Cultural Blend Initiative (CBI) is an educative and innovative program to enrich our 6th-grade scholars with cultural awareness as they prepare to transition to the larger world of junior high school and beyond. We want our scholars to respect and accept others without losing their own cultural identity. CBI is an additive, enriching process rather than a subtractive, impoverishing process.
Acceptance Activation Initiative (AAI)”, an aspect of CBI training certification program to Transform Transfer Aggression, Children always use when they encounter a wall from other cultures, especially the dominant cultures.“When you know a person’s culture, you will know how things affect the way they reason or their behavior”(Kluckhohn). It may be an ideal way to truly connect with others. People are comfortable when they know that they are accepted by others regardless how intolerant their culture.
A number of reasons make the program quite impressive owing to the fact that Frank Uwakwe, who is the author and initiator of the program, has travelled extensively around the world and founded a school in Nigeria before migrating to America. He has led numerous religious Culture Blend Initiatives institutions and has knowledge of many cultures and their peculiarities. One of the reasons CBI is quite innovative is the establishment of culture affiliations around the cultural interest.
The interaction and exchange program through the use of computer and science exchange provides our children with unmatched tools to prepare to face a global world with information that makes them be aware of our beautiful world. To be informed about our vast world beginning in 6th grade would be useful in their professional life and as they grow to meet people from these cultural regions. They would develop social intelligence and cultural assimilation.
The program is designed to prepare our 6th graders to meet people from different cultures and learn different ways of processing information. First of all, we begin by gathering in a hall and asking all of the students to introduce themselves to one another. They will meet and greet at least three or four persons and introduce themselves. Three things our students will say is #1, Hi my name is. #2, Pleasure to meet you #3, May I know you? Then you wait for a response.
If you are the one to respond you will say three things #1, Hello or Hi, #2, Same here. My name is ——– #3, Where are you from? And then you respond by telling them about yourself and the culture you are familiar with. And you respond by asking, what about you? And that you will reply by saying welcome to CBI Cultural Blend Initiatives,
This is our foundation: the CBI meet and greet. In this meeting, we will select 10 students of various cultures and have them share with the rest of us something about their culture for 2 minutes and what they wished their culture had that they wished others to have and vice versa. And what they dislike about other cultures and how they think so. We do this to help them open up about what they had been fed with or what information they have about others. When they open up, it gives the opportunity to see that they can be lied to and or have wrong information about others.
We have created a spectacular scholastic-program covering philosophy and anthropology. Psychology and 7 steps workshop to learn the 7 Culture Region monthly classes, that would run for the 7 months, prior to 6 graders graduation. Each month we will introduce a different cultural region and take steps to overcome the shock. Since there are 7 cultural regions we can cover. We will give them assignments and teach them how to access their email and respond to questions and prepare to present what region interests them in every meeting on the 3rd Monday of every month during the after school hours.
The program would be optional but a requirement for Cultural assimilation- CBI is committed to expanding the scope of training to include the Anthropologic reasons why culture is identified by regions and how psychologically a region is maintained by the value of their informed ideological and belief system.
Philosophically, one can aspire to be different in blending with nature, loving everyone as nature would, and be free
from cultural influence in relating to and with others. It is not necessary to deny one’s culture. However, you can utilize the beauty of a person’s culture which I believe may have been rooted in the;- love and protection of life and others, especially family members. This is basically what most if not all cultures protect.
The world is becoming a global community and everyone is becoming our family and every human is a member of our global community. We are brothers and sisters, so grow up with this truth and be kind to one another. Cultural Blend Initiatives (CBI), is going to have Goals Academy share extensive cultures; They will share information with Balm International School, a school founded by Frank Uwakwe in Nigeria.
Our goal also in Goals Academy is to create a culturally accepting environment where every “Goalite” would be bold and prepare to face a world of unlimited possibilities with culturally informed programs that would enrich them and empower them to communicate effectively and boldly with their pairs at every level.
Different Places, Different Cultures. A cultural region is An area of the world in which many people share similar beliefs, history, and languages. They may have religion, technology, and ways of earning a living in common as well. The people may grow and eat similar foods, wear similar clothing, and build similar houses. There are seven cultural regions in the world. Many countries in a cultural region share a common climate and landscape. They may share a common religion or history.
Not every person in a region belongs to the same culture. Some regions are multicultural. For example, in the United States and Canada, most people speak English. Some people in Canada speak French and some in the United States speak Spanish. In both countries, there are many religions. There are Catholics, Protestants, Jews, Muslims, Buddhists, and others. Cultural regions have changed as they have borrowed cultural traits from one another. The United States shares borders with two countries. Do these countries share the same culture region, or are they part of different regions? Students may use the map to help answer the question.
Cultures have also come to depend on each other economically. Advances in transportation and communication have increased this interdependence. When oil-producing nations in the Middle East raise the price of oil, for example, the price of gasoline at your local station is likely to rise. More and more, people from different countries are becoming part of one world.
