As educators, we often find ourselves navigating the complex dynamics of cultural diversity in our classrooms. Every student brings a rich tapestry of experiences, values, and beliefs to the table. However, not all of these cultural elements are immediately visible or understood. This idea is beautifully captured by Edward T. Hall’s Iceberg Model of Culture, which has profoundly influenced how I approach cultural enrichment in my teaching.
Hall’s model divides culture into two parts: the visible, surface-level aspects, such as language, clothing, and traditions, and the hidden, deep-level aspects, such as values, beliefs, and attitudes. The more time we spend exploring the “beneath-the-surface” elements, the better we understand the unique identities of those around us. This framework has inspired me to reflect on my own cultural journey and how I can create a classroom environment that celebrates and integrates the deep cultural dimensions of my students.
Understanding My Own Iceberg: Surface and Depth
In my own life, Hall’s model helped me see how both the visible and hidden parts of culture shape who I am. Take hairstyles, for example. Growing up in a middle-class African American family, straightened hair was almost a given—it was our way of conforming to societal expectations of professionalism and neatness. But during the early Obama administration, the cultural shift towards natural hair was transformative. It empowered me and my family to embrace a more authentic version of ourselves. That small but significant change on the surface reflected a much deeper journey toward self-acceptance and cultural pride.
At a deeper level, my family’s values were shaped by our Southern roots and the Great Migration, when three of my grandparents moved from the South to the Midwest. Their experiences brought with them strong conservative views around politics and religion—values that have been passed down and that sometimes stand in stark contrast to the cultural dynamics I encounter now, living west of the Rockies. These experiences have shaped how I see the world and how I interact with others, particularly in education.
The Classroom as a Cultural Exchange
Teaching in a predominantly Latino community has been a cultural awakening. Coming from a Black-and-White suburban Chicago environment, I experienced a significant cultural shift in my first year. However, programs like Mariachi, Folklórico, and Tamale Clubs at my school have shown me the power of equity-focused education. These initiatives not only help students feel seen but also directly impact their academic achievement. Representation matters, and I’ve seen firsthand how students thrive when their identities are affirmed.
One pivotal moment for me came during a Thanksgiving lesson. I shared what I thought were traditional Thanksgiving dishes, only to learn in a roundtable discussion that many of my students’ families celebrated with tamales and pozole. This eye-opening experience reminded me how important it is to create space for students to share their cultural stories and traditions. It’s not enough to teach to them; we must learn from them as well.
Integrating Culture Beyond the Surface
One of my goals as an educator is to weave my students’ deep cultural aspects into the fabric of my classroom. Whether it’s through literature by diverse authors, projects that explore family histories, or collaborations with parents and community members, I want to create a learning environment that reflects and respects their identities. For example, inviting families to share traditional crafts, music, or recipes in class not only enriches the curriculum but also strengthens the bridge between school and home.
Building relational capacity is at the heart of this work. By fostering trust and creating opportunities for dialogue, I can better understand my students’ hidden cultural dimensions and ensure that they feel valued for who they are—both on the surface and beneath it.
The Call to Action: Let’s Dive Deeper
Hall’s Iceberg Model reminds us that culture is so much more than what we can see. As educators, professionals, and leaders, we have the responsibility—and the privilege—to look deeper, to listen, and to learn. By embracing the richness of what lies beneath the surface, we not only enrich our own perspectives but also empower those we serve.
How are you exploring the hidden dimensions of culture in your work or community? I’d love to hear your thoughts and experiences. Let’s keep the conversation going—together, we can build more inclusive, culturally enriched spaces for everyone.
References
Bennett, C. (2001). Genres of research in multicultural education;Review of Educational Research, 71(2), 183–191.
Hall, E. T. (1976). Beyond culture. Anchor Press/Doubleday.
Zoni Upton, J. (2021). Multilingualism and intercultural competence;The PanSIG 2021 Journal, 190.
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