With all due respect to theoreticians who continue to use the iceberg metaphor to describe culture, I think it’s time to retire the image altogether. Here’s why.

Most people with any background in intercultural communication theory agree that culture is not a “thing”; it is the process whereby groups of people coordinate meaning and action, yielding both institutional artifacts and patterns of behavior. We feel it is unfair when anthropologists and critical theorists accuse us of essentializing culture. But many interculturalists actually do essentialize culture by using the objective metaphor of an iceberg.

Comparing culture to an iceberg floating in the sea implies that culture is an actual thing. The 10% above the water is really visible to everyone who looks in that direction, and the 90% below the water is both real and dangerous, since it can sink the unwary sojourner.

The metaphor does not in any way imply that culture is a process of coordinating meaning and action – rather, it implies that culture is an entity with mysterious unknown qualities. So, while we ourselves may not romanticize or exotify foreign cultures, we inadvertently support those who do by teaching this metaphor.

This situation is a great example of paradigmatic confusion. We want our students or clients to engage culture in a dynamic way, enabling them to understand complex cultural identity formation and generate mindful intercultural communication.

These are laudable goals drawn from a constructivist paradigm. But then we introduce the topic with a distinctly positivist metaphor – the iceberg. The client is left with a simplistic understanding of culture that cannot support the complex operations vis a vis culture that we subsequently advocate.

In other words, we are shooting ourselves in the foot with this metaphor. Let’s find a more appropriate one.

For many years I described culture metaphorically as a river that both carved and was constrained by its banks. While this gets at the “co-ontological” construction of boundary conditions, it doesn’t really capture the coordination of meaning idea.

The seemingly related idea of a river (e.g. the Amazon) with tributaries flowing into it strikes me as being another paradigmatically confused metaphor, since it implies that cultural diversity (relativism) disappears into a transcendent unity (positivism). Other ideas?

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.

This document represents a milestone in the field because it conceptually brings together and synthesizes a multitude of terms and concepts related to Intercultural Competence and offers definitions to all of them. As a framework, it places and defines the area of work of Intercultural Competence in a globalized world in which everyone is impacted by intercultural exchanges and influences at some level and therefore acknowledges the need for everyone to be interculturally skilled. It describes some of which might be the next challenges for policymakers, civil and human rights activists, social justice and inclusion specialists, politicians, economics and health professionals, educators, etc., and offers definitions for 26 concepts that should be common vocabulary across fields that draw on Intercultural Competence.

More importantly, this framework also offers these definitions and concepts in a programmatic and operational plan and specific action steps to immediately target institutions and populations that can benefit by accessing Intercultural Competences:

• Clarifying Cultural Competences,
• Teaching Cultural Competences,
• Promoting Cultural Competences,
• Enacting Cultural Competences,
• Supporting Cultural Competences.

"The operational plan builds upon all these concepts, and so is depicted in the visual conceptualization as branches on the trunk of the tree. No match is intended between a specific branch and the theoretical concepts appearing closest to it – all concepts should be understood as having at least potential relevance at all operational steps."

This UNESCO document “Intercultural Competences: Conceptual and Operational Framework” is called to be a necessary reference in our intercultural work and in improving numerous areas of cultural diversity and rights studies, professional sectors, as well as education and development.

If you want to learn more about this document came to be, you can also read it in this entry on the blog of the Center for Intercultural Dialogue by its director Wendy Leeds-Hurwitz.

AFS Intercultural Programs is pleased to announce the January/February/March/April 2013 issue of AFS Intercultural Link Newsletter volume 4, issue 1 – Global Edition, which can be shared with everyone interested in learning more about intercultural education.

The AFS Intercultural Link News Magazine is the quarterly magazine on intercultural learning in the AFS Network. The magazine features content shared by the Intercultural Learning Work Group as well as other AFS Partners and guest writers, including information on trends in intercultural education, interviews with experts in the field and overviews of upcoming and previous conferences.

“Cultural Intelligence” is a concept that is directly related to cultural values and dimensions and to cultural adaptation. Generally, cultural intelligence consists of understanding the values, attitudes and behaviors of a culture group and a knowledge of how to appropriately apply this to achievement a specific goal (Earley & Ang, 2003). One’s own cultural intelligence is therefore developed not only by learning about other cultures, but also by interacting closely with people of cultures other than our own. By paying special attention to the motivations and emotional maturity of others during our own process of developing cultural intelligence, we can better foster this ability in others. According to O’Reilly, cultural intelligence also requires an intrinsic demonstration of respect for the other culture.

Cultural intelligence is relevant for individuals, but also for teams. Research shows that in multicultural teams and organizations, especially those with diversity in leadership, can offer more creative and innovative outcomes. However, diversity does not just happen by having diversity within a team. Unmoderated cultural diversity may increase team conflicts and miscommunication; therefore, cultural intelligence is necessary in teams in order to minimize the chances of experiencing conflict and increasing the successful communication that leads to innovation, Earley and Ang (2003) say.

