He is a Rastafarian, like the rest of his family. He decides that his child, Tablo, will have the opportunity to attend a pre institution learning in the neighborhood like the rest of the children in the neighborhood. Tablo is enrolled in the in Deborah Brown Nursery institution in Tulska. Like a Rastafarian, he wears dreadlocks. Whereas the principal is aware about cultural integration policies, he is concerned that the institution guidelines are clear about the dress code, which forbids wearing all forms of “faddish” hairstyles such as dreadlock and afros. The principal wonders whether to send Tablo away from the institution or have him continue with learning. The principal is taken into dilemma on the decision that he has to take.
Dress codes are considered to be a crucial component in learning institutions, especially in the early childhood and late childhood learning settings. Dress codes define the identity of the institution, in relation to the mission and goals. As such, they are considered to be important and some institutions have preferred the introduction of uniforms to guide the dress code. However, considering cultural diversity, it has not been common for dress to clash with cultural interests. The crucial question has been what comes first between cultural interests and dress code. It is worth noting that the root diversity of cultural dilemma is cultural diversity. Cultural diversity is a group characteristic of two or more people, which also points to differences in demography of one member or another in a given group. For the understanding of the effect of cultural diversity on the productivity of organization, it is appropriate to approach cultural aspects from points of view of gender, nationality, racial ethnicity, and age, among other areas of cultural diversity. These contrast with traditional approaches, which only inclined on race, nationality, and gender (Hill, 2007). During human day-to-day activities, these aspects of cultural diversity present substantial cultural dilemma considering that management approaches strand between the cultures to base. In some cases, questions have been raised on whether there is a universal management that solves cultural dilemma.
In this regard, it cannot be disputed that cultural dilemma is the complex challenge. Even so, it is quite refreshing that cultural dilemma issues, such as in the organizations, can be resolved by applying various, creative strategies. Fogler and LeBlanc (2008) gives creative strategies that is typically appropriated to resolving cultural dilemma. Hereunder, there are no definite approaches that can satisfactorily resolve cultural dilemma other than creativity, a tool that helps managers to come up with original solutions that are accepted to certain cultural dilemma context. The process of approaching cultural dilemma should begin with exploration of the underlying cultural issues; the managers should first identify the problem (Fogler and LeBlanc 2008). This includes identification information that could be available about the issue, followed by recalling fundamentals, gathering missing links, and finding remedy to a problem. As if not enough, the managers faced with cultural dilemma should go extra miles and include processes such as brainstorm or gather more information about the current challenge, recalling the past experiences. These should be followed by a description of the solutions that may be presented qualitative manner, but of which may include ideas of potential channels that would lead to the satisfactory solution. After these steps, organizational managers should gather additional information to help resolve the cultural dilemma, before eventually taking action. It all counts on cultural competence, which is the power to interact in an effective manner with other people regardless of their culture. Cultural competence not only enables one to understand and communicate with other people, but also interacts with them easer understanding. In the current society, the need for cultural competence is widely emphasized, considering that globalization has been accompanied by increased interaction between groups of people across the world. There is demand for institutions to acknowledge cultural diversity, which is unavoidable. In this regard, the appropriate most appropriate approach that the institution principle would have taken was to accept Tablo at the institution. According to NAEYC code of ethical conduct (NAEYC, 2005; PP 3) which states that “we shall not participate in practices that discriminate against children by denying benefits, giving special advantages on the basis of their sex, race, national origin, religious beliefs, or other affiliations of their families”, my position that Tablo should be allowed to continue with his studies despite wearing dreadlocks is acceptable.
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