live on campus in __________ (which hall?)
__x__ I am a commuter
Please refer to the AAC&U ‘s Integrative Learning VALUE Rubric* for details on the rubric. The evaluator will review the links that you list here as evidence of fulfilling the elements of the rubric and rate each element using this score –
4 = capstone, 3 = high milestone, 2 = milestone, 1 = benchmark, 0 = not evident.
One may list 1 or more URLs for websites that would display the rubric’s elements. The maximum score might be 20 points for the entire rubric scoring. Consider this rubric form as a table of contents or ways of demonstrating competency in your ePortfolio.
1) Connections to Experience – (Experience) – Connects relevant experience and academic knowledge (capstone – “Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view.”)
SP 3.2 Objective: students develop a sense of empowerment, ownership of the learning process and deepen understanding regarding the opportunities for meaningful learning outside the traditional classroom setting.
There is room to include the objectives of other strategic initiatives here.
For example, one may list webpages that document community service and service learning as related to coursework, participation in university clubs and other associations, and professional activities, ….
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
2) Connections to Discipline (Academic Portfolio) – Sees (makes) connections across disciplines, perspectives. “Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective.”
SP 3.2 Objective: Students will document the full range of his or her learning experiences (including experiential learning)
For example, essays developed in liberal arts courses that combines understanding from multiple discipline, research projects that relied on knowledge from several courses, mixed media projects, …
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
3) Transfer (Applications) – “Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.”
SP 3.2 Objective: Job and graduate school placement will be assisted by electronic portfolios.
For example, independent study projects, student-lead initiatives, showcasing skills for employment, …
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
4) Integrated Communication (Design) – uses a format, language, or graph (or other visual representation) in ways that enhance meaning. “Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought, and expression.”
SP 3.2 Objective: students learn to organize learning artifacts in ways that reinforce skills and knowledge and assist them in integrating and synthesizing learning from various contexts.
For example, uses of language, visual design – clarity of layout and presentation, video, and graphic tools … to convey meaning.
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
5) Reflection and Self-Assessment (Reflections) – Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work). “Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts).”
SP 3.2 Objective: Habits of self-assessment and lifelong learning will be improved with a process through which students record and reflect on their academic and professional accomplishments
SP 3.2 objective: Students will demonstrate the skills of a reflective learner by identifying personal strengths and challenges, assessment of learning and setting goals for the future
For example, mission statement, clear statement of planning and goals, changes in perspectives throughout one’s studies, …
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
* Association of American Colleges and Universities (2011). Integrative Learning VALUE Rubric. Retrieved from http://www.aacu.org/value/rubrics/integrativelearning.cfm.
A.J. Tallo
International Cross Cultural Education
Essay 8 – Outcomes
Comparative Education and the research that goes along with it can be an influence on Educational Policy. A transition of a country can cause for this to occur. For example, in 1989 the Soviet Union collapsed. Democratic Republics like Romania, Czechoslovakia, Poland, Hungary, and Germany had peaceful revolutions that in turn enabled them to begin provision of things like education. However, this transition can have downsides. Problems can arise due to the sudden abandonment of traditions and policies. There are seven stages to the transformation: Initial shock, underestimation, depression, habituation, understanding, research for solutions, and finally end of transition. In the pre phase to this there is an ideological collapse. Shortly there after there was national elections as well as local elections. The final phases include Educational Legislation and Implementation at a school level. A Democratic government can very much aid education in a positive way as opposed to an Authoritarianism type. The new type of government will focus on diversity, decentralization, freedom, and inductive learning rather than control, conformity, centralization, and didactic learning. This is what Eastern European nation’s school systems developed into in the early 1990’s. Some countries did not go this route in reforming their education. While countries like Hungary implemented uncensored western textbooks, nations such as Germany and the Soviets stayed more on the side of a conformist. Countries should plan for post transition conflict in education. Some factors that come into play include acquiring human and physical resources needed to carry out the provisions. Also, the need to purge any of the teaching force whose political involvement goes against the new system. There is a need to push Democratic processes. And finally there is a need to create a climate where long-term reform is possible.
A.J. Tallo
International Cross Cultural Education
Essay 7 – Surveys
It is obvious that those responsible for facilitating a nation’s educational system will compare themselves to other educational processes around the world. A way that many use is surveys. Surveys can be helpful but can only inform you to certain point. Each educational system should be observed in its own setting to truly be understood. These surveys can provide some surface details on the other hand. Every survey differs in questions and responses but there are certain aspects of survey data that should be looked at. For example : Why are the international studies of pupil achievement necessary?, what is the purpose?, what subjects should be covered?, what are the data collection problems?, how can the data be analyzed?, what use can be made of the data?
More importantly, it is imperative that international surveys compare like with like. For instance, different nations have widely varying aims for their educational systems including curriculum and organization. Length of school days may differ as well as the age of the students in comparative grade levels. It is challenging to make sure that your research and surveys are equally comparing so that the data is correct and there are no other variables in the equation. The analysts themselves can affect the comparability as well. Depending on culture the analysts can be looking at the same thing in different ways. This can cause for the interpretation of the results to be compromised.
A.J. Tallo
Essay 6 Perspectives
International Cross Cultural Education
Research studies around the world have been influenced and done in a variety of ways due to different perspectives. Everyone has a different focus and sees educational development in a different light. There are some perspectives that are uncommon and unknown. However, There are a handful of perspectives that many people use and come from. Although everyone’s perspective on anything is slightly different in some way or another than another’s view. But there are a couple philosophies that are widely used.
One of these perspectives is Economic Rationalism. This includes ideas of education supporting economic growth, Neo – Liberal economics, and macro – level studies. Marxist and Neo-Marxist perspectives stem from Karl Marx himself. This theory of class conflict he presented sheds light on the exploitive relationship between rich and poor. When using these ideas when it comes to education one may examine relationships education and development trends to focus on economic inequalities and their roots. This view is focused on social justice problems in terms of education. Anthropological perspectives are more focused on deep understanding of cultural context in educational systems. This ethnographic research approach is a social science that’s goal is to formulate a pattern of analysis that makes reasonable sense of human actions within in the context of the situation. Two other perspectives that go hand in hand in a sense include Gender and Human Rights. Views like these are framed by international agreements that state natural rights of all human beings. This can play into many educational systems around the world focusing in on third world nations. This view has three ideas in which their stances are based on: rights in education, rights to education, and rights through education.
A.J. Tallo
Essay 5
Research Methods of Comparative Education
Many cultures use a variety of methods in education as well as in comparing education. Some British comparativists have argued that systems of education should be based on sociological laws in the form. Others say that the method of social science is a more appropriate way of comparative education. These new methods are being used more as methods like historical-philosophical have been fading out. However, there are other types of research being used. Some examples are the processes of analytical, descriptive, evaluative, and exploratory. Analytical methods encompass specification of cause and effect relations. Descriptive research includes the description of phenomena or conditions as well as relations between variables. The evaluative method is based on judgment of merit or value of a certain technique. This is useful for decision-making. Exploratory processes are about generating new hypotheses. This is also the exploration of functions as well as relationships to develop in-depth research. Today, we have electronic technological advances and data collection methods at our disposal. This has caused for large banks of information about education systems from around the globe. Organizations as well as individual studies are regularly updating these information banks so that the data is current and constantly evolving. This is will cause for new methods to evolve in the future of comparative education. When it comes to new research design, analysis, and comparisons, there is a typical basis of various equivalences. Examples include cultural, contextual, structural, and functional equivalences. Researchers have established equivalences like these that are considered constants in a scientific method, between societies that have identified variables or differences.
A.J. Tallo 