Manual for developing intercultural competencies: Story Circles

This book by Darla K. Deardorff introduces the use of Story Circles to develop intercultural competence.

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{THE AND} On Racism Edition

From The Skin Deep: "Are you ready to start having meaningful conversations about social justice? {THE AND} On Racism Edition is the perfect tool for those who want to delve deeper into critical issues surrounding racial equity, prejudice, and privilege. Collaboratively created by activist and author Sonya Renee Taylor of The Body is Not An Apology and leadership facilitator Didier Sylvain, this edition features 199 thought-provoking prompts that will help you initiate honest and open dialogue. Through using this powerful starting point, you can learn from yourself and the relationships around you to make a difference. Don't wait any longer to take action towards social justice and self growth--start your journey with {THE AND} On Racism Edition today."

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Building Resilience through the Development of Intercultural Competencies: Story Circles

"Story Circles is a structured yet flexible methodology for developing intercultural competencies in a variety of contexts, both formal and informal..."

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Beyond Traditional Conceptualizations of Rhetoric: Invitational Rhetoric and a Move Toward Civility

"Although not the first, the theory of invitational rhetoric offers a significant challenge to a strict definition of rhetoric as persuasion. Invitational rhetoric's link to feminism, paring of persuasion with violence, and the polysemic nature of theory, generated both interest and critique. This essay explores six common critiques of invitational rhetoric and illustrates the ways that invitational rhetoric is at work in the world in both historical and contemporary public deliberations. The essay concludes by articulating a link between invitational rhetoric and civility, suggesting that invitational rhetoric and civility are a means to create ethical exchanges in difficult situations" (Bone et al., p. 1, 2008). 

Bone, J. E., Griffin, C. L., & Scholz, T. L. (2008). Beyond traditional conceptualizations of rhetoric: Invitational rhetoric and a move toward civility. Western Journal of Communication72(4), 434-462.

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Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching

"Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society."

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Cautionary Tales

Lifeboat and Adjectives (document file included in this post - these are two examples of activities that were used in diversity trainings that did not end well, resulting in reinforced stereotypes and in one case, a major lawsuit - exercise caution!)

A Retrospective View of Corporate Diversity Training From 1964 to the Present

Who’d Be on Your Spaceship? A School Exercise Backfires in Ohio

Lucky Stores will Pay Millions to Women in Job Bias Lawsuit

Case: Stender v. Lucky Stores, Inc.

Alien Among Us (another version of Lifeboat)

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Presentation Materials

This includes our slides and the learning plan we used during our pre-conference workshop, including references. 

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Experiential Materials Used for Demonstration Purposes

(Air) Handshake Mingle:

Magic Spelling:

By the Numbers:

Ritual:

Poker Face:

Crossing Borders Education (Peer-led Dialogues):

Crossing Borders Education is a non-profit organization that specializes in interactive peer programs harnessing the power of film and empathic dialogue. They've developed virtual peer-led dialogue sessions based on their interactive program design and dialogue methodology. In our pre-conference workshop, we did an abbreviated demo version of the virtual dialogues, but applied it to an in-person context. If you are interested in applying the virtual dialogues within your institutional context, please contact CBE directly. 

Listening Deeply for Values:

Mindful Me:

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Forum 2021 YouTube Playlist: Vol. 33 No. 1 (2021): Special Issue on Assessment as Pedagogy in Education Abroad Author Interviews

This is a link to the full YouTube Forum 2021 playlist including interviews with authors of the invited articles in the Special Issue on Assessment as Pedagogy in Education Abroad from Frontiers: The Interdisciplinary Journal of Study Abroad.

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To Understand You, I Need to Know Me

This Frontiers article and YouTube author interview (each linked above) present a successful test of "an alternative for building intercultural effectiveness -- a glocal classroom (GC) pedagogy highlighting assessment as learning" (Dunn-Jensen et al., 2021). 

Authors: Linda M. Dunn-Jensen, Joyce S. Osland, and Pamela M. Wells

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Culturally Conscious Assessment as Pedagogy in Study Abroad

The authors in this Frontiers article (linked above) present "a case study for the use of assessment as pedagogy including an overview of the HEGC! [Higher Education in the Ghanaian Context] Program, assessment strategies used, and pedagogical incorporation for the course...[and] conclude with a list of implications for study abroad and assessment practices" (Martin et al., 2021).  

Authors: Jillian Martin, Candace M. Moore, Alexis D. Foley, and Kiyah T. McDermid

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Capturing Photo Narratives in Short-Term Study Abroad

This Frontiers article and YouTube author interview (each linked above) present a qualitative study in which "photo narratives...were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas" (Nguyen, 2021).

