Tag Archives: intercultural competence

New communication technologies – benefit or barrier to intercultural experiences?

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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.

The Value of Intercultural Skills in the Workplace

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Intercultural Skills is becoming a buzzword in educational and work environments, but why do employers value such skills? And which specific skills are employers actually looking for? British Council, together with Ipsos and Booz Allen Hamilton (a market research and consulting company, respectively), recently conducted a study on the Value of Intercultural Skills in the Workplace which addressed these particular questions.

The study found that “employers are under strong pressure to find employees who are not only technically proficient, but also culturally astute and able to thrive in a global work environment.” 

The intercultural skills that where shown to be most important were:
  • The ability to understand different cultural contexts and viewpoints
  • Demonstrating respect for others
  • Knowledge of a foreign language
And these skills were so highly valued because employees with them:
  • Brought in new clients
  • Worked well within diverse teams
  • Supported a good brand and reputation for their organization
The study also suggested that policy makers and education providers could contribute to the development of these intercultural skills by prioritizing:
  • Teaching communication skills
  • Offering foreign language classes
  • Opportunities for students to gain international experience
These results from British Council’s study provide further justification for the importance of developing intercultural skills and sensitivity to differences – especially for the younger generations who have not yet entered the job market.
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AFS is proud to have a long history of providing opportunities for its audiences to develop intercultural skills – as an exchange student, host family, volunteer, or staff! Read about the AFS Educational Goals and the Intercultural Link Learning Program as examples of how AFS activity contributes to this global theme.
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Living in Interfaith

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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:

Please share your thoughts and ideas in the comments section!

Intercultural Competence in European Youth Work

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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.

International school partnerships do make a difference!

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Class exchanges, individual student mobility, international projects connecting schools across borders – these are all examples of activities that schools pursue in order to become more “global”, “international”, or in the European context more “European”. What is the educational impact of such activities? What do students learn during these projects and how does it affect their school and its environment?

A recent study conducted for the European Commission has shown that international school partnerships realized within the Comenius Programme have a significant impact on students and teachers, as well as on the schools as such.

Comenius, the younger brother of the well-known Erasmus program, is part of the EU’s Lifelong Learning Programme and it focuses on all levels of school education, from pre-school and primary to secondary schools. It supports bilateral or multilateral projects that bring teachers and students from different countries together. According to the study, participation in these international partnerships improves strongly key skills of students, cultural awareness and expression being the one that was reported to improve most significantly (see chart below).

Impact on students: improvement of key skills

 

The study also points out that the impact of Comenius school partnerships on participating students is strongest at secondary level and that student mobility, when it is made available, significantly increases project impact.

The results of this study confirm some of the major beliefs that are the backbone of the AFS educational approach: that schools, and secondary schools especially, are the places where intercultural dialogue can be fostered and that real personal encounters are key for development of intercultural competences. The AFS network is investing in building sustainable partnerships with schools more intensely than ever in order to be able to create more opportunities to connect students, teachers and school communities not only in Europe, but all over the world.

To learn more about the results of the study, access the executive summary (in English) or the full study report (in French).

Winter Academy on Intercultural Competence – Register Now!

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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).

Are you a globally focused youth?

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Do you consider yourself a global citizen? Would you like to become more involved in global issues? The organization New Global Citizen (GNC) provides globally conscious youth with opportunities to make their reach go farther and their impact stronger in relation to some of the world’s greatest challenges. It’s an organization for youth– and by youth!

One youth team focused on the right to education for all children around the world.

GNC offers a wide range of global projects, such as providing sanitation and clean water, shelter, education and doing many more important works to improve vulnerable populations around the world. Their main focus is sustainable development that is not the “cookie-cutter” approach. Instead, they hope to find solutions while keeping the population and culture in mind.

For those of you in education, they also have initiatives for you to use in your classroom, including team building exercises and curriculum to develop intercultural competency.

