Concept of “Cultural Intelligence”

Posted on March 19, 2013 by arturo.romeropereda@afs.org

Today we recommend an article on the concept of “Cultural Intelligence” by Clodagh O’ Reilly. The article is published on the site TrainingZone.co.uk, a portal with resources and articles for trainers and educators.

“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.

Intercultural Competence in European Youth Work

Posted on February 22, 2013 by Eva Vitkova

If we search for the definition of Intercultural Competence, we find a whole variety of answers – the term is defined differently by experts on Intercultural Communication, consultants working with Global Teams or by Intercultural Education theorists. The definition also varies across countries and regions of the World. Given this reality, we might be asking: Is there a need to redefine what seems to be well defined already? Probably not if our societies were static organisms that are not impacted by migration, to name just one global trend observable in many parts of the World, including Europe.

Changes that have occurred in society in the last decades and, in particular, trends that will shape Europe in the next ten years were the driving forces of a long-term project started by SALTO Cultural Diversity. The goal of the project was to redefine and review the concept and practice of Intercultural Competence Development in youth work at European level, in order to be able to provide more adequate support to youth workers and youth leaders in the future.

The belief that the traditionally used tools and approaches based on the understanding of culture as a static concept are not always achieving the educational objectives of youth trainings led SALTO to develop a new definition of Intercultural Competence:

Intercultural Competence (ICC) developed and demonstrated within the framework of European youth work…are qualities needed for a young person to live in contemporary and pluralistic Europe. It enables her/him to take an active role in confronting social injustice and discrimination and promote and protect human rights. ICC requires an understanding of culture as a dynamic multifaceted process. In addition, it requires an increased sense of solidarity in which individual fear of the other and insecurity are dealt with through critical thinking, empathy and tolerance of ambiguity.

This working definition (as defined by the SALTO Intercultural Competence working group in 2009/2010) was at center of the Research, which aimed to investigate it’s validity as well as link it to current practice.

It is by no doubt valuable for organizations who work with ICC development, such as AFS Intercultural Programs, to be familiar with how other actors see and define it. It is remarkable that the above presented definition can be easily linked to AFS Educational Goals. It’s context (Non-formal Education and Youth work) makes the definition also extremely relevant for any other organization working with Youth.

To learn about the practical outcomes of the research as well as about the reference literature behind it, access the full Research Report in English.

AFS Intercultural Link Newsletter – volume 3, issue 4

Posted on December 12, 2012 by Anna.Collier

The newest edition of the Intercultural Link Newsletter has just been launched. Feel free to leave a comment after you read it. Enjoy!

AFS Intercultural Programs is pleased to announce the October/ November/ December 2012 issue of AFS Intercultural Link Newsletter volume 3, issue 4 – Global Edition, which can be shared with everyone interested in learning more about intercultural education.

The AFS Intercultural Link Newsletter is the quarterly newsletter on intercultural learning in the AFS Network. The newsletter 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.

Winter Academy on Intercultural Competence – Register Now!

Posted on November 2, 2012 by laura.schaack

The end of 2012 doesn’t mean the end of intercultural learning opportunities! Students in many places around the world may have a break from classes, but experiential learning outside the classroom is at the heart of the AFS experience! To this end, the first Winter Academy on Intercultural Competence organized by InterCultur gGmbH (the non-profit subsidiary of AFS Germany which was founded in the beginning of this year) and Jacobs University will take place in January 2013, and hopes to encourage and develop intercultural competence, knowledge and skills! The Winter Academy will take place 14-25 January on the campus of Jacobs University in Bremen, Germany.

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).

Deep Culture Learning | Webinar with Young SIETAR

Posted on August 20, 2012 by charlotte.steinke@afs.org

Young Sietar is an international organization of young professionals in the field of Intercultural Learning that regularly provides its members webinars on numerous intercultural topics. One of these, an online webinar on “Deep Culture Learning: The Cognitive Unconscious and the International Brain” will take place on September 15, 2012 at 12:00 – 1:00 pm BST (British Summer Time). To check availability and to register for this webinar, click here.

This webinar addresses the fundamentals of neurology, cognition, and perception and by presenting the concept of “Deep Culture Learning” Joseph Shaules, author of the book Deep Culture: The Hidden Challenges of Global Living, invites participants to discover ways to get in touch deeply with a new culture - beyond the tip of the iceberg. Shaules argues that if we learn a culture, we will more deeply impact our brain’s unconscious “Auto-Pilot”, also known as our “Cognitive Unconscious”.

