MINANGKABAU

MINAGKABAU

Assalamualaikum and hai!

For today entry, we will discover about one of various ethnic group in Malaysia which is Minangkabau. The Minangkabau ethnic group, also known as Minang (Urang minang in Minangkabau language), is indigenous to the highlands of West Sumatra, in Indonesia. However this ethnic group arrives and comprises a majority of the state of Negeri Sembilan in Peninsular Malaysia.

General Information:

People Name General	Minangkabau, Orang Negeri
People Name in Country	Minangkabau, Orang Negeri
Population in Malaysia	886,000
Alternate Names	Malay, Negeri Sembilian, Minang, Minangkabau, Negeri Sembilian, Negeri Sembilian Malay, Orang Negeri

As descendants from the Minangkabau people from West Sumatra, Indonesia, the Minang of Malaysia have a distinct culture and their own royal line that dates back several centuries. They speak the national language of Malaysia, but they have their own dialect that reflects lingual roots in the language of their Indonesian heritage. Within Malaysia, the Minang refer to themselves as Orang Negeri or person from Negeri.

Adat Pepatih

Different from other ethnic group, the Minang are most noted for their adherence to adat pepatih (matrilineal inheritance). Most of ertain areas of Negeri Sembilan have moved away from this tradition due to the complexities these “Adat Petatih”ceremonies and the blending of communities with peoples from different Malay groups who use traditional male inheritance. However, the areas of Kuala Pilah, Tampin, Seri Menanti, and Jelebu are still strong in their unique culture and consistently practice this tradition.

The Minang place great emphasis on their women. In order to protect the rights of the female, the name and property are passed down through the line of the mother. Daughters are strongly encouraged to marry within the same people group or else they are not allowed to live on family land. Sons are allowed to marry outside of the people group, but they, too, forfeit their right to live on family land since the wife would have no land inheritance of her own. Newlyweds either live on their own or with the family of the bride.

Architecture

Housing and architecture for the Minang have become more modern over the past generation though older, more traditional homes are still being occupied. The roof of a traditional home is peeked at both ends to represent the horns of a water buffalo.

Religion and Belief.

The Minangkabau are strongly Islamic, but also follow their ethnic traditions, or adat. The Minangkabau adat was derived from animist beliefs before the arrival of Islam, and remnants of animist beliefs still exist even among some practicing Muslims. The present relationship between Islam and adatis described in the saying "tradition [adat] founded upon Islamic law, Islamic law founded upon the Qur'an" (adat basandi syara', syara' basandi Kitabullah).

Their West Sumatran homelands were the location of the Padri War from 1821 to 1837.

Ceremonies and Festivals

Women carrying platters of food to a ceremony

Minangkabau ceremonies and festivals include:

Ø  Turun mandi - baby blessing ceremony

Ø  Sunat rasul - circumcision ceremony

Ø  Baralek - wedding ceremony

Ø  Batagak pangulu - clan leader inauguration ceremony. Other clan leaders, all relatives in the same clan and all villagers in the region are invited. The ceremony will last for 7 days or more.

Ø  Turun ka sawah - community work ceremony

Ø  Manyabik - harvesting ceremony

Ø  Hari Raya - Islamic festivals

Ø  Adoption ceremony

Ø  Funeral ceremony

Ø  Wild boar hunt ceremony

Ø  Maanta pabukoan - sending food to mother-in-law for Ramadhan

Ø  Tabuik - Muslim celebration in the coastal village of Pariaman

Ø  Tanah Ta Sirah, inaugurate a new clan leader (Datuk) when the old one died in the few hours.

Ø  Mambangkik Batang Tarandam, inaugurate a new leader (Datuk) when the old one died in the pass 10 or 50 years and even more, must do the Batagak Pangulu

Performing arts

Saluang performance

Traditional Minangkabau music includes saluang jo dendang which consists of singing to the accompaniment of a saluang bamboo flute, and talemponggong-chime music. Dances include the tari piring (plate dance), tari payung (umbrella dance) and tari indang. Demonstrations of the silat martial art are performed. Pidato adat are ceremonial orations performed at formal occasions.

Randai is a folk theater tradition which incorporates music, singing, dance, drama and the silat martial art. Randai is usually performed for traditional ceremonies and festivals, and complex stories may span a number of nights. It is performed as a theatre-in-the-round to achieve an equality and unity between audience members and the performers. Randai performances are a synthesis of alternating martial arts dances, songs, and acted scenes. Stories are delivered by both the acting and the singing and are mostly based upon Minangkabau legends and folktales. Randai originated early in the 20th century out of fusion of local martial arts, story-telling and other performance traditions. Men originally played both the male and female characters in the story, but since the 1960s women have also participated.

Crafts

Minangkabau songket, the pattern in the lower third representing bamboo sprouts West Sumatra grand mosque with Minangkabau-modern style.

Particular Minangkabau villages specialize in cottage industries producing handicrafts such as woven sugarcane and reed purses, gold and silver jewellery using filigree and granulation techniques, woven songket textiles, wood carving, embroidery, pottery, and metallurgy.

It is interesting when we discover other ethnic group which rarely we find their historical background. So now we are well known about Minangkabau people and they have “Adat Pepatih” that different from “Adat Temenggung” that applies by most of country in Peninsular Malaysia. Even there some different in Adat, we are comfortable and respect each other differences. This is Malaysia.

That’s all for today’s entry titled on Minangkabau..

Thank you for reading J

MINAGKABAU

Assalamualaikum and hai!

For today entry, we will discover about one of various ethnic group in Malaysia which is Minangkabau. The Minangkabau ethnic group, also known as Minang (Urang minang in Minangkabau language), is indigenous to the highlands of West Sumatra, in Indonesia. However this ethnic group arrives and comprises a majority of the state of Negeri Sembilan in Peninsular Malaysia.

General Information:

People Name General	Minangkabau, Orang Negeri
People Name in Country	Minangkabau, Orang Negeri
Population in Malaysia	886,000
Alternate Names	Malay, Negeri Sembilian, Minang, Minangkabau, Negeri Sembilian, Negeri Sembilian Malay, Orang Negeri

As descendants from the Minangkabau people from West Sumatra, Indonesia, the Minang of Malaysia have a distinct culture and their own royal line that dates back several centuries. They speak the national language of Malaysia, but they have their own dialect that reflects lingual roots in the language of their Indonesian heritage. Within Malaysia, the Minang refer to themselves as Orang Negeri or person from Negeri.

Adat Pepatih

Different from other ethnic group, the Minang are most noted for their adherence to adat pepatih (matrilineal inheritance). Most of ertain areas of Negeri Sembilan have moved away from this tradition due to the complexities these “Adat Petatih”ceremonies and the blending of communities with peoples from different Malay groups who use traditional male inheritance. However, the areas of Kuala Pilah, Tampin, Seri Menanti, and Jelebu are still strong in their unique culture and consistently practice this tradition.

The Minang place great emphasis on their women. In order to protect the rights of the female, the name and property are passed down through the line of the mother. Daughters are strongly encouraged to marry within the same people group or else they are not allowed to live on family land. Sons are allowed to marry outside of the people group, but they, too, forfeit their right to live on family land since the wife would have no land inheritance of her own. Newlyweds either live on their own or with the family of the bride.

