Autobiographical Reflection on Cultural Worldview

University of the People

Living and Learning Globally - AY2024-T5

Mr.Jeanne Albert

June26, 2024

Autobiographical Reflection on Cultural Worldview

Family Values and Community

Growing up in Delhi, India, within a conservative Muslim family, the first threads of my

worldview on cultural diversity were woven. My parents, deeply rooted in their faith, instilled in

me the importance of respect and empathy for all people, regardless of their background. This

core value wasn't confined to theory; it translated into a vibrant tapestry of experiences within

our community. During Eid celebrations, our home transformed into a welcoming space for

friends and neighbors from various religious and cultural backgrounds. The aroma of freshly

prepared delicacies mingled with laughter and lively conversations, fostering a sense of

community and a celebration of shared humanity despite our differences. These early

experiences planted the seeds of curiosity about different cultures and a belief in the power of

connection that transcends cultural boundaries.

Bridging Cultures Through Psychology

My academic journey added a new thread to this tapestry – psychology. As a novel concept in

my cultural context, psychology became a fascinating bridge between my upbringing and the

wider world. Explaining psychology to my family and friends often involved finding common

ground between our cultural norms and scientific ideas. This challenge honed my ability to see

things from different perspectives and communicate effectively across cultures. One specific

memory involves explaining the concept of stress to a group of friends. Instead of using the

clinical terms from my textbook, I used the example of balancing the pressure of upcoming

exams with the importance of attending evening prayers during Ramadan, a relatable situation

for many in our community. This experience highlighted the importance of cultural sensitivity in

communication and the power of using relevant examples to bridge cultural divides.
Questioning Knowledge Systems with TOK

The Theory of Knowledge (TOK) resonated deeply with me, adding a philosophical thread to my

worldview. Witnessing the influence of religious teachings on individual perspectives within my

own family sparked a desire to understand different knowledge systems. One specific memory

involves a lively discussion with my grandfather about the concept of free will. Seated on the

carpeted floor of his study, surrounded by books on Islamic theology, I listened intently as he

shared his interpretation based on Islamic teachings. This experience, amongst many others,

highlighted the importance of critically examining our own cultural lenses and appreciating the

richness of diverse knowledge sources. It fostered in me a sense of intellectual curiosity about

how different cultures approach fundamental questions about knowledge, reality, and the human

experience.

Integrating My Experiences into Teaching

Now, as an IB Psychology and TOK teacher in Portugal, my background fuels my teaching

philosophy in several ways: Fostering Inclusive Discussions: I actively promote inclusivity and

appreciation for cultural differences in my classroom. For instance, discussing conformity in

psychology, I might draw on examples from collectivistic cultures, such as East Asian cultures,

where prioritizing group harmony is important, and individualistic cultures, like those in North

America, where personal independence is emphasized (Evans et al., 2014). This approach sparks

discussions about how cultural norms can influence behavior and decision-making processes.

Sharing Personal Experiences: I believe in sharing personal anecdotes to illustrate cultural

diversity and make the learning experience more relatable. For example, when discussing

memory and cultural influences, I might talk about the concept of "collective memory" in some
cultures, where historical events and traditions are passed down through generations through

storytelling. Sharing an example from my own family history, such as a story passed down about

the partition of India, can help students connect with the material on a personal level and

appreciate the role of cultural narratives in shaping memory.

Yoga and Global Perspectives: My experience as a yoga teacher has provided valuable

insights into diverse religious knowledge systems and Eastern philosophies. This allows me to

facilitate deeper discussions on cultural diversity and global perspectives in the classroom

(UNESCO, 2012). For instance, comparing meditation practices from different cultures, such as

mindfulness meditation from Buddhism and transcendental meditation from Hinduism, can spark

discussions about the universality of the human quest for well-being and the various pathways to

inner peace explored by different cultures.

Encouraging Student Exploration: I create opportunities for students to explore their own

cultural identities while learning about those of their peers. This can involve presentations on

cultural traditions, group discussions on cultural stereotypes, or collaborative projects that

celebrate the richness of the diverse backgrounds represented in the classroom.

In conclusion, my cultural background, interwoven with personal and professional experiences,

has shaped a unique perspective on diversity and inclusion in education. Growing up in a Muslim

family in Delhi, India, instilled in me core values of respect and empathy for all, regardless of

background. This foundation was further strengthened by the vibrant tapestry of our community,

where Eid celebrations transcended cultural divides and fostered a sense of shared humanity.

My academic journey added new threads to this tapestry. Psychology became a bridge between

my cultural upbringing and the wider world, forcing me to navigate the challenge of explaining
complex concepts in a culturally sensitive way. The Theory of Knowledge (TOK) further

deepened my understanding of how knowledge systems, including religious teachings, shape

individual perspectives. Witnessing this firsthand within my own family sparked a lifelong

curiosity about cultural diversity and the various ways humans seek to understand the world.

Now, as an IB Psychology and TOK teacher in Portugal, my background fuels my teaching

philosophy. I actively promote an inclusive classroom environment that celebrates cultural

differences. Real-life examples, drawn from my own experiences and diverse knowledge

systems like yoga, help bridge cultural divides and make learning relatable. Furthermore, I

encourage students to explore their own cultural identities and learn from their peers, fostering a

sense of global citizenship.

Ultimately, my journey has taught me that cultural understanding goes beyond mere tolerance. It

requires active engagement, a willingness to learn from others, and a critical examination of our

own cultural lenses. By leveraging my experiences and scholarly knowledge, I strive to inspire

students to embrace cultural diversity and develop a global mindset that fosters respect, empathy,

and connection across borders. It is my hope that this classroom becomes a microcosm of the

interconnected world, where students not only excel academically but also develop the skills and

perspectives necessary to thrive as global citizens.

References

Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.). (2014). *Inquiry into practice:

Learning and teaching global matters in local classrooms*. Ontario Institute for Studies in

Education of the University of Toronto (OISE). Retrieved from

https://tspace.library.utoronto.ca/bitstream/1807/76999/1/TEACHING_GLOBAL_MATTERS_F

INAL_ONLINE.pdf

Robinson, W.I. (2007). Theories of globalization. In G. Ritzer (Ed.), *Blackwell companion to

globalization*. Oxford: Blackwell. Retrieved from

https://robinson.faculty.soc.ucsb.edu/Assets/pdf/theoriesofglobalization.pdf
United Nations Educational, Scientific, and Cultural Organization. (2012). *Education for

sustainable development: Sourcebook*. Retrieved from

https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=926&menu=1515

Ydin, H., Ozfidan, B., & Carothers, D. (2017). Meeting the challenges of curriculum and

instruction in school settings in the United States. *Journal of Social Studies Education

Research, 8*(3), 76-92. Retrieved from https://files.eric.ed.gov/fulltext/EJ1162276.pdf

This reflection integrates personal experiences with scholarly insights to illustrate how cultural

context shapes individual perspectives on diversity and inclusion in educational settings. It

underscores the importance of fostering a global mindset and promoting cultural empathy among

students.