Global Awareness = Learning About Other Cultures’ Foods & Holidays?
by Langwitches ~ August 16th, 2009. Filed under: Global Awareness, World Languages.
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I subscribe to the RSS feed of the Flickr group Great Quotes about Learning and Change. The following image by Scott McLeod popped up in my reader a few days ago.
by Scott McLeod
As a former World Language teacher (Spanish & German) and being passionate about bringing global awareness to colleagues and students, I know HOW true Scott’s image rings and what the reality in most schools look like.
Going over the colors of the flag, having kids read about or listen to the story of the Aztecs and the legend of how Tenochtitlan was founded, then thrown in a few tacos and burritos and voila the global studies unit about Mexico has been covered. Teachers and students are suddenly “aware” of hispanic culture.
There is so much more to global awareness in today’s interconnected world, as Scott points out:
In an era of ubiquitous interconnection, global awareness does not mean simply learning about other cultures’ foods and holidays.
Awareness as defined on Wikipedia:
is the state or ability to perceive, to feel, or to be conscious of events, objects or sensory patterns. In this level of consciousness, sense data can be confirmed by an observer without necessarily implying understanding.
I want to emphasize the last part of the definition:
“…conscious WITHOUT necessarily implying understanding.”
While understanding (knowledge) would, of course, be preferred, awareness is a first step.
- Aware that there are cultural nuances that could change perception of one and the same event
- Aware that differences could affect relationships and the way one communicates with another.
- Aware that translation of words does not equal translation of perception or meaning.
- Aware that language and culture are intrinsically linked.
Since being “aware” of cultural differences does not necessarily mean that you understand the difference, I want to bring up one question I have wondered about in the last few weeks. Maybe some of you would know how to turn my awareness into understanding or maybe Jason Mraz even reads blogs and can enlighten me. 
There are two versions of Jason Mraz’s song: “Lucky” (English) and “Suerte” (Spanish). Although there are verses in both versions that are sung in English and are identical, the other verses are not the same.
When I listen to each song on my iPod, I even feel that they are two different songs (with similarities of course). The music videos brings both of them together as the settings are in the city of Prague and on a tropical beach.
Here are three examples of verses and “their translation”.
| Boy I hear you in my dreams I feel your whisper across the sea I keep you with me in my heart |
Sé que te quiero cuando te vas supe desde tiempo atrás. Es que mi corazón no sabe querer hasta volverte a ver. |
| I’m lucky I’m in love with my best friend Lucky to have been where I have been Lucky to be coming home again |
Suerte que despierto junto a ti suerte que sentí lo que sentí suerte que regresas para mi |
| Lucky we’re in love in every way Lucky to have stayed where we have stayed Lucky to be coming home someday |
Suerte que hay más por conocer Suerte que contigo creceré suerte que te tengo al volver |
As a fluent speaker of both languages, I wonder WHY I get such a distinct feeling from both songs? Some of the lyrics from each version even seem to contradict each other. Ex. “Lucky to have stayed where we have stayed” versus ” Lucky that with you I will grow” (translated).
Is this a cultural difference, that “staying” and “growing” in each language would have been perceived differently by the listeners?
Do the individual words evoke different perceptions? Was that done on purpose or just because a direct translation would not have rhymed?
What do you think? Let me know?
English version “Lucky” by Jason Mraz & Colbie Caillat
Here is the Spanish version “Suerte” by Jason Mraz & Ximena Sariñana
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August 17th, 2009 at 10:11 am
You ask:
Is this a cultural difference, that “staying” and “growing” in each language would have been perceived differently by the listeners?
———————————————————
Rather than strictly cultural consciousness, you have probably waded into the territory of evolutionary consciousness [see Jenny Wade's book "Changes of Mind" and Beck and Cowan's "Spiral Dynamics", the latter based on the work of Clare Graves].
No matter what language they speak, in an open society or culture, people are generally free to evolve developmentally at their own pace and in different directions.
In “Changes of Mind”, Wade describes several levels of consciousness in ascending order of complexity, including what she calls “Conformist” Consciousness, where “not changing” is perceived as a good thing. Its primary motivation is safety and security through predictability. (“Lucky to have stayed where we have stayed . . .)
At a more complex level of consciousness is what Wade calls “Authentic Consciousness”, where personal growth is viewed as a good thing. At this level, there is “respect for personal agency, diversity, and the autonomy of others.” (Lucky that there is more to know and that with you I will grow. . .)
My guess is that the original lyrics were written from, and/or pitched to “Conformist Consciousness”–where one finds most of popular music’s audience. The person who translated Jason Mraz’ lyrics into Spanish was probably at “Authentic Consciousness” and chose not to pander to commercial interests.
August 22nd, 2009 at 10:20 am
I came across Scott McLeod’s post and it struck a cord with me as well. I think that every school should promote cultural awareness and allow students to learn from each other. The world is beginning to interact with each other more through social media. I think by limiting a student’s perception or not allowing students to share their culture with each other schools do them a disservice. Future generations should collaborate on fixing global issues not just live in their own microcosm. Students should learn about serious issues abroad such as poverty, hunger, how global warming impacts places around the world, wars, etc.
August 22nd, 2009 at 1:43 pm
Hi again Silvia
Very interesting topic, especially as I, too, came across the same image and quote by Scott McLeod just this week. Having done many international school projects, I agree very much that we should be able to get deeper than the superficial level of food and holidays, or the accompanying flag-waving, especially with older students. More easily said than done, though.
Do you ever feel that you lack the diplomatic training and expertise to handle more sensitive topics with young students? Start them talking about religion, human rights, or democracy with peers in other countries, for example, and you may be walking on thin ice. It’s very challenging to coach them in being culturally sensitive and empathetic, and to avoid any patriotic or nationalistic feelings if others express negative ideas about their country or culture. We from the free-speaking west often find it hard to understand what topics might still be out of bounds in cultures different from us. We have had many critical incidents when collaborating with Asian schools, for example – some never resolved leaving both us teachers and our students quite baffled. Valuable learning experiences about cultural relativity all the same. All this said, though, I do believe we should be brave to tackle more complex issues than merely the safe and mundane.
Sorry that I babbled on about this without being able to provide you with any insights into the song lyrics (my Spanish is too basic), but thank you for introducing me to a new musician!