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CHAPTER 8

Valuing diversity
8.1 Understanding other cultures

W HAT IS CULT URE?

As community builders, understanding culture is our business. No matter where you live,
you are working with and establishing relationships with people--people who all have
cultures.
What is culture? Here is one viewpoint.
"Culture" refers to a group or community which shares common experiences that shape
the way its members understand the world. It includes groups that we are born into, such
as race, national origin, gender, class, or religion. It can also include a group we join or
become part of. For example, it is possible to acquire a new culture by moving to a new
country or region, by a change in our economic status, or by becoming disabled. When
we think of culture this broadly we realize we all belong to many cultures at once.

W HY IS CULTURE IMPORTANT?
Culture is a strong part of people's lives. It influences their views, their values, their humor,
their hopes, their loyalties, and their worries and fears. So when you are working with
people and building relationships with them, it helps to have some perspective and
understanding of their cultures.
But as we explore culture, it's also important to remember how much we have in common.
People see the world very differently, but they know what it is like to wake up in the
morning and look forward to the adventures that of the day. We are all human beings. We
all love deeply, want to learn, have hopes and dreams, and have experienced pain and
fear.
At the same time, we can't pretend our cultures and differences don't matter. We can't
gloss over differences and pretend they don't exist, wishing we could all be alike, and we
can't pretend that discrimination doesn't exist.

W HY IS UNDERSTANDING CULTURE IMPORTANT IF WE ARE

COMMUNITY BUILDERS?

The world is becoming increasingly diverse and includes people of many religions,
languages, economic groups, and other cultural groups.
It is becoming clear that in order to build communities that are successful at improving
conditions and resolving problems, we need to understand and appreciate many cultures,
establish relationships with people from cultures other than our own, and build strong

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alliances with different cultural groups. Additionally, we need to bring non-mainstream
groups into the center of civic activity. Why?

 In order to build communities that are powerful enough to attain significant

change, we need large numbers of people working together. If cultural groups
join forces, they will be more effective in reaching common goals, than if each
group operates in isolation.
 Each cultural groups has unique strengths and perspectives that the larger
community can benefit from. We need a wide range of ideas, customs, and
wisdom to solve problems and enrich community life. Bringing non-mainstream
groups into the center of civic activity can provide fresh perspectives and shed
new light on tough problems.
 Understanding cultures will help us overcome and prevent racial and ethnic
divisions. Racial and ethnic divisions result in misunderstandings, loss of
opportunities, and sometimes violence. Racial and ethnic conflicts drain
communities of financial and human resources; they distract cultural groups from
resolving the key issues they have in common.
 People from different cultures have to be included in decision-making
processes in order for programs or policies to be effective. The people
affected by a decision have to be involved in formulating solutions--it's a basic
democratic principle. Without the input and support of all the groups involved,
decision-making, implementation, and follow through are much less likely to occur.
 An appreciation of cultural diversity goes hand-in-hand with a just and
equitable society. For example, research has shown that when students' cultures
are understood and appreciated by teachers, the students do better in school.
Students feel more accepted, they feel part of the school community, they work
harder to achieve, and they are more successful in school.
 If we do not learn about the influences that cultural groups have had on our
mainstream history and culture, we are all missing out on an accurate view
of our society and our communities.

TIPS TO START BUILDI NG A DIVERSE COMMUNITY

In the book, Healing into Action, authors Cherie Brown and George Mazza list principles
that, when put into practice, help create a favorable environment for building diverse
communities. The following guidelines are taken from their principles:
WELCOME EVERYONE.
In order for people to commit to working on diversity, every person needs to feel that they
will be included and important. Each person needs to feel welcomed in the effort to create
a diverse community. And each person needs to know that their culture is important to
others.
GUILT DOESN'T WORK IN FOSTERING DIVERSITY.
Blaming people as a way of motivating them is not effective. Shaming people for being in
a privileged position only causes people to feel bad; it doesn't empower them to take
action to change. People are more likely to change when they are appreciated and liked,
not condemned or guilt-tripped.

