INTERCULTURAL INTERFACE Has internationaliztion lost its way? Is - - PowerPoint PPT Presentation

THE INTERNATIONAL / INTERCULTURAL INTERFACE

Has internationaliztion lost it’s way?

 Is internationaliztion a goal unto itself or a means to

a goal?

 If so, what is the goal?

Questions – Knight (2004)

 What are the expected benefits or outcomes?  What are the values that are underpinning it?  Who are the main actors, stakeholders, and

beneficiaries?

 What are the positive consequences, what are the

unintended results, and what are the negative implications?

Traditional Rationales

Academic Socio- Cultural Political Economic

Knight & de Witt (2002)

4

Approaches

Internationalization

Activity (mobility) Outcome (competencies) Process Ethos (@Home) Cross-border Rationales

Knight & de Witt (1999) Knight (2004)

Intercultural Education

Intercultural Education is more inclusive than International Education All students, regardless of their location, need to develop the capability to contribute in the intercultural construction, exchange and use of knowledge. (Crichton et al., 2004)

Static Majority

• 90% of domestic students are left out of the

internationalization process

• new ideas are needed on how best to expose these

students to international and cross-cultural perspectives

• "How can we have internationalization if we don't involve

the static majority?"

• Elsbeth Jones

Employer Perceptions

 90% of employers valued intercultural skills (AACU,

2012)

 93% valued critical thinking and communication

• ver academic major or GPA (Hart Research

Associates, 2013)

Interculturalizing the Players Students Teachers Staff

Educational Priorities

Changing demographics

 # of international students in Canada has more than

doubled since 1998

 Provincial and National targets aim for substantial

increases

 Immigration represents over 70% of Canadian

population growth

 1 in 5 Canadians allophone  Aboriginal youth fastest growing population  By 2031 almost half (46%) of Canadians over the age

• f 15 will have been born outside of Canada

What is Culture?

“Culture hides much more than it reveals, and strangely enough what it hides, it hides most effectively from its own participants. Years of study have convinced me that the real job is not to understand foreign cultures but to understand

• ur own.”

E.T. Hall (1959)

Culture Influences:

Communication Styles Attitudes toward Conflict Approaches to Tasks Decision Making Attitudes toward Disclosure Approaches to Knowledge

Adapted from DuPraw and Axner, Toward a More Perfect Union in an Age of Diversity

Complementary Concepts

Intercultural sensitivity The ability to discern and experience relevant cultural differences Intercultural competence The ability to think and act in appropriate ways that support the achievement of goals in culturally diverse contexts.

(Deardorff,2013)

Unconsciously Competent ‘Magic’ Consciously Competent ‘Target’ Consciously Incompetent ‘Transit’ Unconsciously Incompetent ‘Danger’

Building Competence

• Howell’s Staircase

How to Develop IC?

 Cultivate Cultural Self-awareness  Include Attitudes, Knowledge & Skills  Use theory based frameworks (Deardorff, King &

Baxter-Magolda, Bennett)

 Use Culture General Frameworks (Hofstede,

Trompenaars, Minkov, Ting-Toomey)

 Revisit Curricula (Leask) – GCE (Shultz, Abdi)  Experiential Learning & Applied Learning  Encourage reflection

Deardorff’s Questions

 Do I measure student’s behaviour based on my own

culturally conditioned expectations?

 What worldviews are demonstrated through the

materials we currently use?

 Does my communication style alienate some

learners?

 Can I demonstrate or mentor intercultural

development?

 How can I help students develop an “intercultural

lens”?

QUIC Intercultural Learning Cycle

Adapted from the work

• f D. Kolb and NorQuest

College

STARTING POINT

Generate “Something’s Up!” Experience Outcomes Common group experience & potentially disorienting experience Personal Identity & Self-awareness Work Outcomes Value personal culture & ability to suspend judgment Observation & Reflection Outcomes Check assumptions What do I need to know? Knowledge & Skills Outcomes New reference points, approaches Taking Informed Action Outcomes Attitude shift, Review Goals, new practice

Norquest’s Inclusion Fusion

 http://www.norquest.ca/NorquestCollege/media/pd

f/centres/intercultural/ISE/Inclusion_Infusion.pdf

Interculturalizing @H - TRU

 https://www.youtube.com/watch?v=LSddFEdCY0c

Thank You

• Dr. Kyra Garson

kgarson@tru.ca Centre for Student Engagement & Learning Innovation Thompson Rivers University