If you are a youth interested in global causes, this is an organization you might want to explore! Learn more on their website: http://www.newglobalcitizens.org/ or their blog:  http://newglobalcitizens.wordpress.com/

 

Intercultural Learning (ICL) in the Online World

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In a world as interconnected as the one we live in today, the importance of the online world for Intercultural Learning (ICL) cannot not be underlined enough. So many interactions occur online for students and professionals who are involved in education and we need to know how the connections in the online world affect those we work with and those we care about. By its own nature, the online world is a place for the interaction of cultures.

Global Education Conference 2012

The Global Education Conference 2012 will occur during International Education Week (November 12-16, 2012) and will take place entirely online. It is an event for students, educators and organizations that aims to build education-related connections, support cultural awareness and recognize diversity. While the conference does not focus on the use of information and communication technologies in education, it is interesting to see how it will take advantage of the new technologies to offer presentations and discussions on video conference calls and film screenings that promote global education. The mission of the conference revolves around the sharing of:

“ideas, examples, and projects related to connecting organizations, educators and classrooms, with a strong emphasis on promoting global awareness, fostering global competency, and inspiring action towards solving real–world problems“

The Global Education Conference 2012 is free and online. Session topics include using social networking to improve quality of education, how to teach with internet resources, and how to apply principles from the United Nations Earth Charter. Other topics related to ICL address university partnerships in crosscultural programming, leadership in organizations and more. The conference will also include keynote speakers and some film screenings online. If you would like to propose a topic for a session, you may do so until October 15.

At AFS we too are increasing our presence in the virtual world through the use of social networking media and by connecting those interested in ICL through our online Intercultural Link Newsletter, this blog, our Digital ICL Library, and some aspects of the Learning Program. As an international organization, much of our interaction occurs by way of conference calls, email, online publication sharing, etc. As we improve our own virtual intercultural communications, we can better foster global competencies that strengthen the intercultural experiences of young people studying abroad and of those who volunteer and dedicate their lives to AFS. For those of us connected to the online world, Intercultural Learning is key to accomplishing this, and the online Global Education Conference is a great place to start.

Any Questions?

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http://m.eb.com/assembly/100462

The United Nations.

An essential part of developing intercultural competence is the ability to analyze and understand a situation. Interculturalists strive to understand how a member of a given culture perceives the world. Similarly, a person with a background in international studies must look at the various reasons why a society or people pursue certain policies. People working within both of these fields ask questions when addressing a situation. Some of these basic questions exemplify how intercultural learning (ICL) is distinct from international relations (IR). Take these questions as examples – In each pair, one question relates more to ICL and the other to IR. Can you guess which?

A) What type of person has authority in this culture?
B) What does the concept of authority mean to the people of this culture?

A) What advantages does this society’s natural environment offer?
B) What does the society’s relationship with the land tell us about its value system?

A) How has a national government planned for long term international challenges?
B) What is the time orientation (long term or short term) of people who belong to the nation’s dominant culture?

The three questions preceded by the letter ‘A’ are typically asked by a person with a background in international relations. The main focus of these questions is to seek answers about how a society organizes and governs itself. In an international context, the answers to these questions would increase our knowledge of the society’s leaders, the practical consequences of its natural resources and overall governing policies.

In contrast, the three questions preceded by the letter ‘B’ relate more to the concepts and theories of ICL. The answers to these questions could help us understand a culture from its own perspective. They could provide us with information about the given culture’s view of authority, why its people interact with the environment in a particular way and in what context the people plan for the future.

While all of these questions focus on foreign cultures, they provide answers that are unique to either the field of international relations or intercultural learning. At AFS, it is common for a sojourner to question why a foreign culture values a particular behavior or belief system. It is equally common for the AFSer to use increased understanding of a host culture as a way to become more accustomed to different situations and interact with different people throughout life. At its core, ICL offers educational strategies to view and comprehend difference on a more personal level. Hence, the concepts and theories are more uniquely suited to the needs of AFS than other subjects with an international focus.

Paul Edinger is a contributing writer for the ICL Blog. He was an intern at AFS International in 2011 in the Development and Branding department, and continued in 2012 in the Intercultural Learning department. He holds a B.A. in International Studies.

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

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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.