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TR E ATI N G E V ER YO NE TH E S AM E M AY B E U NI N TE N TI O N AL L Y
OPPRESSIVE.
Although every person is unique, some of us have been mistreated or oppressed because
we are a member of a particular group. If we ignore these present-day or historical
differences, we may fail to understand the needs of those individuals. Often people are
afraid that recognizing differences will divide people from each other. However, learning
about cultural differences can actually bring people closer together, because it can reveal
important parts of each others? lives. It can show us how much we have in common as
human beings.
P EO PL E C AN T AK E O N T O UG H I SS UE S MO RE R E AD I LY W H EN TH E
I SS U ES AR E P RE SE N TE D WI TH A S PI RI T O F HO PE.
We are bombarded daily with newspapers and TV reports of doom and gloom. People
have a difficult time functioning at all when they feel there is no hope for change. When
you present diversity issues you can say things like, "This is an excellent opportunity to
build on the strengths that this organization has," or "There is no reason why we can't
solve this problem together."
B UI L DI NG A TE AM AR O U N D US I S TH E MO S T E F F E C TI V E W AY O F
C R E ATI N G I N S TI TU TI O N AL AN D CO MMU NI TY C H AN G E AR O U N D
DIVERSITY ISSUES.
You will be more effective if you have a group of people around you that works together
closely. People often try to go it alone, but we can lose sight of our goals and then become
discouraged when operating solo. It is important to take the time to develop strong
relationships with a core of people, and then work together as a group.
R E CO G NI ZE AN D WO RK W I TH TH E DI VE R SI TY AL R E AD Y P RE S EN T
I N WH AT AP P E AR TO B E HO MO G E NO US G RO U PS.
In working to combat racism and other forms of oppression many people become
discouraged when they are unable to create a diverse group. Starting by recognizing
differences in religion, sexual orientation, socioeconomics, parenting, and class
backgrounds will help create a climate that welcomes differences; it will also lay the
groundwork for becoming more inclusive.

8.2 Respecting differences

Treating people with respect makes your world a nicer place to live in, whether it's at
home, at school, or out in your community. And it's easy - all you have to do is treat
people the way you like to have them treat you. Here are a few ideas.

• Don't insult people or make fun of them.

• Listen to others when they speak.
• Value other people's opinions.
• Be considerate of people's likes and dislikes.
• Don't mock or tease people.
• Don't talk about people behind their backs.

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• Be sensitive to other people's feelings.
• Don't pressure someone to do something he or she doesn't want to do.

We live in a diverse nation made up of many different cultures, languages, races,

and backgrounds. That kind of variety can make all our lives a lot more fun and
interesting, but only if we get along with each other. And to do that we have to
respect each other. In addition to the list above, here are some ways we can
respect people who are different from us.

Try to learn something from the other person.

• Never stereotype people.
• Show interest and appreciation for other people's cultures and backgrounds.
• Don't go along with prejudices and racist attitudes.

8.3 Adjusting to a multicultural society

W hy Is Multicultural Collaboration Important?

 It gets everyone to the table. Because most groups have some community-wide
concerns, it's essential to get them to the same table, uneven or not. According
to John Gardner, the biggest problem of having many groups in society is the
war of the parts against the whole. Separately they don’t have the power to
resolve a problem, but because they are all tied together, one part can hold up
the others for ransom -- everything can be frozen if one group's efforts are
focused on thwarting another's
 It emphasizes common interests rather than differences. Though it's odd and
self-destructive, in-fighting has increased dramatically in recent years. Becoming
more aware of our similarities, along with cultural differences, doesn't have to
paralyze or divide us. Through common interests we can learn to translate
"different from me" and "less than me" into "like me in lots of important ways." As
a result "difference" becomes less of a barrier to effectiveness.
 It makes for more effective communication among groups. Understanding how
people communicate is the first step toward understanding and respecting each
other.
 It enriches everyone's life when there is shared knowledge of others'
cultures. Different communication styles reflect philosophies and worldviews that
are the foundations of cultures. New understanding gives us a broader view of
our world and the opportunity to see a mirror image of ourselves.
 It takes advantage of "strength in numbers." History shows that when groups are
organized through common purpose they can wield great power and succeed.
Because no one group is responsible for a problem, no one group alone can
solve it. Competition among groups doesn't aid survival in today's turbulent
world.
 It creates community. As our population becomes more culturally diverse, some
cultural groups are experiencing more problems. If we learn to understand and
value other cultures and to look at each other as neighbors with similar interests
rather than adversaries, we will be more vested in the idea of taking better care
of each other. Caring about our neighbors builds a sense of community and
unites us in solving community-wide problems.

