1. Becoming Interculturally Competent: Expanding Views
Intercultural, Cosmopolitan, Internationally Minded????
Beverly D. Shaklee, Ed.D. George Mason University

2. Intercultural
“The capability to shift cultural perspective and adapt behavior to cultural commonality and difference” (Hammer & Bennett, 2003).
“Focuses on the penetration and interaction of an individual from one culture into another. It is characterized as a dynamic teaching-learning process” (Cushner,2011).
“Developing the skills & knowledge to know how to negotiate confidently the cultural, religious & linguistic differences within communities” (Tudball, 2011).
B. Shaklee, 2014

3. Characteristics
Able to manage the psychological stress that accompanies intercultural interactions;
Able to communicate effectively across cultures both verbally and non-verbally;
Able to develop and maintain new and essential interpersonal relationships (Brislin & Yoshida, 1994); and,
It is an interplay between (and among) cognitive, affective and behavioral domains (Deardorff, 2006).
B. Shaklee, 2014

4. Cosmopolitan’ism’
Those who loyalties, values, knowledge and norms go beyond the national toward transnational commonalities (Roth 2007).
Cosmopolitan Citizenship – should also help students to develop an identity and attachment to the world (Banks, 2008).
Awareness of global connectedness
An orientation of open-mindedness toward the ‘other’ (Weenink, 2008).
“new international social class or new global elites”
B. Shaklee, 2014

5. Weenink, 2008 Cosmopolitan capital
Engaging in globalizing social arena
Bodily & mental predispositions and competencies (savoir faire) which allow engagement with confidence
Provides a competitive edge
Living abroad for some time, visit & host friends of different nationalities, maintain a global circle of friends and relatives
Read books, magazines and journal
Possess near native mastery of English & one other language.
B. Shaklee, 2014

6. International Mindedness
Strongly associated with the International Baccalaureate in PK-12 schools
Create environments to foster informed participation in local and world affairs;
Conscious of our shared humanity;
Respecting all people, cultures and attitudes (Hill, 2008).
Developing inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (IB, 2014).
B. Shaklee, 2014

7. Haywood (2007) Curiosity and an interest in the world around us
Open attitudes toward other ways of life;
A predisposition to tolerance in regard to others cultures and belief systems;
Knowledge and understanding of the scientific basis that identifies the earth as a value to everyone;
Recognition of the interconnectedness of human affairs; and,
Human values that combine respect for other ways of life with care and concern for the welfare and well being of all people.
B. Shaklee, 2014

8. Cushner’s Conundrum (2012)
It appears that children (students) are more interculturally competent than their teachers – to what extent are we appropriately preparing teachers who are interculturally competent?
Insert “globally competent,” “internationally minded”, “multiculturally skilled”…..
Substitute for teacher…..administrator, head of school…
B. Shaklee, 2014

9. Discussion Questions
In what ways do we determine the IC of our administrators, teachers and staff?
In what ways do we facilitate the development of IC at university and K-12 settings?
How do we assess development over time?
Should we assess development over time?
In what ways do we intervene when IC fails to develop?
What is our responsibility in the development of IC?
B. Shaklee, 2014