Author: Annie Nguyen

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Taking a Pass on Assessment Grades for a Career Focused Tour of the Middle East

This Frontiers article and YouTube author interview (each linked above) "explain the mechanisms the MEST [Middle East Study Tour] uses for assessment and how this aligns with the goal of the program to expose students to the real world of political struggles and career development" (Hardy & Totman, 2021).

Authors: Mat Hardy and Sally Totman

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Using the BEVI to Assess Individual Experience to Enhance International Programming

The authors of this Frontiers article (linked above) "document the implementation of intercultural learning activities throughout a semester-long course and a 9-day trip to Vietnam" (Grant et al., 2021). 

Authors: Jacie Grant, Kris Acheson, and Elizabeth Karcher

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Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

The authors in this Frontiers article (linked above) "compare[s] the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention" (Chang Alexander et al., 2021). 

Authors: Kristofer Chang Alexander, Luke T Ingersoll, Charles A. Calahan, Monica L. Miller, Cleveland G. Shields, John A Gipson, and Stewart Chang Alexander

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Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs

This Frontiers article and YouTube author interview (each linked above) "examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed...[and also] provide[s] suggestions for improvements" (Cartwright et al., 2021).

Authors: Chris Cartwright, Michael Stevens, and Katharina Schneider

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Assessment as Pedagogy in a Compressed-Format Summer Physics Abroad Program

The authors of this Frontiers article (linked above) "examine the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system" (Ho et al., 2021). 

Authors: Hsiu-Zu Ho, Yeana Lam, Kelly Wahl, Eric Yao, Jackie Grant, and Padraig Dunne

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The Bentley Global Experience Initiative

This Frontiers article and YouTube author interview (each linked above) "briefly outline the assessment initiative and the curriculum design outline, with an emphasis on the creation of the Bentley Global Experience Initiative, a comprehensive program supporting faculty and students" (Berdrow et al., 2021).

Authors: Iris Berdrow, Samir Dayal, Shawn Hauserman, Natalie Schlegel, and Lauren Schuller

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Developing and Assessing Intercultural Competence during a Mobility Programme for Pupils in Upper Secondary School: The Intercultura Assessment Protocol

This Frontiers article and YouTube author interview (each linked above) "present an assessment framework—the Intercultura assessment protocol (IAP)....[and] shows the pedagogical value of the IAP" (Baiutti, 2021).

Author: Mattia Baiutti

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Introduction: Special Issue on Assessment as Pedagogy in Education Abroad

This Frontiers article and YouTube author interview (each linked above) "introduce the Special Issue on Assessment as Pedagogy in Education Abroad, which seeks to answer the question: How can we guide educators toward specific and intentional alignment of learning objectives, the learning context, and learner capacities and needs so that students achieve the desired learning outcomes?" (Acheson et al., 2021). 

Authors: Kris Acheson, Lan Jin, Aletha Stahl, and Katherine Yngve

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The Music of Strangers: Yo-Yo Ma and the Silk Road Ensemble (HBO Documentary Films)

In this documentary trailer, Yo-Yo Ma travels the world, shedding light on the collaborative and linguistic nature of music. 

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On This Day 7 October: Yo-Yo Ma Was Born

This article from George Predota describes Yo-Yo Ma's intercultural journey. 

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Yo-Yo Ma, Meryl Streep and the Genesis of a Musician

This blog post explores the historical and familial factors that impact the evolution of a musician- from Yo-Yo Ma's father, "It takes three generations to make a musician: the first to leave poverty, the second to go to school, and the third to master an instrument."

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Changed or Not?

This activity challenges participants to make meaning of their study abroad experience. They will choose a song that they feel is representative of their study abroad and analyze the song in relation to their experiences based on the four levels of cultural awareness.

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Social Justice Songs

The website in this activity lists social justice songs from throughout history and encourages learners to discuss social justice issues from a variety of perspectives. 

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Radio Garden (free radio from around the world)

After exploring this media resource, learners will be able to experience music and cultural discourses from global cultures by listening to live radio stations all over the world.

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Becoming Self-Aware of American Culture Thru Hamilton

The purpose of this activity is to help participants understand their own cultural rules and biases, as well as conduct research and critically analyze media that will help shape their responses to cultural biases. Participants will engage with the musical Hamilton, a show that details the life of Alexander Hamilton, but also provides an avenue for viewers to critically self-reflect on current American cultural practices. This activity will challenge students to critically analyze a piece of popular culture, conduct research, and understand new aspects of American culture.