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 It leads to a more just society. Multicultural collaboration can build collective
capacity to help make things better, and promote the consensus that it's
important to do so. This offers a good chance at solving complex problems in an
atmosphere of trust, cooperation, and mutual respect.

W hat Are Some Guidelines for Multicultural Collaboration?

Cultural questions about who we are and how we identify ourselves are at the heart of
multicultural collaboration. Consider these guidelines as you confront the
communication barriers:

 Learn from generalizations about other cultures and races, but don't use those
generalizations to stereotype, write off, or oversimplify your ideas about another
person. The best use of a generalization is to add it to your storehouse of
knowledge, so that you better understand and appreciate other interesting, multi-
faceted human beings.
 Practice, practice, practice. That's the first rule because it's in the doing that we
actually get better at cross-cultural communication.
 Don't assume that there is one right way to communicate. Keep questioning your
assumptions about the "right way" to communicate. For example, think about
your body language; postures that indicate receptivity in one culture might
indicate aggressiveness in another.
 Don't assume that breakdowns in communication occur because other people
are on the wrong track. Search for ways to make the communication work, rather
than searching for whom should receive the blame for the breakdown.
 Listen actively and empathetically. Try to put yourself in the other person's
shoes, especially when another person's perceptions or ideas are very different
from your own. You might need to operate at the edge of your own comfort zone.
 Respect others' choices about whether or not to engage in communication with
you. Honour their opinions about what is going on.
 Stop, suspend judgment, and try to look at the situation as an outsider. For
example, when you notice blocks or difficulties in working with people, revisit
your own beliefs or behaviors that may be holding you back. Also, think about
how others view your work relationship and decide on ways you might change
your behavior to make them more comfortable. For example, you might be
speaking or dressing in a very formal manner. Being more informal in dress and
behavior might improve the situation.
 Be prepared for a discussion of the past. Use this as an opportunity to develop
an understanding from "the other's" point of view, rather than getting defensive
or impatient. Acknowledge historical events that have taken place. Be open to
learning more about them. Honest acknowledgment of the mistreatment and
oppression that have taken place on the basis of cultural difference is vital for
effective communication.
 Be aware of current power imbalances. And be open to hearing each other's
perceptions of those imbalances. It's necessary to understand each other and
work together.
 Remember that cultural norms may not apply to the behavior of any particular
individual. We are all shaped by many factors (ethnic background, family,
education, personalities) and are more complicated than any cultural norm could
suggest. Check your interpretations if you are uncertain what is meant.

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8.4 Accommodating with people with disabilities

“Person-First” Focus and Language

 Inquire about a person’s requirements, not their disability or condition.

 Characterize a person by their ability, not their disability.
 If referring to a group of people, and particularly addressing an issue related to
their disability, use references to their disability or condition as an adjective,
rather than a noun, e.g., “people who are blind or partially sighted”, rather than
“the blind”.
 Be aware that it takes different people different amounts of time to do or say
things — let them set the pace.
 Use neutral, plain language and speak professionally. Avoid words that suggest
the person has either superior or inferior strengths because of their disability,
e.g., “courageous” or “afflicted”.
 When speaking to a person with a disability who is accompanied by a companion
or aide, speak directly to the person rather than through their companion.
 Ask before you help, and only ask if the person appears to need assistance
 Everyday terminology for different actions is appropriate, e.g., “walk” with a
person in a wheelchair, and “see” a solution with a person who is blind.
 Focus on the matter at hand, not on the disability. If the disability is not relevant
to the issue, then it is not necessary to draw it into discussion of the issue.

