Intercultural Learning in the 21st Century

World War I – Volunteers Answer the Call American Field Service (AFS) Drivers under the leadership of A. Piatt Andrew organised a voluntary ambulance service. Originally set up as the American Ambulance Field Service supporting the American Ambulance Hospital in Paris, Andrew negotiated with the French Army to move operations closer to the front.

Inter-War Years – Building Friendship and Understanding Through Graduate Student Exchange The AFS Association was established in May 1920 to coordinate reunions and administer the AFS Fellowships for French Universities Programme (graduate students travelled between France and the US) and continued cultivating peaceful ties and international friendship. The AFS Fellowships for French Universities Programme was established in December 1919 to support advanced study and cultivate peaceful ties and further international friendship.

World War II – AFS Answers the Call to Service Once Again AFS reactivated as an ambulance corps in 1940. By the end of the war, 2,196 ambulance drivers had carried more than 700,000 wounded combatants from both sides of the war. AFS also evacuated more than 11,000 people from the Bergen-Belsen concentration camp in April 1945. AFS reactivated as an ambulance corps in 1940. By the end of the war, 2,196 ambulance drivers had carried more than 700,000 wounded combatants from both sides of the war. AFS also evacuated more than 11,000 people from the Bergen-Belsen concentration camp in April 1945.

AFS Secondary School Exchange Programmes – Working to Create a More Peaceful World In 1947 AFS invited high school students to live with American families on a scholarship programme. In 1950 American students began going on exchanges to other countries. Initially, all programmes were from other countries to the USA. In 1947, with the aim of furthering peace and learning to live together, some of the first students were from Germany, to be hosted by Jewish families in New York. In 1950, American students began to be sent around the world.

AFS Interculture South Africa 1958 AFS Interculture South Africa AFS Interculture South Africa was formed in 1958; hosting many students in South Africa and sending many South Africans to countries all over the world. In 1958 AFS Interculture South Africa was formed. Made up of volunteers who recruited the students to go on scholarships and the host families to host exchange students. We are still very much a volunteer-focused organisation, with 250 volunteers in 20 chapters around the country.

AFS participants and staff in Garden City, New York. John A Cruise from South Africa A few photos from the early years: Initially, we just sent students to the USA. AFS participants and staff in Garden City, New York. September 22, 1962.

A group of AFS participants with John Connally, Heather F Hogarth from South Africa A group of AFS participants with John Connally, Governor of Texas (1963-1964)

Or received students from the USA. Americans Abroad participant Robin Simpson at Hyde Park High School in Johannesburg (1965-1966)

Then, in 1971, the ‘mutinational’ programme began, with exchanges between countries not involving the USA. Today there are 60 national AFS organisations, with 12,000 participants each year. South African AFS participant Sylvester Modise at a market in Bolivia (1985)

A group of South African high school students prior to leaving for the US "Whenever I see faces of AFS exchange students in person or in photographs, my heart is touched and my hopes are raised." Reverend Norman C Eddy, AFS World War II Ambulance Driver and Life Trustee There are 500,000 alumni, 50,000 volunteers, and 1,000 staff members, all working towards the aim of a more just and peaceful world.

AFS Today and Tomorrow We have moved from being an organisation that believed that simply exchanging students would produce the changes in people that we sought. We developed various programmes of Intercultural Learning. And have built Intercultural Learning into the processes of how we select and support participants. AFS supports an international volunteer movement that engages people as continuous learners, who create positive change in the areas of leadership development, changemaking, and intercultural learning - in their own communities and throughout the world.

So… What is Intercultural Learning? Intercultural challenges and learning moments are inevitable parts of our everyday lives, our classrooms and public spaces. To prepare students to engage effectively across cultural and other differences, we take our participants on a transformative learning journey. Through our programmes and other offerings (e.g. Global Competence Certificate) we help participants: • Learn first-hand about the impact of culture on values and the decisions that they make • Gain the ability to better see themselves through the eyes of others • Challenge assumptions • Broaden their views on cultural stereotypes and global issues • Begin to understand how to shift perspectives effectively, appropriately and authentically Decades ago, the focus for many organisations was on enabling participants to “deal with culture shock”. However, Intercultural Learning is broader than that. It does help participants understand difference and make the most of their experience, but it is more about beginning that journey, preparing participants for dealing with a lifetime of change.

Following the adoption of the 2030 Agenda for Sustainable Development, the 2016 United Nations Economic and Social Council (ECOSOC) Youth Forum (February 2016) focused on the role of young people in implementing, communicating and realizing the 17 Sustainable Development Goals (SDGs) and 169 targets of the Agenda. A key part of the AFS strategy is to use what we do to encourage active citizenship.

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. While we focus on two SDGs, the targets for Number 16 are more focused on state actors. While we can lobby for various things, the biggest long-term impact in creating peace will come through the education SDG, more specifically Target 4.7.

At the Youth Forum, Ambassador Hahn Choong-hee of the Republic of Korea noted that a fundamental action to achieve not only the targets related to this goal (Quality Education), but for all SDGs, is to promote Global Citizenship Education: “through GCE we develop a sense of belonging to a global community, mutual respect, solidarity, tolerance and understanding. (…) This allows us to foster our relationship with others and with the planet”. Ambassador Choong-hee also called attention to the importance of intercultural exchanges as part of non-formal education initiatives to promote GCE. The indicator for 4.7 is the extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment.

What International Experiences Are Out There? International secondary schools are booming. There are 8,000 international schools teaching 4.2 million students, which is projected to grow to 15,000 English-medium schools by 2025. The global youth travel industry is worth $200 billion… and higher education and volunteering abroad are biggest growth sectors. 5 million tertiary students are studying outside their home countries today… and that is projected to increase to 8 million by 2025. More and more young people have the opportunity to travel, for education, or purely to see other countries and learn about them. 4.2 million students in international schools. $200 billion spent on youth travel. 5 million tertiary students studying outside their home countries.

What Are Generation Z Looking For? Earlier this year we published a Mapping Gen Z study that looked at over 5,000 high school students in 27 countries. To see what they are looking for. The first group, Academic Achievers, are 21% of the sample, they are looking for quality education, but have few resources. They are the group typically served by international scholarships. What Are Generation Z Looking For?

What Are Generation Z Looking For? The second group, the Resume Packers, don’t have the money worries, and are more focused on enhancing their academic profile, by, for example, going to an Ivy League university, or Oxford and Cambridge in the UK. Between them, the academic focused students made up 1/3 of the sample. What Are Generation Z Looking For?

What Are Generation Z Looking For? Then we have the Cultural Floaters. Few money problems and more interested in the “exotic” (either languages or countries) rather than focusing on academics. What Are Generation Z Looking For?

What Are Generation Z Looking For? Finally we have the Cultural Hitchhikers, 36% of the sample. They do not have a lot of money, but do want an intercultural experience, whatever the country or language. While Intercultural Learning is important for the 2/3 on the right, it is essential for the academic 1/3, either to make the experience more successful or to counter the risk of reinforcing stereotypes. What Are Generation Z Looking For?

How Can We Use Intercultural Learning To Move The SDGs Forward? International Experiences – which are traditionally physical exchanges o Learning about other cultures o Putting one’s own culture into context o Becoming a Global Citizen But what about the majority who don’t travel? Internal Experiences – which address national/local issues o Having pride in one’s own culture o Understanding of and acceptance of other cultures within South Africa o Promotion of ‘One Nation’ So far we have talked about international experiences, which has been the traditional route. But what about the vast majority that do not travel? Intercultural Learning is important in order to have pride in one’s own culture coupled with understanding of, and respect for, other cultures within the country, dealing with xenophobia etc.

Some Examples Class Exchanges (Rural/Urban or between different communities) Camps (bringing together young people from different communities) National Youth Service Corps (Nigeria) comprises of a primary assignment plus community development service Class exchanges can promote understanding in the students but also promote links between communities. Traditionally there have been “interfaith camps” for young people to learn about different faiths, these camps should really have a broader focus than just religion. National Youth Service Corps can improve understanding between different parts of a country.

Here in South Africa we have been developing a way to support communities rather than individuals. Provide Changemaking training so that they can map their community and develop a project that meets the needs, Intercultural Learning to raise questions such as “who is not benefitting from this project?” “Why?” “What can we do to be more inclusive?” And Advocacy training so that communities can lobby for more resources for their project or work with other communities on raising the issue.

Moving Forward The National Development Plan aims to eliminate poverty and reduce inequality by 2030. According to the plan, South Africa can realise these goals by drawing on the energies of its people, growing an inclusive economy, building capabilities, enhancing the capacity of the state, and promoting leadership and partnerships throughout society. The first two of the six interlinked priorities of the NDP are : Uniting all South Africans around a common programme to achieve prosperity and equity. Promoting active citizenry to strengthen development, democracy and accountability. We should also be looking at how the SDGs link to the priorities of the National Development Plan 2030. Intercultural Learning is key to the priorities of “uniting all South Africans around a common programme” and “promoting active citizenry”.

Moving Forward Intercultural Learning can be a key support to the delivery of these priorities. To do this, intercultural learning opportunities should be more widely available: More opportunities for structured intercultural learning opportunities (e.g. exchanges – international, internal, virtual) with planned and supported learning schemes. “Learning to Live Together” or “Global Citizenship” to be a part of the Life Orientation curriculum. Lessons learned should be used to actively promote active citizenship and social entrepreneurship. To deliver this will require, in the words of the NDP, the promotion of leadership and partnerships throughout society. The key is structured intercultural learning opportunities. Gone are the days of facilitating exchanges and hoping that that is enough. Coming back to the indicator for 4.7, adding Global Citizenship to the Life Orientation curriculum would be a great first step. There also needs to be support so that young people do something with what they have learned.

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