Architecture

Housing and architecture for the Minang have become more modern over the past generation though older, more traditional homes are still being occupied. The roof of a traditional home is peeked at both ends to represent the horns of a water buffalo.

Religion and Belief.

The Minangkabau are strongly Islamic, but also follow their ethnic traditions, or adat. The Minangkabau adat was derived from animist beliefs before the arrival of Islam, and remnants of animist beliefs still exist even among some practicing Muslims. The present relationship between Islam and adatis described in the saying "tradition [adat] founded upon Islamic law, Islamic law founded upon the Qur'an" (adat basandi syara', syara' basandi Kitabullah).

Their West Sumatran homelands were the location of the Padri War from 1821 to 1837.

Ceremonies and Festivals

Women carrying platters of food to a ceremony

Minangkabau ceremonies and festivals include:

Ø  Turun mandi - baby blessing ceremony

Ø  Sunat rasul - circumcision ceremony

Ø  Baralek - wedding ceremony

Ø  Batagak pangulu - clan leader inauguration ceremony. Other clan leaders, all relatives in the same clan and all villagers in the region are invited. The ceremony will last for 7 days or more.

Ø  Turun ka sawah - community work ceremony

Ø  Manyabik - harvesting ceremony

Ø  Hari Raya - Islamic festivals

Ø  Adoption ceremony

Ø  Funeral ceremony

Ø  Wild boar hunt ceremony

Ø  Maanta pabukoan - sending food to mother-in-law for Ramadhan

Ø  Tabuik - Muslim celebration in the coastal village of Pariaman

Ø  Tanah Ta Sirah, inaugurate a new clan leader (Datuk) when the old one died in the few hours.

Ø  Mambangkik Batang Tarandam, inaugurate a new leader (Datuk) when the old one died in the pass 10 or 50 years and even more, must do the Batagak Pangulu

Performing arts

Saluang performance

Traditional Minangkabau music includes saluang jo dendang which consists of singing to the accompaniment of a saluang bamboo flute, and talemponggong-chime music. Dances include the tari piring (plate dance), tari payung (umbrella dance) and tari indang. Demonstrations of the silat martial art are performed. Pidato adat are ceremonial orations performed at formal occasions.

Randai is a folk theater tradition which incorporates music, singing, dance, drama and the silat martial art. Randai is usually performed for traditional ceremonies and festivals, and complex stories may span a number of nights. It is performed as a theatre-in-the-round to achieve an equality and unity between audience members and the performers. Randai performances are a synthesis of alternating martial arts dances, songs, and acted scenes. Stories are delivered by both the acting and the singing and are mostly based upon Minangkabau legends and folktales. Randai originated early in the 20th century out of fusion of local martial arts, story-telling and other performance traditions. Men originally played both the male and female characters in the story, but since the 1960s women have also participated.

Crafts

Minangkabau songket, the pattern in the lower third representing bamboo sprouts West Sumatra grand mosque with Minangkabau-modern style.

Particular Minangkabau villages specialize in cottage industries producing handicrafts such as woven sugarcane and reed purses, gold and silver jewellery using filigree and granulation techniques, woven songket textiles, wood carving, embroidery, pottery, and metallurgy.

It is interesting when we discover other ethnic group which rarely we find their historical background. So now we are well known about Minangkabau people and they have “Adat Pepatih” that different from “Adat Temenggung” that applies by most of country in Peninsular Malaysia. Even there some different in Adat, we are comfortable and respect each other differences. This is Malaysia.

That’s all for today’s entry titled on Minangkabau..

Thank you for reading J

Getting to Know Us! Syira, Fatin and Adilah~

Assalamualaikum, hai.

Okay, in this post, we're going to introduce ourselves. So here we go,

Hi everyone, my name is Fathiah Syahirah but people call me syira :) I am 23 years old and come from Gombak. I am 3rd year student, 2nd semester of Bachelor of Education, majoring in Guidance and Counseling. OK then, what's more you all want to know? hehe. I don't know what to write eventhough before typing this post, I was very super-excited to start blogging as before. haha. OH, why not I shared about my culture-background seems that this blog purposely for cross-culture counseling right? OK, I start with my mother's side. My grandmother comes from Java, Bugis and Chinese culture. While my grandfather didn't have any mix culture in their lineage and they stay in Johor which has a very own complicated culture practices. Compare to my father's side, his family are pure Malay that has their own respective culture from East Coast. hehe. It can bee seen that I myself has own a few different culture in my family but still have a very little knowledge about each culture. So, hopefully, this subject could help me and all to gain more knowledge on others cultures <3 Last but not least, I hope that all of you enjoy blogwalking here :)

Hello guys! My name is Fatin. Similar to Syira, I am a third year student of B.Ed Guidance and Counseling. It is funny to note that while searching for my picture to post here, I finally realize that I do not have picture of myself alone. >,< Luckily, I snapped this picture during our class visit to Orang Asli Museum. But still, I am not alone in this picture. Hoho. There are a couple of headless creatures there! Creepy right? Haha. Okay. Well, to speak about my cultural background is quite hard because I do not know specifically about my cultural lineage. Both my parents are Penangites. Penang is a small state in Malaysia located in the nothern part of this country. Being the daugther of a military officer, I moved frequently. I was born in Sarawak, went to kindergarten in Kuala Lumpur, started my primary school in Melaka, then back to Kuala Lumpur and later moved to Penang after my father's retirement. Even though it was sad to move around but I managed to befriends with many people from a variety of cultural backgrounds. Interestingly, studying in IIUM also allows me to make friends from various cultural background not only from Malaysia but from all over the world. Yeay~ Last words from me, may all of you enjoy reading our blog! ^_^

Assalamualaikum and Hi everyone!! 

I am Adilah Mardiah Binti Zakaria and same goes with Syira and Fatin, I am 3rd year student in Bachelor of Education majoring in Guidance and Counseling. Look up to the picture, yeah that’s me. This is during our class visit to Muzium Orang Asli in Gombak. This is at the side of Senoi Prak which is the police and wariors for Orang Asli and there is s telephone. (Its huge and heavy). So here we go! We are together in creating our blog for the cross cultural counseling subject and I found that it is fun to write about various cultures and post it in this blog. Even though I rarely writing for blog :p . Hence, the visiters also get some information regarding cross culture that we post here. It’s good ya. As we know, Malaysia has multiculture consist of Malay, India and Cina which is the major one. However, there are many other multiculture, ethnics and tribes in our country and even in our Family we have differences. For instance, I am from Kelantan, my parents are pure Kelantanese so I am the pure one too. :p I have 11 siblings and I’m the 10th. 7 of my family members got married and I got 23 nephews and nieces. I have a big family and my brother and sister in law are coming from different culture like Boyan, Jawa and pure Melayu. But we are never making it differences and respect their culture as they respect ours as one family. In order to respect other, we must to know them first. Knowing what?? By knowing and aware of their culture background we are able to understand them better. So, here we provide this blog in order to know other culture better. Enjoy your reading. J

Assalamualaikum, hai.