Methods of Accommodation

 Think about the venue.

The venue includes not only the mediation room, but the exterior of the building
as well. Is the parking suitable, and are the doors and elevators accessible? Are
there public conveniences the person can use, such as an accessible restroom,
drinking fountain, and telephone? If not, are there alternatives, such as an
employee restroom, a glass of water, or a desk phone or cell phone? Will the
door to the mediation room be manageable, and do the furnishings in the room
allow for easy passage? Does the room have good in-door air quality? For
someone who may have difficulty keeping track of what transpires during a
mediation session, will an easel or paper and pencil be available?

 Think about the process.

Is there any additional or different information about the mediation process that
should be provided to the person at the pre-mediation stage? Once mediation
begins, would more frequent caucus sessions provide more opportunities to
review what has transpired during mediation? Will the person require more

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frequent bathroom, food, refreshment, or rest breaks? Do documents need to be
explained orally, or in greater detail?

 Think about the timing.

Do the start and finish times of mediation sessions suit the person’s
requirements? The timing could conflict with a health care regimen, or the length
may cause fatigue. Would adjusting the pace — to either speed up or slow the
discussion — improve communication and comprehension? Would either a
longer or shorter period between sessions assist the person in assimilating what
has transpired during a given mediation session?

Mobility Impairments

Mobility impairments limit a person’s use of their arms and/or legs, and may necessitate
the use of a wheelchair, crutches, cane, walker, brace, or other support to aid
ambulatory movement or task performance. They are sometimes distinguished from
dexterity impairments, which affect specifically the arms, hands, or fingers. A mobility
impairment may be any condition that affects the ability to move, and may range from a
lack of flexibility or coordination to complete paralysis.

Etiquette :
 Before giving assistance, ask first. For example, before pushing a wheelchair or
offering an arm, ask if help is required
 Consider the wheelchair, cane, or other support a person is using to be an
extension of their body. Do not lean on or move these items without first
confirming that this is appropriate.
 When talking to a person in a wheelchair, seat yourself, if possible, so that the
conversation can be at eye level.
 Allow a cane or service dog to be situated beside the person or nearby.

Possible Accommodations :
 Arrange for nearby parking with wide access to accommodate a vehicle door and
any ambulatory supports.
 Arrange mediation sessions and other meetings in a building that has entrance
ramps, accessible doorways, elevators, and washrooms.
 Increase the number of breaks for someone who, for example, has multiple
sclerosis, and experiences varying levels of fatigue.
 Allow a person to keep their wheelchair, crutches, or other support within easy
reach.
 Arrange the chairs and other furnishings so that the person can manoeuvre
around them.
 Consider employing telecommunications technologies, such as the telephone,
on-line audio-conferencing, or videoconferencing for those who find it difficult to
function in a traditional office setting.

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A Visual Or Vision Impairment

A visual or vision impairment limits a person’s eyesight in such a way that it cannot be
corrected by corrective lenses, medication, or surgery. The terms partially sighted, low
vision, legally blind, and totally blind may also be used to describe various types of
visual impairments. A visual impairment may be caused by disease, trauma or a
congenital or degenerative condition. This results in some people with a visual
impairment never having experienced sight, while others have lost or had diminished
eyesight after at least some period of sightedness.

Etiquette
Before giving assistance, ask first. For example, before extending an arm or hand, ask if
help is required.
 Offer your arm rather than taking theirs.
 When assisting a person with a visual impairment in an unfamiliar building, guide
the person’s hand to the railing of a staircase or to the side of an area or room so
they can orient themselves.
 Let a person with a visual impairment follow you into a room, rather than having
them go first into an unknown space.
 To hand a visually impaired person an object, first explain that you are doing so.
Take their offered hand and place the object in it.
 Allow a cane or service dog to be situated beside the person or nearby
 For safety purposes, leave doors either fully closed or fully open. A partially
closed door may be perceived as an open door, and the person may walk into it.

