? ?I often think of culture in terms of the "iceberg concept" commonly ?used in education studies, with its small visible tip and huge mass below the surface. Most people tend to view only the surface aspects of culture, sometimes known as the five F's: food,fashion, festival, forklore, and flags. But of course culture goes deeper than that.
? ? Deep culture (below the surface) includes elements such as child-raising beliefs, concepte of self, beauty and personal space, religious rituals and perspectives, eating habits, facial expression, eye contact, work ethic, approaches to problem solving and interpersonal relations, moral values, world views and personal disciplin-- to name (more than) a few.?
? ? ?The children that come into my classroom ?each year have such a variety of life paths. Looking at their culture backgrounds with the "iceberg concept" in mind has helped to keep me aware of their lives that are not in plain view. And the more I work I work with the students, the more my awareness of these subtle realms increase.
? ? Developing cultural competence is a process of inner growth. In order for me to be as effective as possible with students I work with, I must continuously engage in a process of self-reflection. To be able to know others, especially divers others, one must know the self. So the growth of a culturally competent educator starts here. We must look within for a deeper understanding of who we are before we can adequately address the needs of our students.
? ? ?This investigation should include our core belief, hidden biases and our religious perspectives. Developing cultural competence is also a process that comes with experience and engagement, and with sometimes painful lessons that highlight our limitaions and prejudices. To learn about the backgrounds of the students in my class takes time and effort; it involves reading about their countries of origin, visiting their homes and meeting family members, connecting with parents, developing ?relationships with community members and organizations, and going to cultural and religious festivals. By learning about my students' live outside the classroom, I am more prepares to work with them in the classroom.
? ? Schools don't exist in vacuums; they are situated within communities. Community involvement helps me understand the socio-cultural backgrounds of my students' lives and build bridges between home and school. This exposure helps challenge my own perspectives and biases.
? ? This journey of establishing a multicultural learning community in my classroom ?with a foundation of respect for all cultures is ever changing and evolving. Children bring to the classroom rich cultural life experiences, so why not tap into it? This involves a continuous process of research about the lives of the children in my classroom, as well as my own ?interpretations and perspectives. The differences of culture are complex and continually changing, but it makes our classroom a natural place to learn.
結(jié)束語(yǔ)：《孟子·盡心上》言原探，“得天下英才而教育之席揽，三樂(lè)也』拢”——2017/11/28