Okay, in this post, we're going to introduce ourselves. So here we go,

Hi everyone, my name is Fathiah Syahirah but people call me syira :) I am 23 years old and come from Gombak. I am 3rd year student, 2nd semester of Bachelor of Education, majoring in Guidance and Counseling. OK then, what's more you all want to know? hehe. I don't know what to write eventhough before typing this post, I was very super-excited to start blogging as before. haha. OH, why not I shared about my culture-background seems that this blog purposely for cross-culture counseling right? OK, I start with my mother's side. My grandmother comes from Java, Bugis and Chinese culture. While my grandfather didn't have any mix culture in their lineage and they stay in Johor which has a very own complicated culture practices. Compare to my father's side, his family are pure Malay that has their own respective culture from East Coast. hehe. It can bee seen that I myself has own a few different culture in my family but still have a very little knowledge about each culture. So, hopefully, this subject could help me and all to gain more knowledge on others cultures <3 Last but not least, I hope that all of you enjoy blogwalking here :)

Hello guys! My name is Fatin. Similar to Syira, I am a third year student of B.Ed Guidance and Counseling. It is funny to note that while searching for my picture to post here, I finally realize that I do not have picture of myself alone. >,< Luckily, I snapped this picture during our class visit to Orang Asli Museum. But still, I am not alone in this picture. Hoho. There are a couple of headless creatures there! Creepy right? Haha. Okay. Well, to speak about my cultural background is quite hard because I do not know specifically about my cultural lineage. Both my parents are Penangites. Penang is a small state in Malaysia located in the nothern part of this country. Being the daugther of a military officer, I moved frequently. I was born in Sarawak, went to kindergarten in Kuala Lumpur, started my primary school in Melaka, then back to Kuala Lumpur and later moved to Penang after my father's retirement. Even though it was sad to move around but I managed to befriends with many people from a variety of cultural backgrounds. Interestingly, studying in IIUM also allows me to make friends from various cultural background not only from Malaysia but from all over the world. Yeay~ Last words from me, may all of you enjoy reading our blog! ^_^

Assalamualaikum and Hi everyone!! 

I am Adilah Mardiah Binti Zakaria and same goes with Syira and Fatin, I am 3rd year student in Bachelor of Education majoring in Guidance and Counseling. Look up to the picture, yeah that’s me. This is during our class visit to Muzium Orang Asli in Gombak. This is at the side of Senoi Prak which is the police and wariors for Orang Asli and there is s telephone. (Its huge and heavy). So here we go! We are together in creating our blog for the cross cultural counseling subject and I found that it is fun to write about various cultures and post it in this blog. Even though I rarely writing for blog :p . Hence, the visiters also get some information regarding cross culture that we post here. It’s good ya. As we know, Malaysia has multiculture consist of Malay, India and Cina which is the major one. However, there are many other multiculture, ethnics and tribes in our country and even in our Family we have differences. For instance, I am from Kelantan, my parents are pure Kelantanese so I am the pure one too. :p I have 11 siblings and I’m the 10th. 7 of my family members got married and I got 23 nephews and nieces. I have a big family and my brother and sister in law are coming from different culture like Boyan, Jawa and pure Melayu. But we are never making it differences and respect their culture as they respect ours as one family. In order to respect other, we must to know them first. Knowing what?? By knowing and aware of their culture background we are able to understand them better. So, here we provide this blog in order to know other culture better. Enjoy your reading. J

Guidelines for effective Cross-Cultural Counselling

Assalamualaikum. Hai. 

How are you? Hopefully you are all in the best state of health. 

Today, we are going to check some guidelines in ensuring an effective cross-cultural counseling. Hopefully this will be helpful to us all. :)

1. Counselors need to be aware of their own ethnicity and how it influences their interactions with other cultural groups. 

2. Problems (physical, mental) need to be understood within the context of the person’s ethnicity. We learn from our culture, appropriate ways of responding to illness. For example, one group of people may tend to complain about their physical problems, while another may deny having any pain and see it as a form of punishment. 

3. Attitudes towards seeking help vary from on ethnic group to another. For example, on group of people may mistrust the helping profession and prefer to receive help from the church while another may produce physical symptoms when under stress and seek out a medical doctor; and the expression of emotional concerns is culturally discouraged. 

4. It is important to clearly spell out the tasks of the first session to all family members and explain in detail the client-counselor relationship. 

5. The expectations the family may have about the encounter might be based on its experience with the medical profession. The family may expect the counselor to take charge and provide advice. By being direct, active and using a structured approach, the counselor establishes rapport with the family.  

6. The ethnic group may perceive the family as the primary source of support for its members. If this is the case, the family may be experiencing shame and guilt for not being able to solve its own problems. For example, an individual may turn to the family for support and seek our outsiders for support as a last resort. In some cultures, it is not acceptable to express personal concerns with a stranger; therefore, the clients adopt the counselor into their family. 

7. There may be fears and embarrassment about not being able to speak the language of the dominant culture well enough to express difficulties. As a result the counselor may view the client as passive and resistant. 

8. Culture influences the family’s orientation toward being internally/externally controlled. An internally oriented family has the belief that their achievements, or lack of achievements, are determined by their own actions, thus shaping their destiny. On the other hand, an externally oriented family has the belief that achievements and non achievements occur independently of their actions and that the future is predicated on chance. An externally oriented family may be interpreted by an internally focused counselor as procrastinators. 

9. Another important dimension when working with the people who are from cultures different than our own is the “locus of responsibility”. “Locus of responsibility” assesses the amount of responsibility or blame given to the client or the clients system. Determining if the individual or the system is the cause of the behavior is important when making an assessment and determining interventions. In Canadian culture often the individual is seen as being responsible for his/her actions. Racial and ethnic minorities whose behaviors deviate from the middle class are labeled as deviant. 

10. Be aware of ethno cultural roles and hierarchy. If the father is considered the authority figure, make sure you address him, first showing respect for his cultural positions. In attempting to seek information from the children, it is important to acquire permission before proceeding with the interview. 

11. If you are dealing with issues concerning immigration, ascertain if the reason for immigration was voluntary or involuntary. It is important to determine if the immigration is temporary or permanent and if any family members remained behind. 

12. Inquire about issues that may be specific to a particular ethnic group. Family members are often delighted to teach counselors about the key “insults” of their cultural group. 

13. If you experience resistance, check to see if you have violated a culture norm. 

14. Counselors need to assess the degree of acculturation to the dominant culture. The family may espouse tradition roots; they mat attempt to blend the dominant culture into their own; they may decide to reject their culture and completely take on the dominant culture as the way of life. The assessment of acculturation will influence your approach and their reaction to the therapeutic process. 

15. The counselor can become overly concerned about the family’s ethnicity to the point where one loses perspective as to their reason for seeking help


Source: http://www.sascwr.org/files/www/resources_pdfs/anti_oppression/Guidelines_for_effective_Crosscultural_Counselling.pdf

Assalamualaikum. Hai. 

How are you? Hopefully you are all in the best state of health. 

Today, we are going to check some guidelines in ensuring an effective cross-cultural counseling. Hopefully this will be helpful to us all. :)

1. Counselors need to be aware of their own ethnicity and how it influences their interactions with other cultural groups. 

2. Problems (physical, mental) need to be understood within the context of the person’s ethnicity. We learn from our culture, appropriate ways of responding to illness. For example, one group of people may tend to complain about their physical problems, while another may deny having any pain and see it as a form of punishment. 

3. Attitudes towards seeking help vary from on ethnic group to another. For example, on group of people may mistrust the helping profession and prefer to receive help from the church while another may produce physical symptoms when under stress and seek out a medical doctor; and the expression of emotional concerns is culturally discouraged. 

4. It is important to clearly spell out the tasks of the first session to all family members and explain in detail the client-counselor relationship. 

5. The expectations the family may have about the encounter might be based on its experience with the medical profession. The family may expect the counselor to take charge and provide advice. By being direct, active and using a structured approach, the counselor establishes rapport with the family.  

6. The ethnic group may perceive the family as the primary source of support for its members. If this is the case, the family may be experiencing shame and guilt for not being able to solve its own problems. For example, an individual may turn to the family for support and seek our outsiders for support as a last resort. In some cultures, it is not acceptable to express personal concerns with a stranger; therefore, the clients adopt the counselor into their family. 

7. There may be fears and embarrassment about not being able to speak the language of the dominant culture well enough to express difficulties. As a result the counselor may view the client as passive and resistant. 

8. Culture influences the family’s orientation toward being internally/externally controlled. An internally oriented family has the belief that their achievements, or lack of achievements, are determined by their own actions, thus shaping their destiny. On the other hand, an externally oriented family has the belief that achievements and non achievements occur independently of their actions and that the future is predicated on chance. An externally oriented family may be interpreted by an internally focused counselor as procrastinators. 

9. Another important dimension when working with the people who are from cultures different than our own is the “locus of responsibility”. “Locus of responsibility” assesses the amount of responsibility or blame given to the client or the clients system. Determining if the individual or the system is the cause of the behavior is important when making an assessment and determining interventions. In Canadian culture often the individual is seen as being responsible for his/her actions. Racial and ethnic minorities whose behaviors deviate from the middle class are labeled as deviant. 

10. Be aware of ethno cultural roles and hierarchy. If the father is considered the authority figure, make sure you address him, first showing respect for his cultural positions. In attempting to seek information from the children, it is important to acquire permission before proceeding with the interview. 

11. If you are dealing with issues concerning immigration, ascertain if the reason for immigration was voluntary or involuntary. It is important to determine if the immigration is temporary or permanent and if any family members remained behind. 

12. Inquire about issues that may be specific to a particular ethnic group. Family members are often delighted to teach counselors about the key “insults” of their cultural group. 

13. If you experience resistance, check to see if you have violated a culture norm. 

14. Counselors need to assess the degree of acculturation to the dominant culture. The family may espouse tradition roots; they mat attempt to blend the dominant culture into their own; they may decide to reject their culture and completely take on the dominant culture as the way of life. The assessment of acculturation will influence your approach and their reaction to the therapeutic process. 

15. The counselor can become overly concerned about the family’s ethnicity to the point where one loses perspective as to their reason for seeking help


Source: http://www.sascwr.org/files/www/resources_pdfs/anti_oppression/Guidelines_for_effective_Crosscultural_Counselling.pdf

Cross Cultural Competencies and Objectives (ACA)

Assalamualaikum, Hai alllll~ 

Today we will be looking at ACA's Cross Cultural Competencies and Objectives. 

It will be a longgggg one, so without further a do, let us begin. :3

                                                                                                                                  

The following information first appeared in 1992, when it was published simultaneously in ACA's Journal of Counseling and Development and in the Journal of the Association for Multicultural Counseling and Development (AMCD). Since that time, the multicultural competencies outlined in the article have become an important part of the counseling literature and a central aspect of all counselors' work. For more information about multicultural counseling, we suggest that you make frequent visits to AMCD's web site that is located at www.amcdaca.org. 

In April 1991, the Association for Multicultural Counseling and Development (AMCD) approved a document outlining the need and rationale for a multicultural perspective in counseling. The work of the Professional Standards committee went much further in proposing 31 multicultural counseling competencies and strongly encouraged the American Counseling Association (then known as the American Association for Counseling and Development (AACD)) and the counseling profession to adopt these competencies in accreditation criteria. The hope was to have the competencies eventually become a standard for curriculum reform and training of helping professionals. 

Cross-Cultural Competencies and Objectives 

I. Counselor Awareness of Own Cultural Values and Biases 

A. Attitudes and Beliefs 

1. Culturally skilled counselors have moved from being culturally unaware to being aware and sensitive to their own cultural heritage and to valuing and respecting differences. 

2. Culturally skilled counselors are aware of how their own cultural backgrounds and experiences and attitudes, values, and biases influence psychological processes. 

3. Culturally skilled counselors are able to recognize the limits of their competencies and expertise. 

4. Culturally skilled counselors are comfortable with differences that exist between themselves and clients in terms of race, ethnicity, culture, and beliefs. 

B. Knowledge 

1. Culturally skilled counselors have specific knowledge about their own racial and cultural heritage and how it personally and professionally affects their definitions of normality-abnormality and the process of counseling. 

2. Culturally skilled counselors possess knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects them personally and in their work. This allows them to acknowledge their own racist attitudes, beliefs, and feelings. Although this standard applies to all groups, for White counselors it may mean that they understand how they may have directly or indirectly benefited from individual, institutional, and cultural racism (White identity development models). 

3. Culturally skilled counselors possess knowledge about their social impact on others. They are knowledgeable about communication style differences, how their style may clash or foster the counseling process with minority clients, and how to anticipate the impact it may have on others. 

C. Skills 

1. Culturally skilled counselors seek out educational, consultative, and training experience to improve their understanding and effectiveness in working with culturally different populations. Being able to recognize the limits of their competencies, they 

(a) seek consultation, 

(b) seek further training or education, 

(c) refer out to more qualified individuals or resources, or 

(d) engage in a combination of these. 

2. Culturally skilled counselors are constantly seeking to understand themselves as racial and cultural beings and are actively seeking a nonracist identity. 

II. Counselor Awareness of Client's Worldview

A. Attitudes and Beliefs 

1. Culturally skilled counselors are aware of their negative emotional reactions toward other racial and ethnic groups that may prove detrimental to their clients in counseling. They are willing to contrast their own beliefs and attitudes with those of their culturally different clients in a nonjudgmental fashion. 

2. Culturally skilled counselors are aware of their stereotypes and preconceived notions that they may hold toward other racial and ethnic minority groups. 

B. Knowledge 

1. Culturally skilled counselors possess specific knowledge and information about the particular group they are working with. They are aware of the life experiences, cultural heritage, and historical background of their culturally different clients. This particular competency is strongly linked to the minority identity development models available in the literature. 

2. Culturally skilled counselors understand how race, culture, ethnicity, and so forth may affect personality formation, vocational choices, manifestation of psychological disorders, help-seeking behavior, and the appropriateness or inappropriateness of counseling approaches. 

3. Culturally skilled counselors understand and have knowledge about sociopolitical influences that impinge upon the life of racial and ethnic minorities. Immigration issues, poverty, racism, stereotyping, and powerlessness all leave major scars that may influence the counseling process. 

C. Skills 

1. Culturally skilled counselors should familiarize themselves with relevant research and the latest findings regarding mental health and mental disorders of various ethnic and racial groups. They should actively seek out educational experiences that foster their knowledge, understanding, and cross-cultural skills. 

2. Culturally skilled counselors become actively involved with minority individuals outside of the counseling setting (community events, social and political functions, celebrations, friendships, neighborhood groups, and so forth) so that their perspective of minorities is more than an academic or helping exercise. 

III. Culturally Appropriate Intervention Strategies 

A. Attitudes and Beliefs 

1. Culturally skilled counselors respect clientsà religious and/or spiritual beliefs and values, including attributions and taboos, because they affect worldview, psychosocial functioning, and expressions of distress. 

2. Culturally skilled counselors respect indigenous helping practices and respect minority community intrinsic help-giving networks. 

3. Culturally skilled counselors value bilingualism and do not view another language as an impediment to counseling (monolingualism may be the culprit). 

B. Knowledge 

1. Culturally skilled counselors have a clear and explicit knowledge and understanding of the generic characteristics of counseling and therapy (culture bound, class bound, and monolingual) and how they may clash with the cultural values of various minority groups. 

2. Culturally skilled counselors are aware of institutional barriers that prevent minorities from using mental health services. 

3. Culturally skilled counselors have knowledge of the potential bias in assessment instruments and use procedures and interpret findings keeping in mind the cultural and linguistic characteristics of the clients. 

4. Culturally skilled counselors have knowledge of minority family structures, hierarchies, values, and beliefs. They are knowledgeable about the community characteristics and the resources in the community as well as the family. 

5. Culturally skilled counselors should be aware of relevant discriminatory practices at the social and community level that may be affecting the psychological welfare of the population being served.

C. Skills 

1. Culturally skilled counselors are able to engage in a variety of verbal and nonverbal helping responses. They are able to send and receive both verbal and non-verbal messages accurately and appropriately. They are not tied down to only one method or approach to helping but recognize that helping styles and approaches may be culture bound. When they sense that their helping style is limited and potentially inappropriate, they can anticipate and ameliorate its negative impact. 

2. Culturally skilled counselors are able to exercise institutional intervention skills on behalf of their clients. They can help clients determine whether a problem stems from racism or bias in others (the concept of health paranoia) so that clients do not inappropriately personalize problems. 

3. Culturally skilled counselors are not averse to seeking consultation with traditional healers and religious and spiritual leaders and practitioners in the treatment of culturally different clients when appropriate. 

4. Culturally skilled counselors take responsibility for interacting in the language requested by the client and, if not feasible, make appropriate referral. 

A serious problem arises when the linguistic skills of a counselor do not match the language of the client. This being the case, counselors should 

(a) seek a translator with cultural knowledge and appropriate professional background and 

(b) refer to a knowledgeable and competent bilingual counselor. 

5. Culturally skilled counselors have training and expertise in the use of traditional assessment and testing instruments. They not only understand the technical aspects of the instruments but are also aware of the cultural limitations. This allows them to use test instruments for the welfare of the diverse clients.

 6. Culturally skilled counselors should attend to as well as work to eliminate biases, prejudices, and discriminatory practices. They should be cognizant of sociopolitical contexts in conducting evaluation and providing interventions and should develop sensitivity to issues of oppression, sexism, elitism, and racism. 

7. Culturally skilled counselors take responsibility in educating their clients to the processes of psychological intervention, such as goals, expectations, legal rights, and the counselor's orientation.

                                                                                                                                             

Waaaa, there are so many things and areas that we should consider when we are talking about cross cultural competencies. Well, this can be a good checklist and guidelines for us in improving our cross cultural competencies as counseling students. 

That's it for  today. See you in the next post ;D

Assalamualaikum, Hai alllll~ 

Today we will be looking at ACA's Cross Cultural Competencies and Objectives. 

It will be a longgggg one, so without further a do, let us begin. :3

                                                                                                                                  

The following information first appeared in 1992, when it was published simultaneously in ACA's Journal of Counseling and Development and in the Journal of the Association for Multicultural Counseling and Development (AMCD). Since that time, the multicultural competencies outlined in the article have become an important part of the counseling literature and a central aspect of all counselors' work. For more information about multicultural counseling, we suggest that you make frequent visits to AMCD's web site that is located at www.amcdaca.org. 

In April 1991, the Association for Multicultural Counseling and Development (AMCD) approved a document outlining the need and rationale for a multicultural perspective in counseling. The work of the Professional Standards committee went much further in proposing 31 multicultural counseling competencies and strongly encouraged the American Counseling Association (then known as the American Association for Counseling and Development (AACD)) and the counseling profession to adopt these competencies in accreditation criteria. The hope was to have the competencies eventually become a standard for curriculum reform and training of helping professionals. 

Cross-Cultural Competencies and Objectives 

I. Counselor Awareness of Own Cultural Values and Biases 

A. Attitudes and Beliefs 

1. Culturally skilled counselors have moved from being culturally unaware to being aware and sensitive to their own cultural heritage and to valuing and respecting differences. 

2. Culturally skilled counselors are aware of how their own cultural backgrounds and experiences and attitudes, values, and biases influence psychological processes. 

3. Culturally skilled counselors are able to recognize the limits of their competencies and expertise. 

4. Culturally skilled counselors are comfortable with differences that exist between themselves and clients in terms of race, ethnicity, culture, and beliefs. 

B. Knowledge 

1. Culturally skilled counselors have specific knowledge about their own racial and cultural heritage and how it personally and professionally affects their definitions of normality-abnormality and the process of counseling. 

2. Culturally skilled counselors possess knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects them personally and in their work. This allows them to acknowledge their own racist attitudes, beliefs, and feelings. Although this standard applies to all groups, for White counselors it may mean that they understand how they may have directly or indirectly benefited from individual, institutional, and cultural racism (White identity development models). 

3. Culturally skilled counselors possess knowledge about their social impact on others. They are knowledgeable about communication style differences, how their style may clash or foster the counseling process with minority clients, and how to anticipate the impact it may have on others. 

C. Skills 

1. Culturally skilled counselors seek out educational, consultative, and training experience to improve their understanding and effectiveness in working with culturally different populations. Being able to recognize the limits of their competencies, they 

(a) seek consultation, 

(b) seek further training or education, 

(c) refer out to more qualified individuals or resources, or 

(d) engage in a combination of these. 

2. Culturally skilled counselors are constantly seeking to understand themselves as racial and cultural beings and are actively seeking a nonracist identity. 

II. Counselor Awareness of Client's Worldview

A. Attitudes and Beliefs 

1. Culturally skilled counselors are aware of their negative emotional reactions toward other racial and ethnic groups that may prove detrimental to their clients in counseling. They are willing to contrast their own beliefs and attitudes with those of their culturally different clients in a nonjudgmental fashion. 

2. Culturally skilled counselors are aware of their stereotypes and preconceived notions that they may hold toward other racial and ethnic minority groups. 

B. Knowledge 

1. Culturally skilled counselors possess specific knowledge and information about the particular group they are working with. They are aware of the life experiences, cultural heritage, and historical background of their culturally different clients. This particular competency is strongly linked to the minority identity development models available in the literature. 

2. Culturally skilled counselors understand how race, culture, ethnicity, and so forth may affect personality formation, vocational choices, manifestation of psychological disorders, help-seeking behavior, and the appropriateness or inappropriateness of counseling approaches. 

3. Culturally skilled counselors understand and have knowledge about sociopolitical influences that impinge upon the life of racial and ethnic minorities. Immigration issues, poverty, racism, stereotyping, and powerlessness all leave major scars that may influence the counseling process. 

C. Skills 

1. Culturally skilled counselors should familiarize themselves with relevant research and the latest findings regarding mental health and mental disorders of various ethnic and racial groups. They should actively seek out educational experiences that foster their knowledge, understanding, and cross-cultural skills. 

2. Culturally skilled counselors become actively involved with minority individuals outside of the counseling setting (community events, social and political functions, celebrations, friendships, neighborhood groups, and so forth) so that their perspective of minorities is more than an academic or helping exercise. 

III. Culturally Appropriate Intervention Strategies 

A. Attitudes and Beliefs 

1. Culturally skilled counselors respect clientsà religious and/or spiritual beliefs and values, including attributions and taboos, because they affect worldview, psychosocial functioning, and expressions of distress. 

2. Culturally skilled counselors respect indigenous helping practices and respect minority community intrinsic help-giving networks. 

3. Culturally skilled counselors value bilingualism and do not view another language as an impediment to counseling (monolingualism may be the culprit). 

B. Knowledge 

1. Culturally skilled counselors have a clear and explicit knowledge and understanding of the generic characteristics of counseling and therapy (culture bound, class bound, and monolingual) and how they may clash with the cultural values of various minority groups. 

2. Culturally skilled counselors are aware of institutional barriers that prevent minorities from using mental health services. 

3. Culturally skilled counselors have knowledge of the potential bias in assessment instruments and use procedures and interpret findings keeping in mind the cultural and linguistic characteristics of the clients. 

4. Culturally skilled counselors have knowledge of minority family structures, hierarchies, values, and beliefs. They are knowledgeable about the community characteristics and the resources in the community as well as the family. 

5. Culturally skilled counselors should be aware of relevant discriminatory practices at the social and community level that may be affecting the psychological welfare of the population being served.

C. Skills 

1. Culturally skilled counselors are able to engage in a variety of verbal and nonverbal helping responses. They are able to send and receive both verbal and non-verbal messages accurately and appropriately. They are not tied down to only one method or approach to helping but recognize that helping styles and approaches may be culture bound. When they sense that their helping style is limited and potentially inappropriate, they can anticipate and ameliorate its negative impact. 

2. Culturally skilled counselors are able to exercise institutional intervention skills on behalf of their clients. They can help clients determine whether a problem stems from racism or bias in others (the concept of health paranoia) so that clients do not inappropriately personalize problems. 

3. Culturally skilled counselors are not averse to seeking consultation with traditional healers and religious and spiritual leaders and practitioners in the treatment of culturally different clients when appropriate. 

4. Culturally skilled counselors take responsibility for interacting in the language requested by the client and, if not feasible, make appropriate referral. 

A serious problem arises when the linguistic skills of a counselor do not match the language of the client. This being the case, counselors should 

(a) seek a translator with cultural knowledge and appropriate professional background and 

(b) refer to a knowledgeable and competent bilingual counselor. 

5. Culturally skilled counselors have training and expertise in the use of traditional assessment and testing instruments. They not only understand the technical aspects of the instruments but are also aware of the cultural limitations. This allows them to use test instruments for the welfare of the diverse clients.

 6. Culturally skilled counselors should attend to as well as work to eliminate biases, prejudices, and discriminatory practices. They should be cognizant of sociopolitical contexts in conducting evaluation and providing interventions and should develop sensitivity to issues of oppression, sexism, elitism, and racism. 

7. Culturally skilled counselors take responsibility in educating their clients to the processes of psychological intervention, such as goals, expectations, legal rights, and the counselor's orientation.

                                                                                                                                             

Waaaa, there are so many things and areas that we should consider when we are talking about cross cultural competencies. Well, this can be a good checklist and guidelines for us in improving our cross cultural competencies as counseling students. 

That's it for  today. See you in the next post ;D

Brunei (Part 2)

Assalamualaikum. Haiiiiiiiii~

Today, we are going to know more about Brunei. I can't wait no more, so let us just begin! :D

Ops! Before that, let us watch this short video for a better close up of Brunei and its people. Hee. Enjoy!

PEOPLE AND SOCIETY

Bruneian students representing their country for ASEAN 3+ Student Camp in 2015.

The majority of Brunei’s people are Malays, but there are other minorities - Chinese, Indians and some indigenous tribes. Of these, the most prominent minority is that of the Chinese, who comprise about 18% of the population. However, Malay culture is the dominant one in the country and a certain amount of discrimination is also practised in the country, especially by the government, when it comes to communities- Malays are generally favoured. 

The population of Brunei has one of the most enviable lifestyles in Asia, and perhaps even in the world - there are no personal taxes; education and healthcare are free; houses and cars are subsidised. The country’s a rich one, fairly peaceful and quite a haven for anyone who’s a Muslim.

Brunei’s is a staunchly Muslim society, and not amongst the most liberal in South Asia. Although most people are very friendly and tend to regard foreign tourists with an indulgent eye, it’s best to observe certain norms of social conduct. Even fairly innocuous things may be a `no-no’ in Brunei, and some may even be actually forbidden by law- you could end up being tried in an Islamic court. Public displays of affection are considered rude, and if it’s with someone of the opposite sex who’s a Muslim you could even be prosecuted. You will be offending public and social sentiments by wearing skimpy clothing, so consider it taboo. 

It’s considered polite to always accept a little bit (at least) of any food or drink offered to you; to eat or to give (and receive) only with the right hand; and to show due respect to the elderly. Never eat while walking about, or sit with your legs stretched out in front of you; don’t lean on a table while visiting an office, and never ever commit the faux pas of resting your feet on a table or chair. Don’t pat or touch anyone on the head it’s considered highly disrespectful; and don’t beckon anyone by using a forefinger - you’re supposed to use all four fingers of the right hand, palm facing downwards. Don’t get too worried, though - just mind your step, be polite and discreet, and you should get by without stepping on too many toes! 

If you remember that 65% of Brunei’s population is of Malay origin, then it’s easy to guess what the main language of the country is - Malay. It’s also the official language, and is popularly used in two scripts: Roman and Arabic. Malay written in the Arabic script is called Jawi, and it’s the script taught in most schools. English is widely used, particularly in trade and commerce and Chinese is spoken by people of Chinese origin.

Bruneian student get together with His Majesty

CULTURE OF BRUNEI

Brunei’s culture is similar to Malay culture - the language is Malay, the lifestyle, the customs and traditions, the beliefs- even the food is Malay in origin. Islam has been a powerful influence in moulding Brunei’s culture - in fact, dress codes, social conduct and cultural traditions are all governed by Islamic tenets. Brunei’s government even has a separate department responsible for preserving traditions and rituals (all Islamic) and for setting down rules on what’s right and what’s not in behaviour and protocol. Although there are Chinese and other minorities in Brunei, they tend to follow their own traditions and customs only in very isolated pockets; the overwhelming predominance remains that of Malay culture. 

Brasswork was at one time one of the best known of Brunei’s traditional crafts; artisans would produce some of the region’s most intricately worked cannons, household items and the like, in both brass and silver. Both forms of metalwork were largely patronised by the Sultans of Brunei, but with the collapse of the Sultanate these art forms declined. Silverwork, however, escaped obscurity - you’ll find lots of fine examples in art and antique shops. Other than that, Brunei is famed is weaving fabrics in traditional designs, both in silk and cotton.

Brunei Silk Kurung Pahang

FOOD IN BRUNEI

Brunei’s cuisine is essentially Malay food- based on rice, and an interesting mix of flavours, wide-ranging enough to encompass everything from shrimp paste and lemon grass to coconut and turmeric. It’s basically a result of the intermixing of Indian and Chinese flavours, and the result is quite delectable. A very wide variety of vegetables, meats, spices, herbs and flavourings are used in cooking (except, of course, pork- which is taboo for the predominantly Muslim Bruneians). Tea, coffee, fruit juices and other soft drinks are widely available, but alcohol has been banned since 1991. One of the favourites of most people in Brunei and a particular specialty of the country is beef satay- grilled chunks of meat served with a spicy peanut sauce.

Satay with peanut sauce, yummmmmmmmmy!

So, how is it? Interesting right? Hehe. Let's visit Brunei!
 See you in next post. Till then, take care! ;)

Assalamualaikum. Haiiiiiiiii~

Today, we are going to know more about Brunei. I can't wait no more, so let us just begin! :D

Ops! Before that, let us watch this short video for a better close up of Brunei and its people. Hee. Enjoy!

PEOPLE AND SOCIETY

Bruneian students representing their country for ASEAN 3+ Student Camp in 2015.

The majority of Brunei’s people are Malays, but there are other minorities - Chinese, Indians and some indigenous tribes. Of these, the most prominent minority is that of the Chinese, who comprise about 18% of the population. However, Malay culture is the dominant one in the country and a certain amount of discrimination is also practised in the country, especially by the government, when it comes to communities- Malays are generally favoured. 

The population of Brunei has one of the most enviable lifestyles in Asia, and perhaps even in the world - there are no personal taxes; education and healthcare are free; houses and cars are subsidised. The country’s a rich one, fairly peaceful and quite a haven for anyone who’s a Muslim.

Brunei’s is a staunchly Muslim society, and not amongst the most liberal in South Asia. Although most people are very friendly and tend to regard foreign tourists with an indulgent eye, it’s best to observe certain norms of social conduct. Even fairly innocuous things may be a `no-no’ in Brunei, and some may even be actually forbidden by law- you could end up being tried in an Islamic court. Public displays of affection are considered rude, and if it’s with someone of the opposite sex who’s a Muslim you could even be prosecuted. You will be offending public and social sentiments by wearing skimpy clothing, so consider it taboo. 

It’s considered polite to always accept a little bit (at least) of any food or drink offered to you; to eat or to give (and receive) only with the right hand; and to show due respect to the elderly. Never eat while walking about, or sit with your legs stretched out in front of you; don’t lean on a table while visiting an office, and never ever commit the faux pas of resting your feet on a table or chair. Don’t pat or touch anyone on the head it’s considered highly disrespectful; and don’t beckon anyone by using a forefinger - you’re supposed to use all four fingers of the right hand, palm facing downwards. Don’t get too worried, though - just mind your step, be polite and discreet, and you should get by without stepping on too many toes! 

If you remember that 65% of Brunei’s population is of Malay origin, then it’s easy to guess what the main language of the country is - Malay. It’s also the official language, and is popularly used in two scripts: Roman and Arabic. Malay written in the Arabic script is called Jawi, and it’s the script taught in most schools. English is widely used, particularly in trade and commerce and Chinese is spoken by people of Chinese origin.

Bruneian student get together with His Majesty

CULTURE OF BRUNEI

Brunei’s culture is similar to Malay culture - the language is Malay, the lifestyle, the customs and traditions, the beliefs- even the food is Malay in origin. Islam has been a powerful influence in moulding Brunei’s culture - in fact, dress codes, social conduct and cultural traditions are all governed by Islamic tenets. Brunei’s government even has a separate department responsible for preserving traditions and rituals (all Islamic) and for setting down rules on what’s right and what’s not in behaviour and protocol. Although there are Chinese and other minorities in Brunei, they tend to follow their own traditions and customs only in very isolated pockets; the overwhelming predominance remains that of Malay culture. 

Brasswork was at one time one of the best known of Brunei’s traditional crafts; artisans would produce some of the region’s most intricately worked cannons, household items and the like, in both brass and silver. Both forms of metalwork were largely patronised by the Sultans of Brunei, but with the collapse of the Sultanate these art forms declined. Silverwork, however, escaped obscurity - you’ll find lots of fine examples in art and antique shops. Other than that, Brunei is famed is weaving fabrics in traditional designs, both in silk and cotton.

Brunei Silk Kurung Pahang

FOOD IN BRUNEI

Brunei’s cuisine is essentially Malay food- based on rice, and an interesting mix of flavours, wide-ranging enough to encompass everything from shrimp paste and lemon grass to coconut and turmeric. It’s basically a result of the intermixing of Indian and Chinese flavours, and the result is quite delectable. A very wide variety of vegetables, meats, spices, herbs and flavourings are used in cooking (except, of course, pork- which is taboo for the predominantly Muslim Bruneians). Tea, coffee, fruit juices and other soft drinks are widely available, but alcohol has been banned since 1991. One of the favourites of most people in Brunei and a particular specialty of the country is beef satay- grilled chunks of meat served with a spicy peanut sauce.

Satay with peanut sauce, yummmmmmmmmy!

So, how is it? Interesting right? Hehe. Let's visit Brunei!
 See you in next post. Till then, take care! ;)

Indian Culture: Traditions and Customs India

FOOD

When the Moghul Empire invaded during the sixteenth century, they left a significant mark on the Indian cuisine, according to Texas A&M University. Indian cuisine is also influenced by many other countries. It is known for its large assortment of dishes and its liberal use of herbs and spices. Cooking styles vary from region to region.

Basmati rice mixed with Chana

Chutney (spreads with Naan)

Wheat, Basmati rice and pulses with chana (Bengal gram) are important staples of the Indian diet. The food is rich with curries and spices, including ginger, coriander, cardamom, turmeric, dried hot peppers, and cinnamon, among others. Chutneys — thick condiments and spreads made from assorted fruits and vegetables such as tamarind and tomatoes and mint, cilantro and other herbs — are used generously in Indian cooking.

Many Hindus are vegetarians, but lamb and chicken are common in main dishes for non-vegetarians. The Guardian reports that between 20 percent and 40 percent of India's population is vegetarian.

bhatoora

naan

Much of Indian food is eaten with fingers or bread used as utensils. There is a wide array of breads served with meals, including naan, a leavened, oven-baked flatbread, and bhatoora, a fried, fluffy flatbread common in North India and eaten with chickpea curry.

________________________________________________________________________

CLOTHING

Dhoti

Kurta

Nehru Jacket

Saree

Sherwani

Indian clothing is closely identified with the colorful silk saris worn by many of the country’s women. The traditional clothing for men is the dhoti, an unstitched piece of cloth that is tied around the waist and legs. Men also wear a kurta, a loose shirt that is worn about knee-length. For special occasions, men wear a sherwani, which is a long coat that is buttoned up to the collar and down to the knees. The Nehru jacket is a shorter version of a sherwani.

_______________________________________________________________________

CUSTOMS AND CELEBRATIONS

Holi Festival

The country celebrates Republic Day (Jan. 26), Independence Day (Aug. 15) and Mahatma Gandhi's Birthday (Oct. 2). Diwali is the largest and most important holiday to India, according to National Geographic. It is a five-day festival known as the festival of lights because of the lights lit during the celebration to symbolize the inner light that protects them from spiritual darkness. Holi, the festival of colors, also called the festival of love, is popular in the spring.

________________________________________________________________________

RELIGION

India is identified as the birthplace of Hinduism and Buddhism, the third and fourth largest religions. About 84 percent of the population identifies as Hindu, according to the “Handbook of Research on Development and Religion” Edited by Matthew Clarke (Edward Elgar Publishing, 2013). There are many variations of Hinduism, and four predominant sects — Shaiva, Vaishnava, Shakteya and Smarta.

Shaiva - (also Saivam or Saivism) is one of the major branches of Hinduism along with Vaishnavism, Shaktism, and Smartism.

Vaishnava - is the branch of Hinduism in which Vishnu or one of his incarnations (usually Krishna or Rama) is worshipped as the supreme God. Members of Vaishnavism are called Vaishnavites or Vaishnavas. Vaishnavism is the largest Hindu denomination and it has numerous subdivisions.

Shakteya - In Shaktism, Shakti (mother divine) is considered as the supreme being. and all other (female/male) forms are considered the manifestation of the supreme. Shakti tradition is a major sect in the Bengal, Assam region of India

Smarta - The Smarta Tradition (also known as Smarta Sampradaya, and also spelled Smartha) is an orthodox Hindu "family tradition" or sect composed of Brahmins, which follows Panchayatana. The term Smarta is used to denote a specific, specialized category of Brahmins, who specialize in the smiriti, who hold the smriti as the most authoritative texts.

About 13 percent of Indians are Muslim, making it one of the largest Islamic nations in the world. Christians and Sikhs make up a small percentage of the population, and there are even fewer Buddhists and Jains, according to the “Handbook.”

__________________________________________________________________

ARCHITECTURE AND ART

Taj Mahal

The most well-known example of Indian architecture is the Taj Mahal, built by Mughal emperor Shah Jahan to honor his third wife, Mumtaz Mahal. It combines elements from Islamic, Persian, Ottoman Turkish and Indian architectural styles. India also has many ancient temples.

India is well known for its film industry, which is often referred to as Bollywood. The country's movie history began in 1896 when the Lumière brothers demonstrated the art of cinema in Mumbai, according to the Golden Globes. Today, the films are known for their elaborate singing and dancing. 

Indian dance, music and theater traditions span back more than 2,000 years, according to Nilima Bhadbhade, author of “Contract Law in India” (Kluwer Law International, 2010). The major classical dance traditions — Bharata Natyam, Kathak, Odissi, Manipuri, Kuchipudi, Mohiniattam and Kathakali — draw on themes from mythology and literature and have rigid presentation rules.

wahhh!! interesting right? I really wish that I able to explore more culture and traditions and also places in India. In-sha-Allah one fine day :) ok guys, see you on next post <3

FOOD

When the Moghul Empire invaded during the sixteenth century, they left a significant mark on the Indian cuisine, according to Texas A&M University. Indian cuisine is also influenced by many other countries. It is known for its large assortment of dishes and its liberal use of herbs and spices. Cooking styles vary from region to region.

Basmati rice mixed with Chana

Chutney (spreads with Naan)

Wheat, Basmati rice and pulses with chana (Bengal gram) are important staples of the Indian diet. The food is rich with curries and spices, including ginger, coriander, cardamom, turmeric, dried hot peppers, and cinnamon, among others. Chutneys — thick condiments and spreads made from assorted fruits and vegetables such as tamarind and tomatoes and mint, cilantro and other herbs — are used generously in Indian cooking.

Many Hindus are vegetarians, but lamb and chicken are common in main dishes for non-vegetarians. The Guardian reports that between 20 percent and 40 percent of India's population is vegetarian.

bhatoora

naan

Much of Indian food is eaten with fingers or bread used as utensils. There is a wide array of breads served with meals, including naan, a leavened, oven-baked flatbread, and bhatoora, a fried, fluffy flatbread common in North India and eaten with chickpea curry.

________________________________________________________________________

CLOTHING

Dhoti

Kurta

Nehru Jacket

Saree

Sherwani

Indian clothing is closely identified with the colorful silk saris worn by many of the country’s women. The traditional clothing for men is the dhoti, an unstitched piece of cloth that is tied around the waist and legs. Men also wear a kurta, a loose shirt that is worn about knee-length. For special occasions, men wear a sherwani, which is a long coat that is buttoned up to the collar and down to the knees. The Nehru jacket is a shorter version of a sherwani.

_______________________________________________________________________

CUSTOMS AND CELEBRATIONS

Holi Festival

The country celebrates Republic Day (Jan. 26), Independence Day (Aug. 15) and Mahatma Gandhi's Birthday (Oct. 2). Diwali is the largest and most important holiday to India, according to National Geographic. It is a five-day festival known as the festival of lights because of the lights lit during the celebration to symbolize the inner light that protects them from spiritual darkness. Holi, the festival of colors, also called the festival of love, is popular in the spring.

________________________________________________________________________

RELIGION

India is identified as the birthplace of Hinduism and Buddhism, the third and fourth largest religions. About 84 percent of the population identifies as Hindu, according to the “Handbook of Research on Development and Religion” Edited by Matthew Clarke (Edward Elgar Publishing, 2013). There are many variations of Hinduism, and four predominant sects — Shaiva, Vaishnava, Shakteya and Smarta.

Shaiva - (also Saivam or Saivism) is one of the major branches of Hinduism along with Vaishnavism, Shaktism, and Smartism.

Vaishnava - is the branch of Hinduism in which Vishnu or one of his incarnations (usually Krishna or Rama) is worshipped as the supreme God. Members of Vaishnavism are called Vaishnavites or Vaishnavas. Vaishnavism is the largest Hindu denomination and it has numerous subdivisions.

Shakteya - In Shaktism, Shakti (mother divine) is considered as the supreme being. and all other (female/male) forms are considered the manifestation of the supreme. Shakti tradition is a major sect in the Bengal, Assam region of India

Smarta - The Smarta Tradition (also known as Smarta Sampradaya, and also spelled Smartha) is an orthodox Hindu "family tradition" or sect composed of Brahmins, which follows Panchayatana. The term Smarta is used to denote a specific, specialized category of Brahmins, who specialize in the smiriti, who hold the smriti as the most authoritative texts.

About 13 percent of Indians are Muslim, making it one of the largest Islamic nations in the world. Christians and Sikhs make up a small percentage of the population, and there are even fewer Buddhists and Jains, according to the “Handbook.”

__________________________________________________________________

ARCHITECTURE AND ART

Taj Mahal

The most well-known example of Indian architecture is the Taj Mahal, built by Mughal emperor Shah Jahan to honor his third wife, Mumtaz Mahal. It combines elements from Islamic, Persian, Ottoman Turkish and Indian architectural styles. India also has many ancient temples.

India is well known for its film industry, which is often referred to as Bollywood. The country's movie history began in 1896 when the Lumière brothers demonstrated the art of cinema in Mumbai, according to the Golden Globes. Today, the films are known for their elaborate singing and dancing. 

Indian dance, music and theater traditions span back more than 2,000 years, according to Nilima Bhadbhade, author of “Contract Law in India” (Kluwer Law International, 2010). The major classical dance traditions — Bharata Natyam, Kathak, Odissi, Manipuri, Kuchipudi, Mohiniattam and Kathakali — draw on themes from mythology and literature and have rigid presentation rules.

wahhh!! interesting right? I really wish that I able to explore more culture and traditions and also places in India. In-sha-Allah one fine day :) ok guys, see you on next post <3