Possible Accommodations
 Identify yourself and others in the mediation room to a person with a visual
impairment. Inform them when leaving the room, or when others enter or exit.
 Explain, and then read orally, any documents that are discussed over the course
of the mediation
 Arrange for the documents to be translated in Braille, or sent to a computer
capable of speech synthesis with text-to-speech software.
 Consider employing telecommunications technologies, such as the telephone or
on-line audio-conferencing

A Hearing Impairment

A hearing impairment either fully or partially limits a person’s ability to detect or

understand sounds. Although some people may be hearing impaired from birth, illness,
disease, or excessively high noise levels may also cause hearing loss. Those who have
had hearing impairments since birth may also have speech impairments because they
have never heard their own voices. Deafness is a term commonly used to describe

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hearing loss. Hearing impaired is, however, the preferred term as it more accurately
reflects the fact that there can be different degrees of hearing loss.

Etiquette
 Ask how you can best make yourself heard.
 When addressing a person with a hearing impairment, gently gesture to them in
their line of vision or touch their arm or shoulder.
 If the person reads lips, look directly at them and speak clearly. Ensure that your
hands are away from your mouth, and refrain from eating or chewing gum while
speaking. Do not over-exaggerate your speech or yell, as this makes lip reading
more difficult.
 Speak clearly and concisely. Do not slow down your speech or raise your voice
unless asked to do so.
 If a sign language interpreter is present, speak directly to the person you are
addressing.
 Avoid telephone contact unless the person has a device to aid hearing on the
telephone.

Possible Accommodations
 If asked, modify the speed and volume of your speech.
 If you have difficulty making yourself understood, try written communication
where suitable
 Use an easel, white board, or overhead projector to display discussion points.
 Arrange for a sign language interpreter to attend. Note that there are different
types of sign language (e.g., American Sign Language, British Sign Language)
and that captioning or transcription services may be required.
 Consider employing computer technologies, such as e-mail or instant
messaging, for those who find it difficult to function in a traditional office setting
 Increase the number of breaks, as communication with a hearing impairment can
be tiring
 Amplify sound by way of an assistive listening device (ALD), such as a personal
neck loop or an audio induction loop.

Communication Or Speech Impairment

A communication or speech impairment is a limitation of a person’s ability to articulate. It

refers to a variety of difficulties, including voice disorders, fluency problems such as
stuttering, aphasia (a difficulty in using words, perhaps because of a brain injury),
speech or language delays, or complete inability to speak (muteness). A speech
impairment may also come about as a result of hearing loss. A speech impairment that
is not related to or caused by other developmental disorders, hearing loss, or brain
injury may also be called a specific language impairment.

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Etiquette
 Speak in a normal tone of voice. Unless the speech impairment has occurred
because of a hearing impairment, the person is not hearing impaired.
 Be patient, and don’t finish the person’s sentences for them.
 Be supportive and encouraging by maintaining eye contact and using
appropriate gestures, such as nodding your head.
 Ask questions in such a way that they can be answered in few words.
 Don’t pretend to understand if you do not. Ask for clarification.
 If the person is accompanied by an interpreter, speak directly to the person you
are addressing.
 Keep external noise and distractions to a minimum, as this can interfere with the
ability to formulate words.

Possible Accommodations
 Repeat or re-phrase the communication to ensure the correct interpretation.
 Increase the number of breaks, as communication with a speech impairment can
be tiring.
 Arrange for a family member, interpreter, or other support person to attend.
 If necessary, use note pads to facilitate written forms of speech.
 Consider employing computer technologies, such as e-mail or instant
messaging, for those who find it difficult to function in a traditional office setting.
 Use communication boards or speech and voice enhancement equipment

Reference
1. https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culture-and-
diversity/main
2. https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/multicultural-
collaboration/main
3. http://www.mediatebc.com/PDFs/1-23-Resources-
(ForMediators)/AccommodatingHandbook-web.aspx

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