The Silent Language of Cultural Values

One of our discussions in class today was on the topic of cultural hegemony, a rather deep concept which means that any system (such as a society) is embedded with the values and beliefs of the people who designed the system. These values are often hidden beneath the surface - unspoken - though they are the foundation for how people act, interact, conduct business, decide school curriculum, and address “deviant” behaviour. This has meaning when one considers the educational values and social mores of the dominant Western culture in Canada. We are a predominantly individualistic society, focused on learning and acquisition for the betterment of ourselves and our families. This is not the case in many cultures around the world, and was not the case for the Aboriginal communities who first inhabited this land. According to Edward Hall, culture - based on our values - is the silent language we use to communicate with each other. But what if we have different values? How can we understand and learn from each other then?

Our instructor, Carolyn (herself an Aboriginal elder) opened our eyes today to some of the underlying values in Canada’s education system - and how they differ from the values inherent in the Aboriginal culture. She explained about Talking Circles, and how the needs of each person are paramount to the members of the group; the Circle will continue until all members feel healed and complete, no matter the time involved. How different from a culture driven by time: bell schedules, meetings, appointments, all dictating how much time we can spend listening and focusing on another person. It’s hard to have a meaningful Talking Circle in a classroom, knowing that the exploration of personal ideas must halt when the bell goes for the next period. She explained about Restorative Justice, and how the needs of both the victim and the aggressor are considered. The aggressor, given the chance to explain his actions; given the chance to find a way to repair the damage and express true remorse. This is so different from our society’s value on punishment; on ensuring that “justice is done.” Gradually schools are embracing this concept, as more and more we realize that punishment does not provide hope, but the opportunity to atone with sincerity opens the door to growth and possibilities.

As teachers, our responsibility is - as always - to encourage students to look deeply at what we truly value and believe. As learners, we can ask deep questions, seeking the motivation behind the cultural mores we tend to take for granted. This kind of critical analysis is essential not only for children, but for all of us who participate in the unspoken language that is our culture.