IO4. Cultural Awareness
Work Area 5
Workshop 3: Introduction to culture at the workplace (Cultural perspectives on work for women)
Name of the key competence:
Culture in employment
Name of the workshop:
Introduction to culture at the workplace
Main learning outcomes:
5.2.1 Describe in what ways a person can be active
5.2.2 Provide examples of how “norms and values” can affect career path choice
5.2.3 Recognize opportunities that can arise through culture
5.2.4 Be able to fight/dismiss stereotypes and norms in order to go after what you want
Work area{s):
WA5 Culture in work and education
Duration:
4 hours
AC entry level
4
Class room activity
Outward bound activity
E-learning activity
Min. training materials:
Online connection
Beamer and PC
White board
Paper/pencils, post its etc
Extra rooms
Others:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
See annexe 1 for preparation requirements
Annexes
Part of workshop
Innovative didactical methodology used:
What it means:
1st part
2nd part
3rd part
1. Spaced learning
Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students
2. Cross Over learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives
3. Learning through argumentation
Argumentation as means to attend to contrasting ideas, which can deepen their learning. Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations
4. Incidental learning
Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher
5. Context based learning
By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning
6. Computational thinking
Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).
7. Learning by doing
A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn
8. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process
9. Adaptive Teaching
Using data of learner’s previous and current learning to create a personalized path through educational content.
Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study
10. Analytics of Emotions
Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner
Type of activity
Part of workshop
1st part
2nd part
3rd part
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
5. Demonstrations
6. Real world learning / real life scenario
7. Apprenticeship
8. Story board teaching
9. Out of class activity
10. Problem-based learning activity / problem solving
11. Collaborative preparation
12. Discussion questions / group discussion
13. Group activity
14. Story telling
15. Mind mapping
16. Brainstorming
17. Instructional video
18. Role playing
19. Self-assessment
20. (Mentor) work shadowing
21. Instruction
22. Event organisation
23. Online training
24. Learning game
25. Reflection
26. Coaching
Duration: 2 hours
Learning outcomes:
5.2.1 Describe in what ways a person can be active
5.2.2 Provide examples of how “norms and values” can affect career path choice
Exploration of work values
Process:
- Welcome and short introduction to the workshop by the learning facilitator
Time: 5-10 minutes
- Participants are asked to form pairs and interview/tell each other about what expectations their parents (mothers) have/had regarding the (working) future of their children.
- The facilitator asks each pair to shortly report the similarities and differences in their ideas they have been brought up with regarding work for women, paying special attention on aspects/arguments that stimulate and prevent women to work in general and in specific occupations (“male vs female activities and work” as well as the balance between family and work)
- The facilitator summarizes the dominant expectations, including pro’s and con’s regarding work/jobs for women (in contrast with those for men).
- The facilitator asks the participants to reflect on their own former and current expectations for themselves regarding work.
– What is their own motivation to work or not to work
– What would be their own choice in what work they could do
– Are they following their mothers’ expectations?
– Has their coming to the host country made any difference in their expectations for the future?
Time 30 minutes, followed by a short break
- The facilitator introduces 2 or 3 guests: Working women with different cultural backgrounds (1x Dutch, 1 or 2 immigrants) and with different working experience (1 typical “female” job 1 non typical female job and one self-employed woman).
- Each guest tells a little story of her own working life, the choices she made, the thresholds she overcame and the satisfaction work gives her. (This can also be done per item with the guest taking turn in explaining their own experiences and participants can respond per subject)
- Participants are invited to respond with questions and remarks.
- The facilitator summarises the dominant values (in the host country) around work and women’s labour participation (80% expects women to work and nearly 80% of the women is actually working, albeit mainly part-time.
Dominant arguments for working are: income/autonomy, doing something useful, social involvement with others, use of talents, personal development, having responsibility and pleasure.
Women generally find it more important to keep balance between work and family and care less about money (than men in general)
Newcomers are happy to learn the language a lot quicker and better when they are working. - The facilitator accommodates group discussion on differences and similarities in work values (of women) between the host country and countries of origin.
Time: 1 hour
Annexes:
Video and other useful links:
Duration: 1 hour and 15 minutes:
Learning outcomes:
5.2.2 Provide examples of how “norms and values” can affect career path choice
5.2.3 Recognize opportunities that can arise through culture
5.2.4 Be able to fight/dismiss stereotypes and norms in order to go after what you want
Your daughters’ (working) future
Process:
- Facilitator asks the participants to think about the future of their children (if they have or would have on or more). What do they find important for their children in relation to work? What are (if any) the differences between boys and girls?
- Participants form small groups to share and discuss their ideas on the topic.
- Facilitator walks around and -when the groups are done discussing- accommodates group discussion to collect the outcomes and zoom in on contradictions and dilemma’s.
- The facilitator summarises the dominant values in the participants’ hopes and expectations for their daughters’ working future in comparison with the expectations they were brought up with, emphasizing the shifts in (cultural) perspectives and changing values and attitudes.
Time 45 minutes
- Facilitator asks participants to imagine the challenges there children/daughters will have to overcome and makes an inventory on a whiteboard or flip-over.
- After a short reflection on the results the facilitator asks participants how they (together with their partners) would like to support their children in dealing with these challenges? The facilitator addresses the suggestions given as much as possible to the challenges mentioned before.
Time: 30 minutes
Annexes:
Video and other useful links:
Duration: 1 hour and 30 minutes
Learning outcomes:
5.2.1 Describe in what ways a person can be active
5.2.3 Recognize opportunities that can arise through culture
5.2.4 Be able to fight/dismiss stereotypes and norms in order to go after what you want
My own (working) future
Process:
- The facilitator summarises the 2 previous exercises, placing the participants between the working culture they were born and the hopes for their daughters future in the host country they live in.
What do they hope and expect for themselves? (What example will they be for their daughters.) - The facilitator asks the participants to go back to their groups to discuss their own future (and write down their conclusions) regarding the next topics
– if and why they would like to work (top 3 arguments)
– the kind of work they would like to do (something with…)
– critical aspects of and conditions for work (paid/volunteer, full-time/part-time, traveling distance etc..) - The facilitator accommodates a summarising group discussion to share the outcomes.
- After a short reflection on the outcomes the facilitator asks the participants what challenges they see for themselves and what support they would like to get in making a step towards work. (top 3 in actions to undertake and possible sources for support)
Time: 45 minutes
The workshop is completed with a short round to reflect on the activities, the lessons learned and the questions risen.
The meeting is ended by a short announcement of the next workshop (visit to a company or an organisation) including the assignment to come up with questions.
Annexes:
Video and other useful links: