Introduction
Vulnerability is a prerequisite for humans to fully enjoy life and experience both the good and bad emotions in their totality. Yet, many people numb their vulnerability and act as if they cannot get hurt. Others resolve to shift the blame rather than have a meaningful conversation because they hide their pain. In her TED talk “The Power of Vulnerability ,” Brené Brown explains how her vulnerability research led her to discover that it is associated with shame (Brown, n.d.). Although vulnerability enhances understanding of multicultural experience, fear and shame of being disconnected and rejected by others get in the way of expressing these feelings.
Vulnerability Hindrances
Shame always gets in the way of vulnerability by making people try to protect their self-image and maintain a safe relationship with others. Shame is defined as a fear of disconnection with significant others (Brown, n.d). It is best expressed in concerns about not being worthy of connection once others discover a hidden secret about oneself. People may have an inferiority complex, thinking that they are not good enough, rich enough, or smart enough to belong. Moreover, vulnerability is most apparent in people who lack the courage to be imperfect.
Vulnerability and Intercultural Resilience
Vulnerability makes people aware of individual differences and shapes their behavior and attitudes. In the United States, it is difficult for teachers to prepare non-English-speaking and other ethnically diverse students to succeed in English-dominant schools (Brisk et al., 2002). Vulnerability helps educators to be culturally responsive in unpacking privileges and the unequal distribution of power when teaching a culturally diverse population. The teacher can integrate culturally relevant experiences and perspectives of Latino and African American students in the classroom without bowing to pressure and the status quo that are only relatable to Caucasian students (Gay & Kirkland, 2003). Thus, vulnerability is necessary for culturally responsive teaching, but it makes learning more inclusive.
Another relevance of vulnerability is that it encourages people to admit that there are important things they do not know and to seek to learn. Remarkably, the people in China are investing heavily in books that help their students learn English (Huddart, 2014). They realize that, with globalization, English is widely used for interaction. The vulnerability makes them realize the importance of learning a foreign language to enhance their interactions with the world. Notably, the multiplicity of communication channels and their use are advancing multiculturalism across the globe (The New London Group, 1996). The implication is that when people embrace vulnerability, they can engage in honest self-reflection, recognize their insufficiencies, and seek new ways to learn.
Conclusion
In conclusion, many people shy away from admitting vulnerability due to feelings of shame and fear of losing connections when they are open. The result is that the lack of courage to face personal insecurities ultimately undermines the benefits of vulnerability. For instance, intercultural promotion within the education sector is only possible when teachers admit that the rigid and biased system of learning excludes minority cultures. They must have the courage to teach differently by integrating the Latino and Black cultural perspectives to promote interculturalism. Moreover, it is only through vulnerability that a person develops a willingness to learn a foreign language and tradition to enhance global understanding, as is the case with the people of China.
References
Brisk, M. E., Barnhardt, R., Herrera, S., & Rochon, R. (2002). Educators’ Preparation for Cultural and Linguistic Diversity: A Call to Action.
Brown, B. (n.d.). The power of vulnerability. TED: Ideas Worth Spreading.
Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42(3), 181- 187.
Huddart, D. (2014). English in the conversation of mankind: world Englishes and global citizenship. In involuntary associations: postcolonial studies and world englishes (pp. 52-74). Liverpool: Liverpool University Press.
The New London Group. (1996). A pedagogy of Multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-93.