Intercultural Education and Multilingualism in the Kita

Approaching differences through dialogue

Cultural differences and misunderstandings can cause friction. The good way to deal with them is respectful, understanding and dialogical: understand the differences, look for solutions together – and in doing so, do not reduce people to "their culture".

Understanding differences and approaching them through dialogue

Cultural differences (in values, habits, ideas about raising children, communication) and misunderstandings can lead to friction, irritation or conflict in everyday life in the day-care centre (Kita) (e.g. different ideas about upbringing, food, clothing, how people interact). The good way to deal with them is respectful, understanding and dialogical: trying to understand the differences and their background (what lies behind them, which values and influences?), dealing with them respectfully and without hasty judgement (acknowledging the other view as another, valid view, not devaluing it – Module 2), and looking for understanding and solutions together through dialogue (talking with one another, exchanging views, bringing in the different perspectives, finding a solution together that works for everyone). Many cultural misunderstandings and frictions can be clarified and resolved through understanding, respect and dialogue. What matters is the stance of understanding and dialogue (instead of judgement and confrontation): not wanting to impose your own view or devalue the other, but understanding and respecting the different views and looking for a shared solution through dialogue. The child's wellbeing and children's rights are the yardstick and the limit here (Module 7). Dealing with cultural differences in a respectful, understanding and dialogical way is an important part of intercultural competence.

Figure (Module 8): Dealing with cultural differences in three steps (the child's wellbeing is the limit, Module 7). Source: own illustration (AI-assisted).

Avoiding culturalism – seeing the individual

An important point in dealing with cultural differences is to avoid "culturalism" – the tendency to trace everything back to "the culture" and to reduce and stereotype people according to their (supposed) culture. It is a mistake to reduce a child or a family to "their culture" ("they do it that way because they come from X", "typical of their culture") and to explain their behaviour across the board by "their culture". For cultures are not rigid, uniform and fixed, but diverse, changeable and lived individually – within every culture there is great diversity, and every person lives their culture in their own, individual way. Moreover, every person is more than "their culture" – they are a unique individual with many facets, influences and a personality of their own, not a "representative of their culture". Reducing the child or the family to "their culture" and stereotyping them does not do justice to the individual, overlooks their individuality and the diversity within cultures, and can lead to false assumptions and prejudice. That is why it is important always to see the individual child and the individual family in their individuality (not as "representatives of their culture"), to understand their behaviour and views individually (not to explain them across the board by "their culture"), and to recognise the diversity and changeability of cultures and the individuality of people. Cultural sensitivity (Module 4) and seeing the individual belong together: being sensitive to cultural influences, but seeing the individual child/the family in their individuality and not reducing them to "their culture".

Figure (Module 8): Culturalism compared with seeing the individual. Source: own illustration (AI-assisted).

Going deeper: Understanding culture as dynamic and individual

A deeper, more differentiated understanding of culture helps to avoid culturalist simplifications and stereotypes and to do justice to the diversity and individuality of people. A widespread but problematic understanding sees culture as something rigid, uniform and fixed: "Culture X is like this and that, and everyone who belongs to it is/does like this." This understanding is misleading and leads to stereotypes and culturalism. A more differentiated and more accurate understanding sees culture as something dynamic, diverse and individually lived: cultures are not rigid and uniform but in constant change (they change over time and through contact with other cultures); within every culture there is great diversity (not everyone "in a culture" is the same – there are regional, social and individual differences, different currents and ways of life); and every person lives their culture in their own, individual way (they choose, change, combine and live it according to their personality and situation). Moreover, every person is shaped by several cultures and belongings (not just one) and is more than their cultural influences – they are a unique individual. This dynamic, diverse, individual understanding of culture is important because it does better justice to reality and to people and avoids stereotypes and culturalism. For practice it means: you should not infer from "culture X" what the individual child/the family is like (they could be quite different) or explain their behaviour across the board by "their culture"; you should see and understand the individual child/the family in their individuality and in their own lived culture and personality; you should be open and curious about how this individual child/this family lives, thinks and values (instead of starting from stereotypes); and you should recognise the diversity and changeability of cultures and the individuality of people. This differentiated understanding of culture is at the same time an expression of respect for people: it sees them as unique individuals with their own way of life, not as interchangeable "representatives of their culture". It connects cultural sensitivity (awareness of cultural influences, Module 4) with respect for the individuality and diversity of people (seeing the individual). And it helps to be open, curious, individualised and free of stereotypes when dealing with cultural differences and in intercultural encounters. For the Kita this means seeing and understanding children and families in their individuality and in their own lived culture and personality – not through the lens of cultural stereotypes. In this way intercultural education does justice to the diversity and individuality of people and avoids the traps of culturalism and stereotyping. The dynamic, diverse, individual understanding of culture is thus an important, differentiated part of intercultural competence and stance – it makes an open, respectful, individualised, non-stereotyping approach to cultural diversity and to individual people possible.

Figure (Module 8): Culture as dynamic, diverse and individually lived. Source: own illustration (AI-assisted).