Knowing valuing and shaping one's culture: a precursor to acknowledging accepting and respecting the culture of others

Over the past six years, university students' reflective journals, on-line and in-class discussions, and course evaluations indicate that the knowledge gained from the cultural puzzle activity is instrumental in establishing a sense of community that supports them as they strengthen bridges across cultural borders and develop techniques toward becoming equitable multicultural decision-makers. In conclusion, I would like to reflect on the research and practices of Banks (2001), Brown (2004a), Haberman (1996), Howard (1999), and Sleeter (1995) which indicate that developing self-examination activities such as the cultural puzzle will: (1) engage students in exploring the subconscious underpinnings of their beliefs, perceptions, and behaviors; (2) facilitate debriefings, peer discussions, and reflections on why these attitudes and behaviors influence their conscious approach to cross-cultural interaction; (3) enlighten participants on how their actions influence the behaviors and attitudes of others; and (4) lay the foundation for building cross-cultural competence and social justice advocacy in educators and students.