Changing Historical Narratives in Textbooks to Achieve Peace

Posted on May 7, 2013 by arturo.romeropereda@afs.org

Last October, we talked about how culture is created and how it is transmitted through the curriculum and educational settings in the blog entry “Culture through Education and Textbooks“. We saw how the research conducted by the Georg Eckert Institute in Germany shows that textbooks of certain curricular areas, such as history and geography, can spur controversy and feed into conflicts that have national, cultural or political origins. The reasons behind these controversial contents often originate in governments and communities that hold strong biases or agendas and influence in the educational system through textbooks and materials that purposely emphasize or ignore certain facts, historical events or the influence of key personalities while creating impediments to favor tolerance, mutual understanding and constructive steps towards co-existence and peace.

Shanoor Seervai recently wrote on the Wall Street Journal an interesting article about the History Project, a collaborative peace-building initiative promoted by youth from Pakistan and India that seeks to unveil stereotypes from history textbooks that perpetuate the animosity between people from these two countries over time. The project is devoted to provide “access for youth in their formative years to alternative perspectives on their shared heritage and to encourage a culture of rational and critical thinking.”

The History Project has been successful at publishing its first book with the same title (“The History Project“), which is available online for no fee. The book takes a number of differing narratives extracted from Indian and Pakistani textbooks alike, “juxtapose[d] unadulterated versions of history being taught in text books on either side of the border. We collated versions from history text books and put differing versions side by side, in an attempt to highlight the reality of an alternative perspective with equally convincing foundations.” If you look at the illustrations, you will also notice that the historical figures represented are faceless, in an attempt to detach this alternative narrative from stereotypes of well-known political personalities criticized or praised in other textbooks. Some key historical events such as the Civil Disobedience Movement, the Salt March or the Lahore Resolution are also depicted in the book: “Historical events are politicized to substantiate present events… and textbooks become a tool to bolster a political agenda.” The History Project continues to present initiatives, such as the Twitter feed that they will launch in June.

“But most importantly, we discovered that people laden as enemies in our minds without us ever having met them can be as good friends (or enemies) as anyone back home.” The History Project

: The History Project Team

This project reminded us of the TED talk video that we wrote about a few months ago “The Danger of a Single Story” by Chimamanda Adichie, who reflects about the perils of listening to incomplete or non-inclusive stories and narratives that reinforce stereotypes and affect the mutual understanding and co-existence of cultures, communities and individuals.

If you are interested in this area of the world, some further literature can be found here:

Denizens of Alien Worlds, a study about the educational system in Pakistan by Dr. Tariq Rahman.
A Pacifist Uncovered, an article about nonviolence activist Abdul Ghaffar Khan and his influential but also forgotten role in the independence of the region.
A brief description of activities conducted by Women in Security, Conflict Management and Peace (WISCOMP), a foundation that brings together young people from across South Asia, and specifically from India and Pakistan, who are motivated to engage in nonviolent social change and on issues of peace and security affecting the region.
A review of ten contemporary South Asian writers who write about various cultural and societal issues in the region.

SIT Photo Contest

Posted on April 23, 2013 by arturo.romeropereda@afs.org

SIT Graduate Institute and World Learning organize every year the SIT Photo Contest among their program participants. These photos “highlight SIT’s commitment to experiential education, intercultural learning, and social justice” and offer an opportunity for participants to tell their stories and experiences in their programs. SIT staff members but also the online audience can vote and select the best three pictures in two categories.

To be a part of the 2013 SIT Photo Contest, you can submit your pictures here. You can also take a look at the winners of last year’s contest and get inspired by their stories by clicking here.

“Me Exchanged” – an unusual perspective on impact of study abroad

Posted on April 6, 2013 by Eva Vitkova

From http://www.inakoehler.de/ausstellung.html

From http://www.inakoehler.de/ausstellung.html

When we talk about intercultural experiences of young people abroad, we focus primarily on the internal changes that are happening with the young individual. We can hear that “the young person has become a real adult”, “s/he is more mature”, “s/he has learned a new language” or that “s/he is now more prepared to face the reality of our globalized world”. A number of researchers have attempted to describe and interpret what is happening “inside” of the young person. But have you ever thought about what kind of change happens on the outside?

German photographer Ina Köhler posed this question after she saw how her own daughter changed after spending a year abroad. Her experience then motivated her to explore the topic through art, namely photography.

In her project, Ina aimed to capture the impact that a year abroad can show in a person’s face. She invited 30 high-school students from Berlin to pose for a portrait photography both before leaving for abroad as well as after returning home after a year. The collection of portraits was first displayed in her gallery in Berlin and it is now touring various schools in Germany. You can view sample of the portraits on her website or read a more detailed article about the exhibition.

Do you know about any other art projects inspired by intercultural exchange experience? Let us know!

New communication technologies – benefit or barrier to intercultural experiences?

Posted on March 16, 2013 by Eva Vitkova

When I embarked on my AFS exchange experience in 2001, I didn’t have a cell-phone, my e-mail account was only 2 years old and neither Skype nor Facebook existed at that time. During my year long stay in Norway, I called my family back home once a month through a land line and kept the communications short to avoid unnecessarily high phone bills.

Nowadays, everything has changed and the above description of communication with my family might resemble a chapter from a history book for the generation that grew up during the recent boom of modern technology that allows us to communicate freely across the globe. The role of modern media and communication tools in the study abroad experience is a fascinating subject and it has been recently addressed in the article “How Facebook Can Ruin Study Abroad”.

Robert Huesca, professor of communication at Trinity University, San Antonio, Texas USA, uses the comparison of his two long-term experiences abroad (in 1980 and 2012) to point out both the positives and negatives that new communication technologies bring to the study abroad experience.

Digital media and technology can be used for capturing stories of the people who live abroad and they provide space for sharing their experiences and learnings with family, friends and other audiences back home. They can also serve to build bridges between the sojourner and the local culture. The negative impact comes when the time spent connecting with “the familiar on-line” exceeds the time spent “living the real life” in the host country. Huesca also argues that excessive use of digital technology protects students from experiencing culture shock and the feelings of stress, loneliness and homesickness. Lack of these experiences can reduce the transformational impact of living abroad and ruin the opportunity for the personal development that motivates many of us to move to another country in the first place.

The above mentioned examples give just a little insight into how complex this issue is and how modern technology can play role both in inefficient and efficient coping strategies. This new reality is something we can’t really change or even just ignore. As the author of the article concludes, we can learn how to cope with the new situation and we should explore new approaches to the challenges that new technology represents. One of his concrete suggestions – adding technology management to curricula preparing students for their intercultural experience – is a very relevant and useful tip for all educational institutions and organizations providing study/live abroad experiences.

A fascinating journey around the World… through photography

Posted on March 1, 2013 by Eva Vitkova

Have you ever dreamed of traveling around the World? Embarking on a journey where you are not limited to a tourist experience, but rather learn about people’s lives, listen to their stories and get an idea of what their usual day looks like? Nothing compares to a real life experience, but you can also do all this without getting on a plane or even leaving your own living room/desk.

Menzel's book, Material World: A Global Family Portrait

Photojournalist Peter Menzel has taken numerous trips around the world and invites us to join him in visiting people’s homes through the photographs that he had taken. Besides being respected for his coverage of international feature stories on science and the environment, Menzel is also known for producing a number of books that capture the realities of people living in different parts of the world.

His book Material World: A Global Family Portrait (1994) focuses on the material possessions and daily lives of average families around the world. It depicts 30 families from 24 different countries with all their possessions in front of their homes. Pictures are accompanied by essays and background stories of the photographed families. Women in the Material World (1996) is another documentary book, based on his previous work, but focusing specifically on lives of women across the globe.

Another fascinating journey, this time through people’s diets was captured by Menzel in Hungry Planet: What The World Eats (2005) and also in his latest release What I eat: Around the World in 80 Diets (2010). In the first book mentioned, families share what they week diet looks like; in the latter, 80 people are captured with the food and beverages they consume on an average day.

Images from Menzel's book, What I Eat: Around the World in 80 Diets

To learn more about Menzel’s work and browse through a gallery with a sample of pictures, you can visit Peter Menzel Photography website. Are you and educator and do you wonder how to use this for educational purposes? Then explore the link to educational materials that were developed in addition to the books and that represent an inspiring example of how to bring global perspectives into the classroom.

Living in Interfaith

Posted on February 25, 2013 by arturo.romeropereda@afs.org

From wikipedia.org

Today we wanted to share a blog entry by Rev. Eleanor Harrison Bregman from the Huffington Post in which she talks about living with cultural differences within the family, at home – and with something as important as religion. Although she is a Christian Protestant Minister, Bregman is raising her children in an interfaith relationship as Jewish children and they attend a Jewish school. In her entry, she describes how she tries to participate in her children’s prayers and practices, in order to be a part of this aspect of their culture.

