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How intercultural are we?
Andrew Davies and Pat OBrien
EARCOS Leadership Conference - November 2012n2
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1.How intercultural are we?o What is intercultural sensitivity?o Research in international schools
Students Faculty
2.Intercultural by designo Outcomes, frameworks, practices, curriculum, programs
o Engagement and intercultural skills matrixo Take aways
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sensitivity to the importance of culturaldifferences and to the points of view of people inother cultures(International Journal of
Intercultural Relations, 1992).
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A common aim ofinternational
schoolsis provision ofinterculturalsensitivity (ICS) as
an aspect of theinternationaleducation that the
schools provide.
Surprisingly, verylittle research has
been carried out toascertain the levelof ICS among themembers of
internationalschools.
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Pedderson (1998) measured ICS among middle schoolstudents inthe US.
Straffon (2001) measured ICS among high school studentsat the International School Kuala Lumpur.
Westrick (2002) examined the impact ofservice learningon the degrees of ICS among high school students at aHong Kong international school.
Mahon (2003) measured ICS among teachers in theMidwest
Westrick & Yeun (2007) measured ICS among teachers inHK
OBrien (2007 unpublished) explored therelationship between ICS among high school students andschool practices.
Davies (2010) measured ICS among teachers at the
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Bennetts Developmental Model ofIntercultural Sensitivity
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ethnocentric aworldview thatassumes ones own
culture is central to allreality
"ethnocentrism"parallels egocentrism.
includes attitudes such
as racism, culturalsuperiority, and an usagainst them view ofthe world.
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Worldview:
No categories or broad
categories of culturaldifference marked by: Denial/Disinterest Denial/Avoidance
Narrative:
I never think about racism
Live and let live All big cities are the same My main concern is
getting around town and
ordering food I never experience culture
shock
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Worldview:
Better recognition of
cultural differencecoupled with negativevaluation compared tonative culture:
Defense/Denigration Defense/Superiority Defense/Reversal
Narrative:
This is all just PC
I wish these people wouldjust talk the way we do
These people dont valuelife the way we do
Im embarrassed by my
compatriots I wish I could give up my
cultural background
and
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Worldview:
Stability is maintained by
subsuming difference intofamiliar categories: Human Similarity Transcendent
Universalism
Narrative:
Talking about race
reinforces racism All the race that matters is
the human race Technology brings cultural
uniformity Its a small world, after all
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Ethnorelative stages apply to people that see their ownculture in a greater context involving other cultures.
Cultural difference viewed neutrally, although does notimply all cultural differences are agreed with. Decisionsare actions are not based on a perceived threat.
In Ethnorelative stages, cultural difference is
nonthreatening and may actually be preferred andaspired to by people in these stages.
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Worldview:
Cultural self awareness
Recognition andappreciation of culturaldifferences
Respect others valuesand beliefs
Tolerance of ambiguity
Narrative: The more difference the
better
The more cultures youknow about the bettercomparisons you make
Sometimes its confusing,knowing values aredifferent, but maintainingmy core values
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Worldview:
Conscious shifting of
perspective cognitiveempathy Acting in culturally
appropriate ways intuitive empathy
Bicultural behavior shiftswithout much effort
Narrative:
To solve disputed I have to
change my approach and/orchange my behavior I can maintain my values
and behave in culturallyappropriate ways
Im beginning to feel like amember of this culture
I get the language
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Worldview: Seeing oneselfin
process internalizing
bicultural or multi-cultural frames ofreference
Experience or
Acceptance of anidentity that is notbased on any oneculture
Narrative: Everywhere is home I feel most comfortable
bridging cultures Whatever the situation, I
look at differentperspectives
I enjoy participating inboth of my cultures My decision making is
enhanced by multiple
frames of reference
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How intercultural are_______?
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The purpose of this studywas to ascertain theusefulness of theIntercultural DevelopmentInventory in measuringthe intercultural sensitivityof a sample of teachers atthe International School
Bangkok.
E l IDI R
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Example IDI Report
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86 teachers in 2008:o Mean = Minimizationo 15% in Denial/Defenseo 17% in Acceptance/Adaptation
Positive correlations with:o Gender (female)o Experience living in other cultureso
Knowledge of a foreign languageo Professional development
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Interested in exploring intercultural sensitivity and studentperceptions: Current levels of intercultural sensitivity (ICS) among high
school students Relationship of gender, nationality, years at ISB, years in
international school, years living in another culture,mothers educational level, and fathers educational leveland ICS.
