Diversity-Inclusivity Framework.

It's obvious, but learners bring varying mindsets (e.g., polarization vs. minimization), attitudes, and experiences. To support their intercultural growth requires more than knowledge dissemination (e.g., lectures) and instead more experiential, transformational, constructivist pedagogies/andragogies. This table offers a series of continua to help you reflect on your classroom practices. 

 

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Core Cultural Values & Culture Mapping

This activity (also in the HubICL, but quicker to access through this link) is great for helping students learn cultural values concepts such as monochronic vs. polychronic time orientation, individualism vs. collectivism, directness vs. indirectness, etc., and identify their own values, including the fact that they likely already adapt according to context. It's set up for use in study abroad but works just as well as a self-awareness activity for discussion with a partner or in small groups. 

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HubICL Overwhelming? Tips

When the HubICL was created, there was a debate as to whether it should be a library (collect as much as possible) or a museum (curate the best). It has morphed into both.

  1. To locate activities and assessments: Go to Digital Toolbox in the drop-down menu under Discover at the top..
  2. "Museum": Activities with lesson plans (clickable little book icon on the right of an activity). 
  3. Searching for an activity (left side in Digital Toolbox): You don't have to click every parameter. I usually ignore all except the AAC&U Rubric Outcomes and cost.
  4. Click "Clear filter" -- toward the bottom on the left side menu-- after every search.
  5. For DEI, emotional resilience, and teamwork activities: Click "Advanced Search" (left side menu in Digital Toolbox), then "Theoretical Frameworks" (top middle) and scroll down. 
  6. Contribute! Your reviews, activities, etc., are welcome. Feel free to ask me for a quick walk-through if you want to add anything.

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Beyond the Global Cliches: Intercultural Learning for Equity & Inclusion (keynote)

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Assessment: Critical Reflection Rubrics

One rubric follows the "what/so what/now what" model of critical reflection (google for info). The other is more general. Important is teaching critical reflection to help students make sense of their experiences. 

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"I am" and "I am from" Poems (targets self-awareness

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Ritual (targets emotional resilience, inclusion)

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Assessments: Intercultural Knowledge, Skills and Attitudes Scale (ASKS); Global Learning Scale (GLS), Civic Engagement Scale (CES)

Formative assessments developed using the definitions and descriptions of each component identified on the Association of American Colleges and Universities (AAC&U) VALUE Rubrics for each construct. Can also be used as indirect measures of student learning by collecting data in retro-pre/post mode. 

Each assessment uses Bloom's Affective Domain in a 6-point Likert type scale to assess student and program outcomes.

See My Plan for Intercultural Growth for a way of using the ASKS survey as a tool for students to determine and direct their own growth in one area.

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Assessment: Champlain College Competency Diversity, Equity, and Inclusion

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Assessment: One-Minute Paper

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Metaphors for Culture (targets worldview frameworks)

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Assessment: AAC&U Global Learning VALUE Rubric

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Pacing (targets communication)

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Assessment: AAC&U Intercultural Knowledge & Competence VALUE Rubric

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Scenery, Machinery, People (targets empathy)

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The Parable (target worldview frameworks)

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How Easy Is My Daily Life? (targets empathy)

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Human Values Continuum (targets worldview frameworks)

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A Flower's Point of View (targets empathy)

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Who Do You Think I Am? (targets curiosity)

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How Does a Behavior Mean (classroom version, targets openness)

Go to "Downloads" for a classroom version that is ready to use and doesn't require access to the book where the original version was published.

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Who Am I? (targets self-awareness

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Voices from the Past (icebreaker, targets self-awareness)

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Danger of a Single Story (targets openness, empathy)

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Describe - Interpret - Evaluate (targets openness)

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Who Do You Think I Am? (targets curiosity)

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Twitter Discussion with Dr. Jenn Simms on the Use of White Fragility in College Courses

Dr. Jenn Simms, Assistant Professor of Sociology and author of Mixed-Race in the US and UK: Comparing the Past, Present, and Future, in conversation with Twitter followers points to White Fragility as a useful and necessary starting point for many white students, who are by and large racially illiterate, before they're able to "appreciate and understand more critical and structural works."

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On Being with Krista Tippett: Robin DiAngelo and Resmaa Menakem In Conversation

Several months after the killing of George Floyd, Resmaa Menakem, who offers trauma-based therapy in Minneapolis and authored My Grandmother’s Hands: Racialized Trauma and the Pathway to Mending Our Hearts and Bodies, and Robin DiAngelo discuss everything from willful white ignorance and virtue signaling to "repair" and the world they wish to live in. 

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Ibram X. Kendi, author of How To Be Antiracist, and Robin DiAngelo in 2 summer 2020 interviews together

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'White Fragility' Is Everywhere. But Does Antiracism Training Work?

Bergner, D. (2020, July 15). 'White Fragility' Is Everywhere. But Does Antiracism Training Work? The New York Times Magazine.

Daniel Bergner points to the surge of attention given to Robin DiAngelo and her book in the wake of the protests of the killing of George Floyd and considers the effectiveness or lack thereof of antiracist workshops.

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The Dehumanizing Condescension of "White Fragility"

McWhorter, J. (2020, July 15). The Dehumanizing Condescension of White Fragility. The Atlantic. 

John McWhorter argues that DiAngelo's book is both designed "to make certain educated white readers feel better about themselves" and entails "dehumanizing condescension toward Black people." 

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"White Fragility" Has a Whiteness Problem

Jackson, L.M.  (2019, September 05). "White Fragility" Has a Whiteness Problem. Slate Magazine. September 05, 2019. 

Lauren Michele Jackson points out that DiAngelo's white fragility remains "enthralled by whiteness" whereas there also needs to be a focus towards others and towards next steps. 

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White Fragility: Why It's So Hard for White People to Talk About Racism

DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Beacon Press. 

To cite the Beacon Press blurb (linked above) about this New York Times best-seller: "In this 'vital, necessary, and beautiful book' (Michael Eric Dyson), antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and 'allows us to understand racism as a practice not restricted to ‘bad people’' (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively."

The Beacon Press website also includes several reading/discussion guides and a quiz to see if you exhibit white fragility.

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"Fostering Intercultural Competence With Standards-Based Instruction" (session 3 reading)

Garrett-Rucks, P. (2016). Fostering Intercultural Competence With Standards-Based Instruction. In Intercultural competence in instructed language learning: Bridging theory and practice, 61-81.

Ebook available through Purdue Libraries.

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"Synthesizing Conceptualizations of ICC: A Summary and Emerging Themes" (session 2 reading)

Deardorff, D. K. (2009). The Sage handbook of intercultural competence. Thousand Oaks, Calif.: Sage Publications, 264-269. 

Additionally, the Table of Contents points to important readings worth pursuing, including conceptualizations emerging from specific language communities, and I recommend skimming anything available from Chapter 1 to get some of the breadth and challenges involved in conceptualizing intercultural competence (see Amazon link). 

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“The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence" (session 2 reading)

Hammer, M. R. (2012). “The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence.” In M. Vande Berg, R. M. Paige & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it (115-136). Sterling, VA: Stylus.

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"Components of Competence" (session 1 reading)

Excerpt from Martin, J.N. and T.K. Nakayama (2010). Intercultural Communication in Contexts. New York, NY: McGraw-Hill.

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A.S.K.S2 -- The Intercultural Attitudes, Skills, and Knowledge Short Scale (session 1 reading)

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AAC&U Intercultural Knowledge and Competence VALUE Rubric

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Voices from the Past (session 1 icebreaker activity)

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