Looking for opinion texts on interfaith relationships or bicultural/bireligious households, one can very soon find many different authors with different opinions. This is such a thought-provoking topic that it is important to learn what interfaith parenthood, interfaith relationships and living with two religions means for different people and in different geographic contexts. Here are some links to articles that encourage you to reflect on this topic:

Ten Reasons to Teach Interfaith Children Both Religions: blog entry by Susan Katz Miller on her blog “On Being Both”.
How to Successfully Raise Interfaith Children: an interview with Psychologist Dr. Tara Boadu in which she reflects on how to raise children in a household where there are race, ethnicity, nationality, culture, socioeconomic status and religious differences.
Interfaith Children’s Movement: an online platform where you can find information about programs, activities and advocacy on interfaith children’s programs.
Bi-religious: a blog entry by an Israeli expatriate in the United States on the cultural adjustment of her daughter to religious holidays.

Please share your thoughts and ideas in the comments section!

Rethinking the Groupthink

Posted on August 31, 2012 by laura.schaack

The rise of the 21st century saw the fall of the traditional work space. New technologies and innovations have led to media, speeds, and complexity of communication technologies that we have never seen before. Many have reflected on how new waves in technology have influenced the way humans interact, and we at AFS are no exception. We explore ways to engage and communicate across difference, and to incorporate technology means to be confronted with the challenge of communicating across difference from a distance.

One concept that has been affected by innovation is Groupthink. The term was invented by Irving Janis in 1972 when he wrote Groupthink: Psychological Studies of Policy Decisions and Fiascoes, and it is used to refer to the dynamics of a group that collaborates to create, decide, deliberate and destroy. We seem however, to misrepresent Janis. Many societies look at Groupthink as a positive way of co-existing and communicating — a trendy work environment to accompany the trendy new iPad. Work environments want to create a Groupthink feng shui (shared spaces, de-cubalization, and brainstorming stations), and lost was Janis’ true theory. The group, he said, can in fact present a problem.

by Andy Rementer

A recent New York Times article, The Rise of the Groupthink, may be the first step to put Mr. Janis to justice. Studies from a number of accredited universities across the U.S. have done studies on this topic, and have reached similar conclusions: creativity, innovation, efficiency, an increase in both quantity and quality of work, are all possible in isolated environments rather than products of the infamous Groupthink. Some of the greatest innovators in the world have been introverts, working alone in their office without anyone’s input or distraction. A great example could be Steve Jobs, but look one step closer and we find the “introverted Steve”. With all the new noise from the electronics we have, a culture of the extrovert has developed. All the attention and credit goes to the charismatic type. Meanwhile, the basis of the Apple empire started with one man, in a dimly lit basement, with nothing but his own ideas and determination to keep him company.

by Andy Rementer

To clarify, the article does not suggest that personal relationships and social interaction are not important. Instead, it highlights some research conclusions that suggest the peak of creativity happens in solitude. With attention paid to these types of studies, we see how the brainstorming session may not always be ideal. We might take a different approach, creating an office space with a cafe-style atmosphere where you have the possibility of casual interaction and cooperation, but also have the opportunity to work in an individually-structured and focused way. No man is an island, but give him a desk surrounded by oceans and you might be surprised at what he can do.

The ways group dynamics, human interaction, and work environments have been affected by technology and innovation are many and varied – and this varies in the many cultures and countries we live in and visit. What prominent changes have the cultures you identify with experienced?

Connecting Young People Worldwide | The GNG Youtube Channel

Posted on August 27, 2012 by charlotte.steinke@afs.org

The Youtube channel of the Global Nomads Group (GNG), an NGO that fosters intercultural dialogue and understanding amongst the world’s youth, offers 272 free videos that portray how young people from all over the world live, what they think, and how they discuss and cooperate with others from different countries. Many of the videos show how groups of young people (usually secondary school classes) from two completely different countries meet each other, listen to each other, and learn about each other’s realities through online classroom exchange, known as Exchange 2.0. Many other videos also show interviews with young people and portraits of their lives in the US, Uganda, Haiti, Spain, Vietnam, and many other countries.

AFS-USA, AFS Indonesia, AFS Malaysia and the US Embassy in Hanoi, Vietnam have cooperated with GNG for a media literacy project called the Global Connections: one LENS program. This program is sponsored through the State Department’s Bureau of Educational and Cultural Affairs. Through this project, opportunities were offered to students and educators from Indonesia, Malaysia, the United States, and Vietnam to develop their media skills and to get to know each other better through working towards a common goal. The students met online (through video conferences and social networking), and later also in person. The project ended with a local media festival, where students had the opportunity to showcase their public service announcements or digital stories. On the Youtube channel below, you can find videos that were taken during the completion of this project.

