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.

Recommendations for Building Interculturally Competent Leaders

Posted on July 6, 2012 by charlotte.steinke@afs.org

In a recent issue of IIE Networker, a publication by the Institute of International Education, Darla Deardorff, Executive Director of the Association of International Education Administrators and editor of The SAGE Handbook of Intercultural Competence (2010) offers advice on how to make our lives and those of others as successful and enriching as possible in an article on Building Intercultural Competence:

To build interculturally competent leaders, she says, we need to be mindful of the following:

1. Our intercultural attitudes: how open am I truly towards those from different cultural, socioeconomic, and religious backgrounds? Do I make quick assumptions about a person? Do I prejudge or do I try to explore all facets of the situation?

2. Our intercultural knowledge and awareness: am I aware of my own cultural conditioning? Can I describe the cultural values that impact my behavior and judgment, and how I communicate? Am I aware of the different worldviews of those I work or live with, and of how they are different from my own perspective?

3. Our intercultural skills: do I actively observe the subtle nuances of my and other’s interactions? Do I reflect on how I interact with those I work or live with? Do I seek to understand the reasons for the incidents I experience, and what I can learn from them?

4. The outcomes of the intercultural communication for ourselves: do I adapt how I interact and communicate? How flexible am I in responding to the needs of those I live or work with?

5. The outcomes of our intercultural communication for others: how appropriate is my behavior and communication style in the eyes of the other? Do I meet the goals of the communication in an appropriate and effective way?

As leaders and facilitators of intercultural learning in AFS we need not only ask others to understand the complexity of intercultural competence, to design workshops and courses to go beyond knowledge transmission and towards intercultural understanding and application, but we must also encourage each other to provide feedback and reflect on our intercultural journeys with others from diverse backgrounds.

To do this successfully, we must recognize the relevance of intercultural understanding. Deardorff warns that if we ourselves don’t see the relevance, we may lose our way. She reminds us that over the course of five decades research that provides definitions and rameworks can offer a starting place for an organization such as AFS to define what Intercultural Learning (ICL) means for us.

With Intercultural Learning and increased intercultural competence, leaders can grow beyond the operational and results-oriented approach to a process-oriented one that recognizes the importance of critical reflection and analysis in lifelong learning. Find the original article here.

Autobiography of Intercultural Encounters – An Online Tool

Posted on June 29, 2012 by charlotte.steinke@afs.org

How do you feel when you live or work together with someone who is very different from you – when this person has different ways of communicating, evaluating things, different ways of enjoying life, a different understanding of “how things are”, and different values guiding him or her through life? Are you curious, anxious, neutral – or does it even make you angry? What thoughts and feelings do you experience?

The set of materials called Autobiography of Intercultural Encounters provides useful tools for you to reflect on your encounters with individuals from different backgrounds. You can ask yourself: what could I have done differently in this situation? How were my actions influenced by an idea I had about the other? What puzzled me? How did I adjust? How did the other person adjust? What did I understand only after reflecting on the experience?

The Autobiography of Intercultural Encounters is a reflective tool you can use by yourself or ask your trainees to use; facilitator’s notes; context, concepts and theories, concepts for discussion, and an Autobiography of Intercultural Encounters for younger learners with respective facilitator’s notes, text cards, and picture cards. Find an overview with links to all of these materials here.

When we learn about intercultural adjustment, communication styles, and the different historical developments that have shaped societies all over the world, we may better be able to connect our experiences to our new knowledge. Having cases and situations in mind that have puzzled us can help bring clarity to theories on intercultural communication – and to link them to our lives! This clarity can help us navigate through daily life in an intercultural environment and to develop strategies to improve our interactions and experiences.

To cooperate successfully in an increasingly globalized world is becoming increasingly important. As an AFSer, you can probably recall many encounters where things didn’t go as you planned. Your experiences may have taught you a lot about cultural differences and about how you react to, process, and learn from them. If you want to deepen your understanding, access the materials here and use them alone or to facilitate the intercultural learning of others. Reflecting on what made the communication difficult, what puzzled or confused you, and how you could overcome these difficulties makes for rich learning opportunities – and best of all: it’s free and available in French and Italian as well!

One World, Many Stories

Posted on February 8, 2012 by laura.kline-taylor

Nigerian author, Chimamanda Adichie, gave a compelling lecture at the TED Talk where she cautions against believing a single story about people and cultures.

Chimamanda Adichie recalls a time when she was studying abroad at a university in the United States and her American roommate expressed curiosity about Adichie’s Nigerian culture, yet allowed her general knowledge about Africa to color her perception. Her roommate knew of Nigeria only as presented by some Western media, not as the vibrant and diverse Nigeria that Adichie calls home.

All too often, we learn about different cultures and society but only learn one story, or one side of one story. Adichie warns about the danger of a single story because “a single story creates stereotypes and the problem with stereotypes is not that they are untrue, but rather that they are incomplete. They make the one story become the only story.”

Our increasingly interconnected world makes learning about differences possible, and thus, it is even more important to learn about all the unique stories and perspectives about our cultures.

The Art of Listening

Posted on January 9, 2012 by laura.kline-taylor

A best-selling Swedish writer moves to Mozambique and learns to listen. Read here why he thinks human beings were gifted with two ears, but just one tongue. In this article the author, Henning Mankell, identifies one main difference between humans and animals: it is our ability to listen to other people’s dreams, fears, joys, sorrows, desires and defeats — and our ability to be heard by others when we tell our stories in turn.

Mankell defines knowledge as the interpretation of information, and declares that to obtain knowledge, we must learn to listen. As members of AFS Intercultural Programs, a learning community, we strive to gain new knowledge and to transform that knowledge into meaningful learning through experiential activities and reflection.