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Music and Memories

This lesson plan challenges participants to connect with someone from a different culture through music. In this activity, participants will find a partner and share their favorite songs that are in some way emblematic of their home culture. They will share what the song means to them and discuss the emotions that the song evokes.

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Synthesis Through Song

Synthesis Through Song is a think-pair-share/small group activity where students work together to analyze and discuss song lyrics through the lens of cultural norms. The activity simulates the process of synthesizing resources.

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We Americans by The Avett Brothers (song)

“We Americans,” a song by The Avett Brothers, provides an interpretation on American life and culture. In this activity, participants will listen to the song/read the lyrics and discuss how their worldview affects their reaction to it.

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Identity Circles

This activity encourages participants to engage with and share characteristics and identities with which they resonate. 

*This activity does not provide participants with category prompts.

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Identity Molecule

Page 42 of the handbook link offers a lesson plan for Identity Molecule, an activity which asks participants to name five social categories with which they identify. This is the same activity as the first part of The Paseo (Circles of Identity). 

*This activity does not provide participants with category prompts.

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The Paseo (Circles of Identity)

This activity encourages participants to engage with who they are and how their identity influences their choices and actions. It includes two parts - the first, an individual guided reflection time, and the second, a time of sharing stories. 

*This activity does not provide participants with category prompts.

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Identity Beads

This activity engages participants' self-awareness by encouraging learners to reflect on the concept of identity and the identities with which they identify. Participants are also encouraged to explore diversity and the realities of identifying with more than one identity.

*This activity does not provide participants with category prompts.

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Circles of My Multicultural Self

"The Circles activity engages participants in a process of identifying what they consider to be the most important dimensions of their own identities. Stereotypes are examined as participants share stories about when they were proud to be part of a particular group and when it was especially hurtful to be associated with a particular group" (Gorski, n.d.). 

*This activity does not provide participants with category prompts.

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Personal Identity Wheel

"The Personal Identity Wheel is a worksheet activity that encourages students to reflect on how they identify outside of social identifiers. The worksheet prompts students to list adjectives they would use to describe themselves, skills they have, favorite books, hobbies, etc. Unlike the Social Identity Wheel, this worksheet does not emphasize perception or context. It is best used as an icebreaker activity or in conjunction with the Social Identity Wheel in order to encourage students to reflect on the relationships and dissonances between their personal and social identities. The wheels can be used as a prompt for small or large group discussion or reflective writing on identity by using the Spectrum Activity, Questions of Identity." (LSA Inclusive Teaching Initiative, University of Michigan, 2017).

*This activity provides participants with identity category prompts. 

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Social Identity Wheel

In this activity, participants are encouraged to "consider their identities critically and how identities are more or less keenly felt in different social contexts, recognize "how privilege operates to normalize some identities over others," and appreciate "their shared identities...as well as the diversity of identities" (LSA Inclusive Teaching Initiative, University of Michigan, 2017).

*This activity provides participants with identity category prompts. 

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The History of the AIDS Memorial Quilt

This quilt was built by San Franciscans based on the stories of their loved ones who had died of AIDS, to honor and continue their legacies. 

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Hidden America: An Intersectional Perspective

In 2009 and 2011, ABC aired two special episodes of 20/20 that told the stories of children and young adults living in poverty in two different parts of the United States. Children of the Mountains (2009) follows youth in Central Appalachia, while Children of the Plains (2011) follows youth that live on the South Dakota Pine Ridge Reservation. Although both groups face immense obstacles to overcome poverty, the children living on the Pine Ridge Reservation may have a particularly difficult time improving their situation because of several overlapping social identity markers that cause them to face discrimination.

This activity asks participants to analyze these two specials using Sisneros et al.’s (2008) web of oppression and the concept of intersectionality and consider how identity contributes to discrimination and disadvantage. According to the Oxford Dictionary, intersectionality is “the interconnected nature of social categorizations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage; a theoretical approach based on such a premise.” The term was first coined in 1989 by Kimberlé Crenshaw, a law professor and social theorist, in her paper, “Demarginalizing the Intersection of Race and Sex: The Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.”

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Storytelling Project Model

"The purpose of the Storytelling Project Model is to help communities 'discover, develop, and analyze stories about racism that can catalyze consciousness and commitment to action.' While the model was originally developed for use with students in instructional contexts, it has been adapted for application in a wide variety of dialogue processes with adults and youth."

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