Joseph Shaules is an intercultural educator who has worked and lived in Japan, Mexico, and Europe for more than 20 years. He is now an associate professor at the Rikkyo University Graduate School of Intercultural Communication, Tokyo. He is the author of many books, including “Beneath the Surface: A Beginner’s Guide to the Deep Culture Experience” (Intercultural Press); “Identity” (Oxford University Press), and “Deep Culture: The Hidden Challenges of Global Living” (Multilingual Matters). Shaules works, thinks, and writes in English, Japanese, French and Spanish.

As an educational organization, AFS offers young people the opportunity to spend time abroad and to engage in intercultural learning. With support from volunteers and staff who have knowledge of intercultural concepts and skillful ways of applying that knowledge, the experience of each participant is shaped. Shaules’ webinar can be an opportunity to get deeply involved with intercultural learning, and to reflect on its importance for the contemporary world.

To learn more about Young Sietar, sign up for the 13th Annual Congress 2012, taking place from 6-9 September 2012 in Belfast, Northern Ireland!

UNESCO Guidelines on Intercultural Education

Posted on August 13, 2012 by charlotte.steinke@afs.org

UNESCO (United Nations Educational, Scientific, and Cultural Organization) offers online Guidelines on Intercultural Education. These guidelines provide an overview and fundamental understanding of an intercultural approach to education.

The document defines culture, education, language, religion, and diversity (among other concepts) and explains how their interrelation can help clarify what Intercultural Learning means and how best to approach it. UNESCO addresses the question: What is the role of Intercultural Education? and indicates four main objectives:

1) Learning to know. This objective highlights the value of a obtaining a general education, which brings learners into contact with other areas of knowledge and encourages communication.

2) Learning to do. This involves helping learners find their place within society and cultivates specific skills as well as an ability to develop and apply a broad range of new skills in diverse environments.

3) Learning to live together. Acquiring knowledge, skills and values that contribute to a collective spirit of collaboration allow learners to co-exist in societies rich with diversity.

4) Learning to be. Solidifying one’s sense of personality in order to act with autonomy, judgement and personal responsibility. Regard of a person’s potential and right to cultural difference strengthens identity and builds cognitive capacity.

The document proposes three main principles for Intercultural Education:

I: Intercultural Education respects the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all. This means that the learning content should relate to, and build on the learner’s background and the resources they have access to; also, the knowledge transmission should be culturally appropriate, incorporating local pedagogy and traditional ways of learning and teaching. This way, learners can become deeply involved in the learning process.

II: Intercultural Education provides every learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society. This should happen by providing equal access to all forms of education, eliminating discrimination in the education system, facilitating the integration of migrant workers into the education system and respecting their special needs. It should also happen by eliminating prejudice about culturally distinct population groups within a country and by promoting an inclusive learning environment.

III: Intercultural Education provides all learners with cultural knowledge, attitudes and skills that enable them to contribute to respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations. This should happen by encouraging learners to struggle against racism and discrimination. It can also occur through the development of curricula that promote knowledge about cultural backgrounds and their impact. This means that learners should be aware of how our way of thinking, feeling, and evaluating is shaped by our own cultural background and experience.

By understanding how our background has shaped our values, assumptions, and judgments, we build a base for effective, reflective communication and cooperation across cultures and social boundaries – thereby developing the knowledge, skills, and understanding to create a more just and peaceful world.

The Guidelines on Intercultural Education are a part of the UNESCO online library, where you can also find other materials to learn more about ICL, Human Rights, Education, Culture, and more.

AFS Intercultural Link Newsletter – volume 3, issue 3

Posted on August 3, 2012 by laura.schaack

The newest edition of the Intercultural Link Newsletter has just been launched. Feel free to leave a comment after you read it. Enjoy!

AFS Intercultural Programs is pleased to announce the July/August/September 2012 issue of AFS Intercultural Link Newsletter volume 3, issue 3 – Global Edition, which can be shared with everyone interested in learning more about intercultural education.

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.

AFS Intercultural Link Newsletter Volume 3, Issue 3 – Preview!

Posted on July 19, 2012 by laura.schaack

The next issue of the Intercultural Link Newsletter (volume 3, issue 3) will be released very soon and we wanted to give you a sneak peak at some of the articles in this issue. We hope you enjoy the article below!

