Working together. Samenwerken

Hello! Loes Damhof Hanze UAS Janine DeWitt Marymount University

Presentation objectives Identify types of globally networked classes Examine the limitations of traditional intercultural competence frameworks for globally networked learning Apply van Asperen’s insights to develop a new approach

The Global Village 2012 to present

Globally networked classrooms Cross-cultural Exchange Intercultural Collaboration Evaluation of student work Length of collaboration Interdependence of assignments Role of instructor (DeWitt, Damhof, Oxenford, Schutte & Wolfensberger 2015)

Goal of the Global Village Cross-cultural Exchange Intercultural Collaboration Both instructors evaluate all student work Students collaborate for entire semester Assignments are joint products Instructors model collaboration process (DeWitt, Damhof, Oxenford, Schutte & Wolfensberger 2015)

How do you facilitate intercultural collaboration? By course design..

Developmental model - a continuum Elements of the process Our preparation for teaching a COIL course begans with traditional intercultural frameworks Developmental model - a continuum Elements of the process Understanding cultural difference is key for both Bennett 1986 Deardorff 2009

Bennett’s stages of development (1986)

Deardorff’s process model of interultural competence (2006:57) Understand our differences Deardorff’s process model of interultural competence (2006:57) Value our differences

These models inform measurement.. Denial of difference

What do these approaches have in common? Develop intercultural sensitivity Create intercultural awareness Stimulate intercultural curiosity First we must understand cultural difference.

Our experience suggested questions. IS understanding “difference” the key to working together? Does it matter WHEN we learn about cultural difference: before interaction or after reflecting on interaction? WHAT can do facilitators to support the collaboration process?

Van Asperen’s Intercultural Paradox (2005). Visies op cultuur en diversiteit: 1. Discussion of difference can reinforce stereotypical thinking. 2. Intercultural awareness can promote US-THEM thinking. 3. Tolerance can become intolerance.

Van Asperen’s insights. Create common ground as foundation for intercultural understanding. Avoid focus on cross-cultural difference (the intercultural paradox). Build common ground before exploring cultural differences.

Designing collaboration across difference. Stage 1 Form and build relationships. Stage 3 Explore and discuss hot topics. Stage 2 Explore difference and commonalities of experience. Stage 4 Plan action and build alliances. (Zuniga, Nagda, Chesler, and Cytron-Walker 2007: 27-28)

Intercultural teams, shared team culture. Communicate regularly to build “mutual knowledge” (Starke- Meyerring and Andrews 2006) Select the best communication medium for task. Continuously share contextual information. Use reflection to learn from your experience.

Bond of trust.

From focusing on cultural difference to finding common ground. To prepare students for a globalized yet polarized world. What approach benefits them? A paradigm shift. From focusing on cultural difference to finding common ground.

Thanks! A special thanks to all of our students from whom we continue to learn. Our globally networked classroom, The Global Village, was initiated in conjunction with an NEH grant received by the SUNY Global Center, administrative support and funding from Marymount University (USA) and Hanze UAS (NL) and its Research Center Talent Development in Higher Education and Society. Thanks to all those who helped us get started: Craig Little, Krister Håkansson, Marca Wolfensberger, Ingrid Schutte, Carolyn Oxenford & Victor Betancourt.

References. Bennett, M. 1986. “ A developmental model of intercultural sensitivity” Intercultural Development Research Institute. Accessed online. Deardorff, D. K. 2006. “Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization.” Journal of Studies in International Education, 10(3): 241- 266. Gurin,P., B. Nagda & X. Zuniga. 2013. Dialogue across Difference: Practice, Theory and Research on Intergroup Dialogue. NY, NY: Russell Sage. Hammer, M. R. 2015. “The Developmental paradigm for intercultural competence research.” International Journal of Intercultural Relations, 48: 12–13. Starke-Meyerring, D., & Andrews, D. 2006. Building a shared virtual learning culture: An international classroom partnership. Business Communication Quarterly, 69, 25-49. van Asperen, E. 2005. The intercultural paradox. Bunnik: Diavers. Zuniga,X. B. Nagda, M. Chesler, & A. Cytron-Walker. 2007. “Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice.” ASHE Higher Education Report, 32(4). Accessed online.