2. What is Culture?
Objective #2: Articulated why intercultural dialogue is essential as Student Affairs Professionals
(Haug, 2014)
3. "I Got Hot Sauce
In My Bag"
Objective #1: Gained cultural self-awareness
4. "I Got Hot Sauce In My Bag"
Does this item represent you culturally in any way? If so, how?
How does this item represent the culture/environment you live in?
How can this item be beneficial to someone else?
5. What Will You Learn?
At the end of this workshop, participants will have...
1. Gained cultural self-awareness
2. Articulated why intercultural dialogue is essential as a Peer Advocate
3. Differentiated Hofstede's Cultural Dimensions after applying to various
cultural examples
4. Utilized the skills of being a cultural lifelong learner to improve daily
interactions with students through self-assessment
5. Prepared to embrace cultural ambiguity and become a contributing team
member in uncomfortable situations
6. What is Your Comfort
Zone?
Share what makes you comfortable in a conversation.
7. How People From Different Cultures
Approach The Table
1. Establishing contact
2. Relationship building
3. Team building activities
4. Expression of emotion
5. Level of disclosure
6. Variation in time
7. Hierarchical vs. Horizontal
8. Impact of power
(International Extension Curriculum, n.d.)
11. Importance of
Communication
Nonverbal communication is "silent" communication
and includes the use of gestures, postures, position,
eye contact, facial expressions and conversational
distance.
Objective #2: Articulated why intercultural dialogue is essential as a Peer Advocate
Words
7%
Tone,
Volume,
Inflection,
and
Intonation
38%
Nonverbal
55%
Nonverbal
55%
There are three kinds of nonverbal communication
in a multicultural context:
1. Nonverbal behaviors that exist in all cultures, but
which are assigned different meanings in various
cultures.
2. Nonverbal behaviors that exist in some cultures,
but which are assigned different meanings within
respective cultures.
3. Nonverbal behaviors that have meaning in one
culture but no meaning at all in other cultures.
Tolerance.org
12. Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations
13. Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations
Differences
https://wright-kanopystreaming-com.ezproxy.libraries.wright.edu/video/differences-short-
film-bj-gallagher
14. Team Building Activity
Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations
What is your initial thought of the video?
What differences do you expect to encounter when working with
students?
How can you separate your differences when helping students?
15. In social justice and diversity education, do we
focus on what we have in common or what
differs?
“I have found the most effective strategy is not to
focus on one at the exclusion of the other.
Instead of creating an ‘either/or’ dichotomy, we
must advance to a ‘both/and’ approach. As long
as you only acknowledge only one of these
approaches, you will never be successful in
building the bridge essential to connecting the
gap between the have and the have nots” (123-
124, Cullen).
16. We're all in this together.
When you leave what is
comfortable and familiar
in order to take on
something new and
exciting, it is natural to
feel unsettled and even
afraid.
This is where the support
of your colleagues is most
important.
Dreyer, J. S. (2015)
17. The Door To Ubuntu
Is gratitude, and it is always open.
Nelson and
Lundin, 2010.
The path to Ubuntu is marked by
humanity; we follow the path from
person to person.
The spirit of Ubuntu is found
through community.
Community is created when you
find unity of purpose with others.
18. Ubuntu
Starts with recognizing and
embracing the humanity, the
equality, and the value of each
person.
Nelson and
Lundin, 2010.
19. (Stone and Church, 1973,
p.499)
"[T]he adult with a capacity for true
maturity is one who has grown out of
childhood without losing childhood‘s
best traits.
[They have] incorporated these into a new
pattern of simplicity dominated by adult stability,
wisdom, knowledge, sensitivity to other people,
responsibility, strength and purposiveness”
[They have] retained the basic emotional
strengths of infancy, the stubborn autonomy of
toddlerhood, the capacity for wonder and
pleasure and playfulness of the pre-school years,
and the idealism and passion of adolescence.
20. Life-Long
Culture
Learning
Needs to be learned more consciously
Is not separate from learning one’s own
(home) culture
Culture shapes the way we see the world. It therefore has the capacity to bring
about the change of attitudes needed to ensure peace and sustainable
development, which, we know, form the only possible way forward for life on
Planet Earth. (...) When we speak about culture, we are looking at ways of
living as individuals and ways of living together. A ‘living culture’ is one
which—almost by definition—interacts with others, in that it involves people
creating, blending, borrowing and reinventing meanings with which they can
identify.
- Frederico Mayor, Preface, World Culture Report 1998, UNESCO
21. Life Long
Learning
Medel-Anonuevo,
2001, pg. 12
Research shows that if you were
an active learner when you were
young, you will stay that way when
you are older.
