Intercultural Relationships Remain An Enduring And A...

Intercultural relationships remain an enduring and a fundamental necessity within the lives of young people. The group comprising of Alven, Antanita and oneself provided a lesson plan for a culturally diverse, co-educational class of year eleven students. It was the intent of the lesson to foster and promote the positive perceptions that the children had already gained through the appreciation of cultural diversity. The aim was for students to develop and open-minded approach to accept other cultural beliefs and practices, and thus, avoiding a judgmental approach falling within a stereotypical view. This allows the students to digress from a narrow-minded perspective and adopt an observational as well as a highly informed and non†¦show more content†¦However, this class was linked to year eleven, comprising of 16 and 17 year olds. This gave rise to considerable discussion, as the group believed that the ideal time to learn values is more appropriate during adolescence, suc h as years seven or eight. After a considerable reflection it was deduced that to a degree it is true that in partying knowledge and values upon younger students is both more effective and easier, as at this age they are more impressionable and accepting of new ideals. However, learning is not a an end product and the intent of the lesson was more about nurturing the ideas that the students have already subconsciously gained, whilst aiming to foster and enhance these values, in order for them to emerge consciously enriched. The teachings of Sankey and Kim (2013) under the umbrella of the Dynamic System Theory greatly influenced these decisions, were they stress a non linear and highly variable process of development, and thus, signifying an older age group does not quantify the need to disenfranchise themselves from moral development. The makeup of the lesson was divided into two interrelated activities that were designed towards the developmental needs of the students as well as the importance of multicultural relations. The activities also did not shun away from their own significant pedagogical issues, specifically deducing ways in which to achieve an