8.2: Classroom Activity

There are 2 classroom activities in this module:

Below are examples of two norms, which you will deconstruct by identifying the values or beliefs behind them. This activity can be done in small groups or as the class.

1) ACTIVITY 1: Deconstructing Cultural Norms

Cultural norms do not exist in isolation; they are expressions of the underlying values and belief systems that a society holds. These norms function as guidelines for acceptable behavior, but they are ultimately rooted in what a culture deems significant, moral, or desirable. To critically deconstruct social norms, it is essential to examine the cultural values and beliefs that sustain them, as these foundational ideas shape not only individual behaviors but also collective social expectations and institutions.

Below are 2 examples of cultural norms. This can be done in small groups or as a whole class. Your task is to deconstruct the norms by identifying the cultural values and beliefs they reflect and to examine the reasons for their development within the social context.

Norm 1: The Urinal Norm

What is the “urinal norm”?
Reflect on this behavior:

• If you walk into a restroom and someone is using urinal #3, which urinal do you choose?
• If people occupy urinals #2 and #4, where do you go?

Most will keep at least one empty urinal between themselves and another person.

Questions to consider:

• Why do we do this?
• What cultural values or beliefs support this norm?

Norm 2: The Heterosexual Dating Norm

What is the “heterosexual dating norm”?
Think about these traditional expectations:

• Who typically pays for dinner on a heterosexual date?

Historically, and in many cases this remains today, it’s been the man’s responsibility.

Questions to consider:

• Why has this become the norm?
• What cultural values or assumptions underlie this expectation?

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c) Your Own Social Norm

Choose a norm you've observed.

1. Describe the behavior: What is expected/considered my most people socially acceptable?
2. Explain the why: What values or beliefs uphold this norm?

ACTIVITY 2: Cultural Relativism and Ethnocentrism

Let’s now take a look at two important concepts when discussing culture.

Cultural relativism – the belief that cultures should be assessed on their own terms. This position avoids looking at any cultures as a standard of “good” by which others should be compared.

Ethnocentrism – the belief that your culture (ethnic group) is central or superior to others. This viewpoint encourages comparison to your own culture which is considered the standard to which to aspire.

The Albatros Activity can be done in small groups or as a class.

Read the text and answer the following questions:

1) How many genders are there in the Albatros culture? What in the text leads you to that conclusion?

2) Is one of the genders in higher status than the other(s) What in the text leads you to that conclusion?

3) Additionally think about observation vs Interpretation. Look at the last paragraph and identify each sentence as observation or interpretation (no statement will be pure observation or all interpretation). If there is any interpretation in the sentence then list that sentences as interpretation. State why you believe the sentence is observation or interpretation.

TEXT:

We walked into a room where a man was dressed in Eastern or Asian garb but in a somewhat indistinguishable manner; he could have been a king or a Buddhist monk. A woman sat beside him, and she was also dressed in a similar indistinguishable fashion.

There was no talking whatsoever in this training session, which lasted for about 10 minutes. The “king” beckoned the males to sit on chairs, after which he indicated that the females should sit at their feet. He then greeted each male silently and in standing position; he clasped each male by the arms and then gently rubbed his hands on the males' sides. The males did as the king instructed, but there was some nervousness and laughter, although no talking. The king then bowed to each female.

Next, the king presented a large vase of water to each male, and he drank of it. The King then did the same thing with each female. The king and queen then talked before the volunteers, peering intently at the females. After a minute or two, the king put on a satisfied look and made a noise as if satisfied. He then looked at the queen, who nodded in agreement. The queen then took the hand of one female in order to lead her to a sitting position on the ground between the king and queen. Next, the king and queen tried to push the female’s head toward the ground as she sat on the ground between them (they were on chairs), but she resisted. They tried once again, but she still resisted