Intercultural Competence at the Intersection of Culture and Behavior in Social Studies Classrooms

• In Event: 34.064 - Preparing Teachers With Global Competencies for Intercultural Teaching: Internationalizing Curriculum and Pedagogy for Equitable Educational Opportunity

Abstract

Objectives
Social studies aim to enmesh local and global concerns and ways of understanding the world. This aim presumes that students interact with material from fixed and definable cultures, identities, and family structures. Yet, children who have been adopted from foreign countries, and children who have been placed in transnational families and homes, might have multiple and shifting identities (Baden, 2002). This complicates lessons on civics, history, and culture. Social studies teachers may be especially well-positioned to bridge potential cultural gaps and attend to divergent perspectives on history, culture, and civic engagement.

As well, Reactive Attachment Disorder (RAD) is a severe behavior disorder that is associated with childhood trauma (Cain, 2006), such as child abuse, life in an institution, and adoption. Children adopted from foreign countries are usually in institutional settings prior to their final placement due to lengthy international adoption processes. Thus, a good proportion of transnational adoptee pupils might interact within classrooms and understand classroom interactions from a range of diverse cultural and behavioral perspectives.

We discuss the findings of an investigation into the experiences of families of children with RAD who are transnational adoptees. We consider how the use of intercultural competence might support the practices and perspectives of social studies teachers. We explore the intersection of culture and behavior in deliberating over intercultural competence, transnational adoptees, and social studies classrooms.

Theoretical Framework
This study is shaped by theories that connect intercultural competence and culturally responsive teaching in association with social studies classrooms and special education. Lamorey (2002) indicated that cross-cultural misunderstandings associated with the cultural perspectives of families regarding disabilities might result when teachers are not familiar with how families might view their children with disabilities. Moreover, it is also significant for educators to attain intercultural competence as a means of working with students from a variety of cultural backgrounds as positioned in global societies (Cushner, 2012; Garii, 2009).

Modes of Inquiry and Data Sources
The research question for this narrative inquiry (Clandinin & Connelly, 2000) was: What are the experiences of parents and/or caregivers of children with Reactive Attachment Disorder in home and school environments? Participants included 10 parents of children with RAD. Interviews were transcribed and reflective field notes were compiled. Data analysis comprised reviewing all data for common narrative themes.

Findings
The findings of this inquiry underscore links between culture and behavior and how these variables may negatively affect students with RAD academically and socially. We also highlight how intercultural teaching might prove to be useful for teachers in straddling all students’ academic, cultural, and behavioral needs.

Scholarly Significance
This presentation highlights how teachers displaying intercultural competence might support the multiple cultural, language, and behavior layers of students’ school experiences, particularly among those with RAD who are transnational adoptees. This is especially salient in social studies classrooms, where such aspects of students’ lives are brought to the forefront.

Authors

• Candace M. Schlein, University of Missouri - Kansas City

• Raol J. Taft, University of Missouri - Kansas City