This cooperation of AFS and the Global Nomads Group was a big success. It has become more and more common for us, especially for young people, to connect to others via online tools and video conferences. AFS and the Global Nomads Group have pioneered in the area of facilitating youth exchange using these tools, and their positive and very successful experience lets us hope that there is more to come in this area.

Quiet: The Power of Introverts in a World that Can’t Stop Talking

Posted on July 23, 2012 by charlotte.steinke@afs.org

In a recent TED talk conference, Susan Cain, author of the book Quiet – The Power of Introverts makes a case for acknowledging the power and contributions of introverts. Many introverts have a rich inner world and Cain acknowledges that they do not show themselves outwardly simply because they work best in quiet environments and don’t feel the need to self-promote. Cain suggests that introverts not be confused as being shy, as shyness is linked to a fear of social judgement. Being introverted, she says, is related to the environments in which a person feels they can do their best work and be most authentic.

Cain identifies as an introvert, and she describes often having forced herself to be extroverted having learned that some of American society may not value individuals who hesitate to communicate their knowledge, skills, and ideas. She passionately argues for accepting these differences and acknowledging the introverts around us (1 out of every 3 people is introverted). If we do so we may see that introverts have qualities that many extroverts lack; they are often strong team leaders, because they let people run with their ideas, instead of constantly talking about them or taking over with their own ideas.

Her book can make us think about how we may have a bias towards paying attention to those who talk most frequently or articulately, instead of carefully listening to all who are around us. She also encourages us to reflect on how we can create the space for quieter people to share their ideas.

Susan Cain entertains the notion of the extrovert ideal, a notion which she points out is evident in US American culture. Is this also a reality in all national cultures? Cain’s book includes a chapter that asks this very question: Do all cultures have an extrovert ideal? In many East Asian classrooms, she says, the curriculum is focused away from talking, and emphasizes listening, writing, and memorization for the learners and reserving the talking for the teachers.

As AFSers, many of us live our lives outwardly and easily connect to many people in many places around the world. We are curious about and restlessly question the world around us in order to learn about the lives of others. If we remember to remain open in these intercultural contexts and to listen and observe the opinions and messages that come through in quieter, more hidden forms we can learn a lot about others and about ourselves – we may even make more of the experience.

Africa+Photography=Afriphoto

Posted on May 18, 2012 by paul.edinger@afs.org

By now in this blog series, it has been established that the field of international relations focuses on formal international interactions and intercultural learning places less of an emphasis on these formal exchanges. Here is one poignant example of the focus of intercultural learning on day-day activities and artifacts to better understand a given culture. Afriphoto is a photography project that was inspired by the desire to provide a space and network for photographers of African origin to display their artwork.

Since 2001, it has showcased photographers from many different African states including ones with AFS Partner offices such as Mozambique, Tunisia, Egypt and Ghana. Afriphoto promotes contemporary African photography and seeks to portray the many cultural perspectives of this extremely diverse continent.

Photography is a powerful tool to view cultural artifacts. Cultural artifacts serve as symbols of a culture’s values, identity and perspectives. For example, the photo below is by Michael Tsegaye, an Ethiopian photographer, though it is taken in Mali. What does this photo tell us about cultural norms?

And below is a photo by Baudoin Bikoko, a Congolese photographer. What insights into Congolese culture, if any, can we draw upon after viewing this image?

In many cases, a photography project can simply be a particular expression or theme of the artists and cannot be viewed solely as a cultural artifact. Despite the large variety of subject matter by the artists’ featured in Afriphoto, one can quickly obtain a strong sampling of contemporary African photography. Art is an important part of countless cultures as it provides entertainment, reflection and promotes conversation. The photo below was created by François-Régis Durand from Madagascar and is an example of contemporary art from Madagascar:

Providing greater exposure to different cultures can mean learning through the art of the culture. Experiencing a different culture by understanding its artwork in context of the larger culture is a valuable way any AFSer can engage in intercultural learning.

Click here to visit Afriphoto

Paul Edinger is a strategic operations intern for the Intercultural Learning department at AFS International, where he works to facilitate the implementation of ICL strategy throughout the AFS Network. His time at AFS began in April of 2011 with the Development and Branding department and he continues in 2012 as an intern for ICL. Prior to joining AFS he taught English, Spanish and computer literacy courses to Guatemalan and Salvadoran immigrants to the United States while obtaining his B.A. in International Studies with a concentration in Latin America. He completed minors in Anthropology, Political Science, Latino Studies, and Spanish Language Studies.