Students
perceptions of key influences of the school ondevelopment of ICS
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Three instruments used:oIntercultural Development InventoryoStudent QuestionnaireoSemi-structured interview
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Gender Nationality Program DS Score Dev Level
F Malaysian IB 82.1 Def Ethnocentric
M Japanese Standard 85.3 Def Ethnocentric
F Japanese Standard 86.1 Def EthnocentricM American Standard 95.9 Min Ethnocentric
M American Standard 98.3 Min Ethnocentric
F Canadian IB 101.1 Min Ethnocentric
F Japanese IB 105.3 Min Ethnocentric
F American Standard 115.7 Acc Ethnorelative
M Thai IB 125.3 Acc Ethnorelative
M American IB 126.3 Acc Ethnorelative
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Ethnocentric Ethnorelative
Number of Students Female = 4Male = 3
Female = 1Male = 2
Years InternationalSchool
Range 5-13 yearsAVG = 7.6 years Range 10-13AVG = 11.7
Years Outside HomeCountry
Range 5-15AVG = 9.6
Range 2-15AVG = 9
Number of Languages Range 1-3
AVG = 2
Range 2-3
AVG = 3
Mothers EducationalLevel
AVG = 12 AVG = 14
Fathers EducationalLevel
AVG = 12-9 AVG = 13.3
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Ethnocentric EthnorelativeMost important parts ofvision/school influences:
Engagement with other inschoolTeachersCurriculumEngage with other outside ofschoolLeadership & School Ethos
Engagement with otheroutside of schoolEngagement with other inschoolTeachersCurriculumLeadership & School Ethos
Top FivePractices/Programs
LanguagesWeek Without WallsCommunity Service
World CivilizationModern World History
Week Without WallsCommunity ServiceWorld Literature
HistoryCultural Convention
Experiences Outside ofClassroom
Living in Bangkok cityEveryday interaction w/ThaiSchool EnvironmentFriendsSports
School EnvironmentFriendsTravelClubsCommunity Service
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How intercultural are we?
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PurposePillars
PlatformsProgressPulpit
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To change our worldview,we first need to become
conscious of having one.
Mark Gerzon
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Developing interculturalcompetence involves combining skills that build intercultural
understanding and sensitivity, with learning experiences that involve
engagement with other cultures, and guided by developmental
considerations.
. OBrien 2012
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Engagement
InterculturalSkill
LOW
HIGH
LOW
HIGH
OBrien 2012
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Find a hundred missionstatements ofinternational schools
and the chances arethat almost all of themwill claim to promoteinternationalunderstanding, world-mindedness, globalperspectives,intercultural sensitivity,and so on.
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Time spent on inservice training for faculty is necessary to ensurethat teaching is responsive to the learning styles of a diverse student
body. Determining the level of intercultural sensitivity of the faculty is
a first step toward increasing faculty awareness of the importance of
their role in modelling intercultural sensitivity. Unless the faculty isconsciously teaching inclusive values, and providing experiences for
positive cross-cultural interaction for students, and any explicitstatement by the school regarding the value of diversity will be for
naught (Straffon, 2003).
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Studies support a positive influence of PD on ICS:
DeJaeghere & Zhang (2008) used the IDI for baseline data,
followed up with ICS training (IDI professionals) and conducted
post tests Postitive and significant improvement for those that underwent
training
Teachers
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Teachers
Culturally diverse classrooms are the norm in most
international schools and are becoming more frequent in many
national schools. To help students reach their potential,
teachers must be aware of cultural difference beyond the
immediately visible surface aspects of the so called 4Fs fashion, festivals, flags and food. They need to be sensitive to
the less visible aspects of culture, such as teaching and
learning philosophies, communication styles, beliefs and
values
(Snowball, 2007, p.250).
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Possible to use the IDI in recruitment $10 per survey 20 minutes to complete and score But....ethical implications and potential reliability issues
Suggested - adapt questions from IDI to ask such as:
"On the whole do you think that people from different culturesare essentially the same?"
Social Studies
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Social Studies
Over the last few years, I have been involved with curriculum work at myschool, trying to create a more global focus for our social studies programme.
My search for exemplars was frustrating as I found most internationalschools similarly focused upon the American and British models of socialstudies education, with a distinct avoidance of the contemporary world. The
vast majority of international school teachers come from the U.S. and theU.K. and are products of their own upbringing, training and experience. Theresources that they choose for their classes are predominately American orBritish, as are the external examinations that they use to help their studentsgain university admission" (Lewis, 2005)
IB DP
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IB DP
The international aspects of the IB program are welcome, but the degreeof them depends to some extent on the teachers and schools that provide
them.
It is clear that the IB has great strengths, but the amount ofinternationalism
in a program depends on which combination of subjects a student maychoose. This leads us to a feeling that it just misses the target of a truly
comprehensive global program for all (Jenkins 1998)
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ISB Framework: Continuum
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ISB Framework: 5 Strands
Social Justice Identity & Diversity
Interdependence
Sustainability
Peace and Conflict
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Global Citizenship Week
Skiing in the Alps
Week Without Walls
Paris: City of Lights
Rafting
Elephant Sanctuary in Chiang Mai
Tanzania: Service & Safari
Tsunami Relief
Life on the Mekong
Painters with a Conscience
Take away practical ideas
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y p
Intercultural by Design Appoint a "Global Issues & Service Coordinator" Design and Implement global citizenship and intercultural
competence curriculum
Book Clubs for interested teachers Hire teachers with high intercultural engagement Conduct PD over time that addresses ICS (using the IDI) Implement comprehensive community service Develop strong modern language and MT programs
Ensure strong cultural aspects in classrooms Develop celebrations Design activities with an eye toward engagement, skill
building
Programs - WWW, MUN, cultural clubs, service,
Final Word
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Final Word
Borrowing the words of Walker
(2004), more than the rubbing of
shoulders
is necessary.
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