Learning provides opportunities to
develop:
The capacity to integrate new experiences
And adapt to new situations
We seek to learn because it enables us
to:
Change
Sustain or improve skills, knowledge, and
attitudes
22. Life Long
Learning is
Change
Medel-Anonuevo, 2001,
pg. 12
Self- growth
Self-actualization
The development of self-efficacy
Skill development
Knowledge acquisition
Creativity development
23. HOW CAN YOU LEARN FOR A LIFETIME?
Options
Watch a movie about another culture.
Have a conversation with someone from
another culture.
Make a friend from another culture.
We all learn differently, therefore you can seek
your own ways of learning about another
culture.
24. Objective #1: Gained cultural self-awareness
Objective #2: Articulated why intercultural dialogue is essential as Student Affairs Professionals
Objective #3: Differentiated Hofstede's Cultural Dimensions after applying to various cultural examples
Objective #4: Utilized the skills of cultural lifelong learning to improve daily interactions in student affairs through assessment
Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations
Are You Comfortable With The
Uncomfortable?
25. Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations
26. May each of you discover the success and
happiness that comes from embracing the
humanity of all whom you encounter.
Nelson and Lundin, 2010
Notas do Editor
10 minutes
Taylor 2 minutes
Stephanie:
Why are we here?
Question
Did anyone have any difficulty with the “Hot Sauce in my Bag” activity?
-talk about Transformative Learning Through Engagement:
-The vast majority are cultural or acculturated Americans….
According to Fields, ours is a fairly narrow lens. Many Americans have trouble seeing or understanding culture as a singular reality because we generally lack a point of comparison.
In order to ask students to be culturally curious, lifelong learners, and participants in intercultural dialogue, we must start with ourselves. We must be reflective practitioners who can lead by example…(tie into how intercultural dialogue ties into student development theory.)
COMMON ANSWERS respect each other
Don’t be afraid to challenge each other
Listen actively
Judgment free zone
Confidentiality
Establishing Ground Rules and Peer Expectations.
SHARE WHAT MAKES YOU COMFORTABLE IN A CONVERSATION.
ACTIVITY:
-Have each group write their ideas of a “safe space” for this workshop and of intercultural dialogue in general.
-Tape up all three posters to the front.
-Highlight common ones listed on handout.
-Go through how you can transform those commonly used ground rules into brave space guidelines.
This resource allows students to compare countries cultures. OPTIONAL
Optional
2 minutes
http://www.tolerance.org/lesson/communication-total-impact-your-message
Verbal communication is defined as spoken communication, including the use of words and intonation to convey meaning.
If we don't understand the nonverbal communication from another culture, we can "read" another person incorrectly. Some forms of nonverbal communication are the same and universal, but others have different meanings, or no meaning, in another culture.
3 minutes
PLAY VIDEO then have discussion on next slide
10 minutes
Dr. Maura Cullen’s thoughts on topic (being that she is a social justice and interpersonal communication expert.
TOGETHERNESS OF UBUNTU:
Dreyer, J. S. (2015). Ubuntu: A practical theological perspective. International Journal Of Practical Theology, 19(1), 189-209. doi:10.1515/ijpt-2015-0022
This description captures many of the features commonly associated with ubuntu. Firstly, it is a philosophy of life or moral philosophy rooted in the southern African context as indicated by the languages referred to (Xhosa and Zulu). Secondly, ubuntu is best expressed in aphorisms and practices. This reflects the oral tradition in which it originated. Thirdly, it describes the Fourthly, it describes the dynamic interaction, the “active play of forces”, between the individual and the community. The wellbeing of the individual cannot be disconnected from the wellbeing of the community and vice versa. The interactive ethic of ubuntu implies that we all share the responsibility for “our togetherness”, and this togetherness in turn empowers each individual person. It is only in a community that a person finds his or her personal identity and true humanity. Fifthly, an ubuntu ethic refers to the importance of values such as generosity, hospitality, friendliness, compassion and solidarity.
Other authors stress the importance of the “relational self” and intersubjec- tivity, and see it as an (a Southern) African view on personhood. Other authors stress the importance of the “relational self” and intersubjec- tivity, and see it as an (a Southern) African view on personhood. It refers to the relational nature of being: I am because we are. Forster aptly describes of the relationship between ubuntu and personhood as follows:
TEST THEIR KNOWLEDGE:
https://play.kahoot.it/#/k/41b408f5-26b9-45d0-b170-d6f9c3e11072
PA Who wins gets a prize.
This clip shows the importance working effectively in a team. There are times when circumstances change and the entire team has to be able to adapt. They're all following the steps of Leslie; and this shows how she exemplifies being an comfortable with the uncomfortable.