Concepts & Theories
CREATIVE CONFLICT MANAGEMENT

This is an adaptation of Dr. Marianella Sclavi’s article “Why humour matters in Active Listening?” (2005). Marianella Sclavi is an Italian sociologist and professor of Ethnography and Art of Listening at the Politecnico University in Milan. She received a bachelor’s degree in Intercultural Communication from Johns Hopkins University, USA, and a master’s degree in Sociology from Trent University, Italy. She has published eight books related to her specialization in conflict management and active listening, and has also been involved in urban renewal projects for low-income neighborhoods across Europe.

Before talking about what Creative Conflict Management means, a few points must be made clear. First, Creative Conflict Management is an important part of successful intercultural communication; second, an intercultural approach is necessary when confronting any difficult conflict; and third, even in a situation where the conflict is not obviously intercultural, if you perceive it as intercultural, the conflict can be approached as one. More and more often we find intracultural conflicts that are more intercultural than a lot of intercultural conflicts. Think of a conflict with a mother-in-law, which, not by chance, so often becomes the focus of jokes and cartoons, and you are already in the presence of a typical intra/intercultural conflict. That is: a conflict that, only if approached with an intercultural eye, can be transformed, perhaps, in a way that both parties may judge positively.

Active Listening is the very foundation for Creative Conflict Management. To explain this, the parable of the wise judge is useful: two citizens bring their case before a judge who listens to the first man with all his attention before responding: “You are right.” Then, the judge listens to the second man with the same amount of attention and says: “You are right.” Someone from the crowd is confused: “Your honor, how can they both be right?” The judge pauses for a minute before responding, “And you too are right.”

Gregory Bateson’s theory helps us to understand this parable. His ideas are about “frames,” or contexts. There are many things we consider when we make a decision. These things can be within the same frame (or context), or they can change their context completely. When the context is changed completely, we have to work harder to understand the situation. More specifically, we have to examine ourselves. If we examine ourselves, we are able to be aware of the existence of these frames, or contexts.

Remember that what we see depends on our point of view. It is necessary to accept the possibility of two viewpoints existing for the same situation that are both correct. If a student wants his teacher to change the deadline for an essay, and the teacher will not, one person might view the teacher as inflexible. However, another person might view the student as trying to break the rules and see this action as unacceptable.

People around the world have a tendency to think their context is the best and because of this they can sometimes develop a “context blindness,” which means they deny or ignore the context. This phenomenon is more common in Western cultures than Eastern cultures due to Westerners’ emphasis on there being one single truth and striving for objective perspectives. However, these practices limit one’s communication and conflict resolution skills when it is the perspective of context itself that is the problem. In this case, Westerners could have more difficulty managing a conflict because the basis of the conflict is outside their perception.

To be an Active Listener, you must always be thinking that the other person is right and that it is you who is not able to understand them. This causes you to 1) respect the other person and 2) assume they are intelligent. It is important to keep in mind that one thing can have two completely opposite meanings when in different cultural contexts. You must keep in mind that misunderstandings, frustration, and especially awkwardness and vulnerability are natural feelings to experience during intercultural communication and Creative Conflict Management.

Sigmund Freud describes a set of steps experienced by Active Listeners: Phase 1: Bewilderment (and annoyance) at something that at first appears to make no sense. Phase 2: First Illumination, suddenly we understand the hidden meaning. Phase 3: Second Illumination, when we realize that something has been able to fool us, or was beyond our immediate understanding. This third phase is where humour is important. As an Active Listener, you will realize your mistake, which allows you to laugh at yourself and your confusion. At this moment, your self-awareness is an essential part of Active Listening and Creative Conflict Management. These three things (Self-awareness, Active Listening, and Creative Conflict Management) are essential qualities for good intercultural communication and they are interconnected and related to one another.

When Active Listeners think about a situation, they are keeping the entire context in mind. They try to think of how things are related and interdependent, and they are always examining themselves and trying to be self-aware. With these strategies, they are able to communicate well in environments with many contexts, or “frames.”

From all this information, we can understand that the most effective way to communicate is to be conscious of the context you are in, be self-aware, and be an Active Listener. These three qualities are the ingredients for effective intercultural communication.

Intercultural Link Newsletter – version 3 issue 2

Posted on June 6, 2012 by Anna.Collier

The newest edition of the Intercultural Link Newsletter has just been launched. Feel free to leave a comment after you read it. Enjoy!

Open publication – Free publishing – More activities

AFS Intercultural Programs is pleased to announce the April/May/June 2012 issue of AFS Intercultural Link, AFS Intercultural Link Global v.3 i.2, which can be shared with anyone interested in learning more about intercultural education.