To read more about cultural intelligence, check out Earley and Song’s book Cultural Intelligence: Individual Interactions Across Cultures or several books by David Livermore. Also, the Center for Leadership and Cultural Intelligence in Singapore and the Cultural Intelligence Center in the US are important points of reference in the study of this concept, not only with their research but also with professional and educational activities.

While defined differently by different groups of researchers and trainers, cultural intelligence is a concept that can expand the focus AFS places on increasing intercultural competence. As we learn more and incorporate frameworks and concepts into our work, we should keep an eye on research and practices in cultural intelligence that connect with our Intercultural Learning in focus (for instance: understanding values, attitudes and behaviors) and in our mission to promote heightened understanding between cultures.

Artists Striving to End Poverty

ASTEP and SIETAR NY will be joining forces for an interactive presentation on the “role of the arts in overcoming cultural and societal barriers.” Through the integration of drama, music, dance and other creative activities, youth experience more self-confidence, self-control and self-identity. In ASTEP’s approach, arts can also be a means to work with groups and teach conflict resolution and collaboration in age-appropriate ways and within their own communities.

Non-formal education organizations like AFS encourage its volunteers, staff and others around the world to join forces with like-minded organizations like ASTEP who are local in the community and offer space for youth to develop interpersonal and intercultural awareness.

One keynote speaker will be Bryan A. Stevenson, founder and Executive Director of the Equal Justice Initiative, and professor at New York University School of Law. You can see Bryan A. Stevenson in this Ted talk on the topic of social justice.

Another keynote speaker will be Dr. Janet Bennett, Executive Director of the Intercultural Communication Institute, sponsor of the of the Summer Institute for Intercultural Communication, and director of the Master of Arts Degree in Intercultural Relations sponsored by ICI and the University of the Pacific. Dr. Bennett’s work in the intercultural field is well-known around AFS. She is one of several key theorists in the materials and programs prepared and delivered by the AFS Education & Intercultural Learning Team.

Click here for a list of the concurrent conference sessions. Registration is still open, if interested in attending click here.

For those of you interested in the topic of leadership and education, we have prepared a list of seven links with interesting research areas and examples of intercultural leadership in different cultural/regional contexts and roles:

1. Educating global leaders: Exploring intercultural competence in leadership education: An introductory paper on the importance of intercultural competence in Leadership Education by Justin Irving, published in the Journal of International Business and Cultural Studies.
2. Ten tips for the intercultural leader: Ten quick tips on intercultural leadership from a business perspective.
3. Intercultural leadership: Lessons from leaders in Southeast Asia: Report on practices and testimonies of leaders in Southeast Asian organizations and contexts by Arnaud Despierre for Spencer Stuart Consulting. 
4. A leader’s experiences of intercultural education in an elementary school: Changes and challenges: The experience of an Icelandic school principal introducing Intercultural Learning in an elementary school and the challenges faced.
5. Intercultural competence for future leaders of educational technology and its evaluation: An editorial on the role of intercultural competence in Teacher Education and how it should be an integral part of education professions. 
6. List of resources on Global Leadership from the Global Leadership Advancement Center in San José State University, California.
7. Distance program at the International Institute for Global Leadership: self-directed and based on readings by level and written assignments.

The Winter Academy on Intercultural Competence will not only present theoretical frameworks regarding intercultural learning, but also practical competencies and knowledge, to enable participants to work as intercultural trainers themselves in the future.

All courses will include workshop sessions with both theoretical and practical content offered by academic professors and AFS trainers. This collaboration will bridge the gap between theory and practice!

The Winter Academy addresses people who are interested in teaching intercultural competence themselves. Such as:

• Students with an intercultural area of studies or/and their own international experiences, who would like to pass their theoretical knowledge through practical trainings.
• Trainers, who have already gathered experience and would like to start working in an intercultural context.
• Young professionals and/or multipliers, who are committed or devoted to intercultural learning, e.g. teachers or practitioners in the field of international youth work.

Enrolled students have the opportunity to obtain 5 European Credit Points (ECTS) for participating in the first seven course days. This is a standardization of higher education within the European Union that accumulates points which lead to the completion of a degree. One year of coursework usually counts for 60 points.

As well, after participating in the entire duration of the Winter Academy (10 course days), participants will be awarded the certificate “Intercultural Trainer” issued by Jacobs University and InterCultur gGmbH.

The Winter Academy offers a great opportunity for people who are involved in (intercultural) training activities. Through the Winter Academy, AFS will not only give students the opportunity for a diverse intercultural education experience, but will also demonstrate our competence at a university level and confirm our identity as an educational organization.

The registration deadline is 15 November 2012. If you have any questions regarding the program, please contact Barbara Langholf (Barbara.Langholf@intercultur.de).