Learning other people’s culture is one of the most important aspects of human relationships. People feel welcomed when their way of life is respected or acknowledged. CBI provides the tools to experiment with this through masterful interaction.
Cultural practices include many different characteristics, including religion, language, art, customs, eating and clothing habits, and other aspects of daily life. The world can be divided into regions based on culture. Within each region, people share some basic cultural practices that are distinct from those of other regions. Studying culture regions can help people learn more about the ways people live in different parts of the world.
For example, in Asia, they have four cultural regions and India shares the Indian ocean with Africa south of the Sahara: North Africa and Southwest Asia; South Asia; and East Asia, Australia, and the Pacific Islands. It may interest you to know basic things about our region as well. Canada and Mexico share a border with the United States. The US and Canada share a cultural region, while Mexico is part of the Latin American cultural region.
Religion is another very important cultural trait that binds people together. Religions vary from place to place and greatly affect the cultural landscape. The impact is significant because religion is a large part of many people’s identity. Typically, entire areas are predominantly one religion or another. South America is dominated mostly by the Roman Catholic Church.
European settlers in South America were primarily from Spain and Portugal. Spanish people are mostly Roman Catholics. Some religious groups, such as Muslims and Christians, seek followers all over the world; as members of these groups have settled in new communities, they take their religion with them and spread their faith. England is primarily a Protestant country. The largest concentrations of Protestants outside of
Europe can be found in the US and Canada as well as in Australia and South Africa. Why do you think this is? As you might have guessed, many English settlers immigrated to each of these areas, creating a culture similar to that which was found “back home” in England.
Cultural traits can be associated with national identity. For instance, the population of Italy is mostly homogeneous (this means it is mostly the same) when it comes to language and religion. Almost the entire population of Italy speaks Italian and around 90 percent of the people in Italy identify themselves as Roman Catholics.
Sometimes cultural traits are not associated with national identity. A good example is that of the Kurdish people. There are an estimated 26 million Kurds. Must speak Kurdish and the majority of them are of the Sunni Muslim religion. The Kurds are a distinct cultural group with their own traditions. The area in which most Kurds live is a physical region that is often referred to as the Kurdish mountains and portions of the area are within the borders of Armenia, Iran, Iraq, Turkey, and Syria.
In Nigeria also, there are Igbo speaking people who once agitated for their own state because their culture is different from the rest of Nigerians major tribes. The Igbo’s are considered to be from the lineage of Gad the son of Abraham. They have a very similar culture to the Jewish people. The Igbo’s are everywhere and they are very industrious. They once seceded from Nigeria and were identified as Biafrans. However, Nigerian forces overpowered them.
It has been over a century since DuBois (1903, 1989) predicted that racism would continue to emerge as one of the United States’ key social problems. Racism overtly shaped US social institutions at the beginning of the twentieth century and continues, although more subtly, to impact US institutions of socialization at the beginning of the twenty-first century. Researchers, practitioners, and students are still searching for the necessary tools to effectively analyze and challenge the impact of race and racism in US society. I believe CBI with its vast factual and informed programs can focus on detoxifying cultural stonewalls. In addressing the debate over knowledge within the context of social inequality, Pierre Bourdieu (Bourdieu & Passeron, 1977) argued that the knowledge of the upper and middle classes are considered capital value to a hierarchical society. However, we are in a new world altogether.
Although we are still struggling with cultural, religious, and racial dysfunctions ravaging the fabrics of human progress and humanity, CBI has a unique approach to bring cultures together. If one is not born into a family whose knowledge is already deemed valuable, one could then access the knowledge of the middle and upper class and the potential for social mobility through formal schooling. Bourdieu’s theoretical insight about how a hierarchical society reproduces itself has often been interpreted as a way to explain why the academic and social outcomes of people of minor cultures are significantly lower than the outcomes of the dominant culture. The assumption follows that people of minor culture “‘lack”’ the social and cultural capital required for social mobility. As a result, schools most often work from this assumption in structuring ways to help “disadvantaged”’ students whose race and class background has left them lacking necessary knowledge, social skills, abilities, and cultural capital (see Valenzuela, 1999). Engaging alternative learning processes and the inclusion of minor cultures creates a community that focuses on cultural assimilation.
Examining some of the under-utilized assets students from minor cultures bring with them from their homes and communities into the classroom is necessary. According to Prof Arehart, “…children need to understand what to say about their culture. I think they don’t realize what they do that might be different from what others do.” This is what Culture Blend Initiatives would do. This process can inspire the potential of our community’s cultural wealth to transform the process of schooling. Cultural Blend Initiatives is the melting pot of human relationships. A stitch in time saves nine. Getting them at a young age and inculcate into them the importance of being accepting others and their cultural phenomena is the missing link that has created a huge wall that has further divided us. We can make a difference with CBI.
Frank Ugoeze Uwakwe.
Arehart, Robin. Elcamino College, Edited CBI Bourdieu & Passeron, 1977
DuBois (1903, 1989)