Assumptions of other teaching and learning cultures

The gulf between what we mean and what our students perceive us as meaning is potentially even wider when we consider the increasing internationalisation of the student (and teacher) profile.

As we have seen, learners and teachers bring beliefs, values and assumptions with them about what ‘learning’ and ‘teaching’ mean. There are considerable differences between the Anglo/Australasian/American teaching cultures and those of say, Continental Europe and the Far East. For example, in strongly collectivist cultures, such as are found in many Asian countries, subjective norms (perceptions of other people’s opinions) will play an even more decisive role than in Western-style individualist societies (see Hofstede, 1986, for a discussion of cultural types). In Japan, for example, conformity to what is considered to be socially acceptable behaviour is extremely important and any deviance will meet with strong disapproval. In classrooms, this may mean that students from certain backgrounds are reluctant to volunteer opinions even when invited to.  They may expect the tutor to provide them with the ‘correct’ answer, which it is their responsibility to memorise. Such situations can easily lead to a breakdown of rapport between teachers and students, as teachers in individualist cultures will interpret the behaviour as a refusal to join in and a wish to be spoon-fed.

For more on this topic here is a selection of relevant reading, including an online article:

• Chalmers, D. 'Local and overseas students' goals and management of study' Issues in Educational Research, 4(2), 1994, 25-56

• Chalmers, D. & Volet, S. (1997) Common Misconceptions about Students from South-East Asia Studying in Australia, Higher Education Research & Development, Vol 16, No.1 pp87-98

• Hofstede G (1986) 'Cultural differences in teaching and learning', International Journal of Intercultural Relations 10 pp 301-320

In the following sections you are asked to get beneath the surface assumption and try to see the behaviour through as many 'lenses' (students and teachers) as possible. It would be particularly interesting to try out some of these with teaching colleagues from different learning cultures.