It's in these conversations that there's no separation between black and white, but rather a mutual understanding. An integration of our cultures, beliefs and traditions into the world of the other, enabling us to live together in our differences rather than separating ourselves as a result.
The importance of integrating social relationships into the curriculum
“What are social relationships?”
This is the question that was so famously used to begin the first unit of my grade 11 French class. Students are invited to formulate a definition for this phrase and to discuss among themselves what it would look like in our daily lives. It’s really a simple, thought-provoking question, but it also creates a space in which we keep asking ourselves why it’s important. Many students don’t know the origins of this expression, what it means to them personally, but above all, what it means on the scale of our society.
The social relationship is defined as the relationships, the interactions or the links ofinterdependence which are established between individuals and groups according to their respective positions in the social organization. Interpersonal social relationships, between individuals and groups and between groups, are one of the hallmarks of social life. (toupie.org/Dictionnaire)
“What might it look like?”
So, the discussion continues. I often start with myself as an example, this vulnerability makes students comfortable sharing their own thoughts, experiences and beliefs. “Slavs aren’t always as happy as Canadians.” This often makes the students laugh. I continue: “No, I mean it! Here, people walk side by side on the sidewalk with big smiles on their faces, wishing each person a “Hello!” or “Have a nice day” as they pass… You wouldn’t see that in Slavic countries! “The whole thing is pretty lively, but for a good reason. This keeps students engaged and interested. The reality is that it’s true. When you meet a Slavic man for the first time, with a handshake no doubt, they don’t smile politely and say, “How are you?” but rather look at you with a very stoic look on their face and an extremely firm grip and say, very seriously I might add, “Hello”.
It’s with this re-enactment that students begin to dialogue, to talk about the cultural differences that separate them from the typical “Canadian culture” we’ve just learned about here. Students are encouraged to share all ideas. In these conversations, the learning begins. This simple discussion brings the class together as a learning entity, one desperate to understand the other. These simple discussions can be so powerful and important in all our increasingly diverse classrooms. With a large population of African students in my classes, we use this time to learn about each other. I’ve learned so much from these conversations in the past that have helped me and my students understand the small differences we may find strange or unconventional as beautiful and unique.
Things like:
- In Africa, we don’t call people palm up, we call them palm down.
- Making eye contact with people we respect is, in fact, disrespectful in countries like Nigeria.
- Time is less closely monitored in Africa than in Western society.
- The left hand is reserved for non-hygienic use.
… among other things. Each discussion brings to light new learning and a new way of thinking. new understanding of each other. For me, as a teacher, a new understanding of student behavior and mannerisms that help me understand each child as a whole, as opposed to a part of this constructed society we’ve tried to house them in. For students, an understanding of different world cultures and a new vision of their peers as individuals within a society. A new respect for others and an understanding and appreciation of the cultures that shape the lives of those around them. Together, we watch videos that still express the ideas presented by the students, have fun and, ultimately, learn.
“So why is this important?”
This learning brings us to a magical place of mutual understanding. A place where students can feel comfortable being their most authentic selves, and feel as if their cultures, beliefs, traditions and general ways of being are understood, respected and explored. The best source for learning is an authentic one. One where students feel like they’re part of the learning process, rather than just the learner. What’s more, we find that this conversation leads to further discussion of topics such as why so many African countries speak French, the slavery triangle, colonization and other repercussions of this situation in today’s society.
It’s in these conversations that there’s no separation between black and white, but rather a mutual understanding. An integration of our cultures, beliefs and traditions into the world of the other, enabling us to live together in our differences rather than separating ourselves as a result.
