“Culture is not like an iceberg”

Today’s post is by Dr. Milton Bennett and has been repostedfrom the IDRInstitute blog with his permission. Visit www.idrinstitute.org for more information on Dr. Milton Bennett’s current projects.

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?

Join Us and Stretch Your Cultural Comfort Zone!

We are happy to share a fun, informative activity brought to you by AFS Intercultural Programs, Inc. that you can use to bring Intercultural Learning concepts to life!


Stretch Your Cultural Comfort Zone®
 is an exercise that aims to raise awareness of personal preferences in cultural contexts and encourages users to explore the boundaries of their comfort zones. The exercise is built around several cultural dimensions as defined by Geert Hofstede and Edward T. Hall. It asks participants to identify with one of the extremes* on six different scales representing six different dimensions, then try out activities or tasks that represent the other extreme and are not necessarily comfortable to them. The activity can be used as an interactive and self-guided display, or it can be used in a training situation with space provided for facilitated reflection and discussion. While the original activity is in English, all the documents are able to be edited and transformed into other language versions. We invite you to make your own language version using the templates provided and share them with others who are interested in working across cultural differences.*For the purpose of this exercise, participants are asked to pick one of the extremes on the dimensions scales; the authors acknowledge that reality is much more complex.

Summer Academy on Sustainability from an Intercultural Perspective

Are you interested in learning more about the intercultural challenges that affect sustainability and connecting with like-minded people?

If you answered yes, then this training is for you: Summer Academy on Sustainability from an Intercultural Perspective in Istanbul, Turkey, from 22 July – 2 August, 2013.

Different ideas about energy politics and the sustainable use of resources can easily lead to misunderstandings and conflicts. But the fact that cultural reasons may be behind these conflicts is not often taken in consideration. This Summer Academy, cooperatively organized by InterCultur (subsidiary of AFS Germany), Karlshochschule International University, AFS Turkey and Istanbul Kültür University, approaches these topics from an intercultural perspective.

The two week Summer Academy offers courses aimed at developing solutions for intercultural challenges in international energy politics and environmental ethics, among other ecological issues. A particularly interesting aspect of the Academy is the innovative combination of university lectures and practical workshops, as well as the cultural diversity of the group (participants from 15 different countries are expected). Participants will have the opportunity to gain immediate intercultural experiences and to network with people from all over the world. This is one of the things that make this and other Summer Academies such a memorable experience!

The Summer Academy is held in English and is open to anyone aged 18–35 with a demonstrable interest in the fields of sustainability and intercultural encounters, especially undergraduate students and young professionals. Participants can earn academic credits according to the European Credit Transfer System (ECTS). We pleased that we will be able to award several full and partial scholarships to qualified applicants for the Academy (scholarship application deadline is on May 12, 2013).

Should you have any questions, please feel free to contact Barbara.Langholf@intercultur.de.

AFS is dedicated to providing intercultural learning opportunities to a wide range of audiences. This Summer Academy is just one way that AFS is extending its offerings into the community and academy fields. Contact your local AFS organization today to see what is happening near you!

Intercultural Link News Magazine v4 i1 – Global Edition

The newest edition of the Intercultural Link News Magazine has just been launched. Read it on-line or download it here. Enjoy!

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.

A fascinating journey around the World… through photography

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.

New feature on the ICL blog – ICL Conferences overview

We are happy to announce the most recent addition to our blog – next to the ICL related books, movies and online resources; you can find a brand new ICL Conferences section. In this section, we will be sharing an overview of conferences and larger educational events that are related to Intercultural Learning or other relevant areas.

 

Anna Collier (AFS International) presenting a poster on the AFS Intercultural Link Learning Program at the NAFSA (Association of International Educators) Annual Conference in Houston, Texas USA in June 2012.

We hope you will find this new section of our blog helpful for your work and that you will benefit from attending events where you can meet like-minded professionals, make new contacts and learn about the topics interesting to you. As an inspiration, we are sharing with you what conferences we are planning to attend.

