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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OBrien (2007 unpublished) explored therelationship between ICS among high school students andschool practices.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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