Blog #4- Reeves Article

Blog ReflectionReeves Article
An Evaluator Looks at Cultural Diversity

Cultural diversity as defined by Reeves (1997) is “sensitivity and attention to the values, orientations, learning styles, language factors, and traditions of learners from diverse cultural and ethnic background as well as those with special needs” (p.27). Reeves, states his belief that the concept of cultural diversity should be included in the evaluation of instructional programs and dismisses the argument of some that the attention to multiculturalism in today’s evaluation of instructional programs is just a “fad”. Reeves feel that sensitivity to cultural diversity should influence every aspect of human activity including instructional systems design and evaluation.

Modern evaluators of instructional design have begun to place more interest on the concept of cultural diversity and cultural sensitivity in evaluation of instruction. The creation of evaluative tools to judge cultural diversity has been slow coming and many within the field question the ideal way to assess instruction for cultural diversity. The focus on cultural sensitivity in instruction is based on the diversity issues of life in today’s modern world and because of growing commercial and academic institutions seeking global markets though distance learning and the World Wide Web.

I agree with Reeves that cultural diversity should be addressed and assessed in the evaluation on instructional design. But the question still remains HOW? I was enlightened by the examples the author used to demonstrate the cultural insensitivity that has been found in some instructional designs and I see how it can be very difficult to realize something is offensive to another culture. Like the example he used related to the ESL program and the Chinese culture where in the program has a question that is sensitive to Western society but insensitive to the traditional family value in Chinese culture.


Strategies for creating culturally sensitive evaluation:
From a teachers perspective I look at this problem and relate it to a fundamental concept within teaching- KNOW YOUR AUDIENCE. If a company wishes to market a program to a particular group they must collaborate with a wide range of representatives from target audience. Companies should be careful to consider the micro and macro cultural levels of the instructional design (McLaughlin & Oliver, 2000). The collaboration with representatives should be done if the program is to be marketed internationally or if it is to be used locally. The wide range of representatives can evaluate the program for insensitivity to all the different facets of cultural diversity (race, culture, values, language etc…). Unfortunately this is not an absolute solution; culturally bias things may slip past the evaluating phase. It is then the job of the teacher (the person who knows the particular audience the best) to adjust the program to the best of there ability so that it will not be bias. (Surprise, surprise teachers have been doing this for years.)


I leave this reflection with a question sparked by this article: Are we as a culture and internationally becoming hyper- sensitive toward cultural diversity? Are we really breaking down wall of diversity, just building them higher or are we all losing our own cultures by attempting to be so culturally sensitive?



References:

McLoughlin, C. & Oliver, R. (2000). Designing learning environments for cultural
inclusivity: A case study of indigenous online learning at tertiary level.
Australian Journal of Educational Technology, 16(1), 58-72.
http://www.ascilite.org.au/aject16/mcloughlin.html.

Reeves, T. (1997). An educator looks at cultural diversity. Educational Technology,
37(2), 27-31