All the listed events are organized or co-organized by international platforms, think-tanks, universities and international organizations, including AFS. Is your event missing? Let us know! We are updating this list weekly, so in case you have a suggestion for an interesting conference that we should add, please leave your idea in a comment. We will be happy to add it to our list.

Parlez-vous français?

 

Are you looking for the latest publications on multicultural, intercultural, and/or cross-cultural issues IN FRENCH? Well, here’s a link for you! L’Harmattan publishers, based in Paris, France, offers wonderful intercultural books and journals for our francophone readers. Their books can be found in several French bookstores, as well as online. There is even a space for video media to be accessed, including movies, documentaries and author interviews.

L’Harmattan emphasizes diversity, education and the importance of multicultural awareness and competence, which makes this resource an incredibly valuable tool for interculturally-focused French speakers.

21st Century Icebreakers | Tools For Online Learning

It’s always difficult to begin a course or a training workshop when your peers are strangers, especially when they are people who come from a conext or a culture you know little about. Imagine then, how tricky it can be to go through this process online, without the possibility of doing ice-breaker activities in person, or the non-verbal cues we rely so heavily on in communication. When interacting online, sometimes we operate with very few cues at all!

Aditi Rao

Everyone who has facilitated an online learning activity knows that the biggest challenge of online cooperation and learning is to develop feeling for the interest, preferences, and habits of those “on the other side of the computer”. It is difficult when you can neither see them nor sense any of the (verbal and) non-verbal cues that most of us rely on when building a relationship. So if you can’t rely on these cues, what can you do to make the online interaction successful and satisfying for all involved?

Aditi Rao, who has recently published an article about 21st Century Icebreakers gives a number of very practical and easy-to-use tips for “breaking the ice” in an online interaction. Her suggestions are simpler than you might imagine.

  • For creative ways of getting to know each other: you can use Pinterest (ask everyone to take 10 pins to represent themselves) or ask the group to prepare a very short podcast about themselves. Another possibility is for everyone to introduce her or himself through a blog post. For younger or especially creative groups it may also be effective to ask everybody to create comic strips about themselves.
  • For tools to collect feedback: Polleverywhere, Google Forms, Survey Monkey, and many other tools are available – for free!
  • For interactive tools that keep everyone engaged, and to get dynamic feedback use Word CloudsQR Codes, and Voki (a tool for creating speaking avatars). During the last months, participants of the Intercultural Link Learning Program have also had the chance to experience Voice Thread and Blackboard - two interactive programs that are helpful for conducting successful online learning activities.
For more tips to having successful interactions online and links to resources on Aditi Rao’s blog visit TeachBytes.

Word Cloud for this article

For those with little experience conducting webinars, Cate Brubaker, an intercultural trainer who is experienced in delivering webinars, also shares some helpful tips:

  1. Attend enough webinars before you deliver your first own webinar.
  2. Practice, practice, practice with friends, test groups, or by recording your own webinar.
  3. Use a variety of strategies to deliver the content: pictures, graphs, polls, music, videos – whatever works best for you!
  4. Cooperate with another person for the facilitation of your session. This way, you’ll have more time to focus on the facilitation of your session.
  5. Choose a topic that you know a lot of people have questions about.
  6. Don’t think too much – just do it!

On her website SmallPlanetStudio, Cate Brubaker offers other material, free teleclasses, and ideas for how to successfully facilitate intercultural learning – online and offline. In the past few years, AFSers all over the world have been using these tools and materials to better support the interpersonal and intercultural learning connected to the life-changing experience of going abroad and hosting a young person from another culture. AFS Volunteers and Staff involved in the Intercultural Link Learning Program have participated in anumber of these online learning activities and have used many of the above mentioned tools.

When our work is rooted in interpersonal communication and in effectively and appropriately engaging with cultural differences, we have a lot to learn from online learning and can make the most of it by exploring the myriad tools and options becoming available each day. Tell us what online tools you’ve used to facilitate intercultural online learning!

Deep Culture Learning | Webinar with Young SIETAR

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

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.