That email from my supervisor yesterday was indeed my thesis draft come back to me for revisions. So while I'm working on that, here is a flat-out copy/paste of a section of my thesis where I am talking about specific instances of cultural conflict that occurred in the classroom, as reported by Western instructors and Muslim students in the questionnaire short-answers or in the interviews. I found this little anecdote to be quite interesting.
That last quote from Instructor E is one of my favorite things that has come out of this research. Just FYI.
One
anecdote shared during a student interview illustrates the cultural
give-and-take that is going on in the classroom. Student S spoke at length
about a classroom activity that at first alarmed him as being outside the
proper bounds of his culture, but that he later learned to appreciate in his
own way (his words have been edited slightly for clarity):
Last semester,
when there were one or two weeks left, [my teacher] wanted to do some exciting
experience. She told us she would write our names on papers, and we would
choose the papers and give that person a gift [Secret Santa exchange]. This was
the first time doing this for all of us in the class.
I
chose a girl name. So I was like, “Oh my gosh! What should I do?” So I asked my
friends, “What should I give to her?” They told me to give her flowers or
something like that. But I thought maybe I wanted to give her a mug. But I
said, “I don’t know anything about girls!”
I
waited until the last day to prepare something. I woke up at ten, went to the
supermarket, and bought some flowers and chocolates to give to the girl in
class. It was a new experience. It was positive, in the end. It was my first
time buying a gift for a girl!
[Interviewer
Bridget]: What if you told your parents about that activity?
[Student
S]: I did tell them. I said it was like a homework assignment. I told my mother
I brought flowers to a girl and she said, “What???” But I explained to her that
I don’t really know the girl and I brought it like a gift because I had to.
The experience of
this Palestinian student illustrates a cultural conflict averted. The Western
NES instructor’s idea for a Secret Santa activity was possibly ill-advised,
seemingly flouting several aspects of Muslim culture and tradition, namely that
it is associated with a Christian holiday, and it requires gift-giving between
the sexes. However, students like S took the activity, made it a learning
experience, and were all the happier for it.
It is possible
that other students in the same class, or other students another time in
another class, could be offended at such an activity, and a serious cultural
conflict could arise. Student S himself appends at the end of his account that
“it would be more awkward for a girl to give to a boy,” allowing for the
possibility of his positive experience having been a very negative one for some
of his classmates. Indeed, data collected from the instructors and students in
this study show plenty of similar instances of cultural conflict that did not
turn out so well. But Student S’s way of dealing with an unfamiliar cultural
experience in class brings to mind the words of Instructor E when she explained
that her students are
curious about the
world. So they wouldn’t have thanked me if I had diluted the content. That
wasn’t why they were there. They wouldn’t have thanked me if I didn’t match
them up with other nationalities to do pair work, [etc.]. That was all part of
what they signed up for. So you can be overly sensitive and actually end up not
doing much good either!
That last quote from Instructor E is one of my favorite things that has come out of this research. Just FYI.