AFS Intercultural Link 3/2012 internal by AFS Programas Interculturales

E D I T I O N I N T E R N A L

YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORK

VOLUME 3 - ISSUE 3 - JULY/AUGUST/SEPTEMBER 2012

Intercultural Learning:

State of the AFS Network MELISSA LILES, CHIEF EDUCATION OFFICER, AFS INTERNATIONAL

Melissa Liles is currently on sabbatical. In her absence, Roberto Ruffino (Secretary General of Intercultura) and Rosario Gutierrez (Partner Director of AFS Colombia), both members of the Network ICL Work Group, have shared their views on the state of ICL in the Network with Anna Collier. The following is a combined summary of their input.

AFS is moving quickly in the right direction for ICL. Partners across the Network have acknowledged that it is an important topic and many already have established (or have begun working on) a National ICL Strategy. More and more, it is being seen as the core value of our programs and not just the “cherry on the top.” However, once we start using the vocabulary and we understand the concepts, we still have to learn how to deliver intercultural learning to our different audiences. Intercultural Learning, like any learning, has to be seen within a context, which means that we must take into account differences such as learning styles, school conditions, ages, and life experiences. We should not have the illusion that ICL is the same for everyone and every context.

Do you work in Support? See Concepts & Theories, p.3 and the LSO, p.7

Continued on page 2

IN THIS ISSUE Intercultural Learning: State of the AFS Network by Roberto Ruffino and Rosario Gutierrez Page 1 Concepts & Theories: Creative Conflict Management by Marianella Sclavi Page 3 Did You Know? AFS’ Intercultural Learning Guidelines by Anna Collier Page 5 Book Review: Enhancing Global Interconnectedness by Laura Schaack Page 6

Learning Session Outline (LSO) Creative Conflict Management in Practice by Anna Collier Page 7

Enhancing Intercultural Learning Through Volunteering by Anna-Maria Hass Page 13

Beyond AFS ICL News: Interview with Stella Ting-Toomey by Anna Collier Page 8

AFS China’s Theoretical Analysis of Intercultural Learning by Lingyan Jiang Page 14

Network & Partner Initiatives AFS Egypt and ICL by Paul Edinger Page 10

Incorporating ICL into the Caribe Regional Meeting by Manuel Delgado Espino Page 15

Educational Relations at the Institutional Level: AFS Australia’s New Leading Role in the Educational System by Laura Schaack Page 11

Conference Update: What are the Current “Hot Topics” in ICL? Page 16

Educational Relations at the Grassroots Level: AFS USA Partners with Schools by Tonya Muro Phillips Page 12

2nd Annual Learning Program Qualifying Trainers Workshop by Charlotte Steinke Page 17

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In 2010, AFS International announced the Network ICL Strategy, Ensuring our Expertise. This was a very ambitious plan, but we are seeing results

ICL materials available such as the Intercultural Link Newsletter and the ICL …for AFSers series, and the AFS Digital ICL Library is steadily growing. At the Partner level, while we are also going in the right direction, we encounter different types of challenges related to the size of the Partner, the type of volunteerism that exists in the country, and the Partner’s internal organization. For example, if you want to introduce new educational developments, an organization with 50 volunteers is very different from one with 5,000. Also, volunteers who are university-age are academically oriented, which is not necessarily the case for volunteers in their 50s and 60s. The situation at the national level is so different, one scheme can’t fit all.

The Intercultural Link Learning Program is one of the ways AFS engages internal audiences in intercultural competence development.

and we are accomplishing our goals. The basics are now well defined, the Learning Program is in its second year, the last two AFS World Congresses and the upcoming AFS Academy prominently feature(d) ICL, there are

This issue of the Intercultural Link Newsletter emphasizes Partner ICL initiatives from around the Network. organization that provides people with intercultural learning experiences.

We have recovered the momentum for ICL that we had in the 70s and 80s, and we need to work to keep it. We want to be recognized as educators, leaders in the development of intercultural competence, and if we wish to accomplish this, we need to stop focusing solely on the numbers and logistics. Rather, we need to focus on developing intercultural competence in others through structured learning and As in all processes within AFS, diversity reflection. This distinguishes us as an educational organization, while also is a central factor. Each Partner has its offering something new, attractive, and own rhythm, priorities and resources, but what is undeniable is that ICL is our experiential yet full of content. differentiator. We need to work to make It is a source of great satisfaction that it more visible and give it the ICL has once again become a priority in importance it deserves. the AFS Network and that we are working collectively to become leaders Nowadays, there are many organizations and companies that offer in intercultural learning by the year 2020. both youth and adults the opportunity to travel. This is why AFS needs to recover its identity as an educational

Warmly,

Roberto & Rosario

Learn about management and transformation of conflict across cultures from

Tatsushi Arai at the AFS Academy; Istanbul, Turkey 19 September 2012 Register now at www.afs.org/afs-academy

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CONCEPTS & THEORIES

Creative Conflict Management MARIANELLA SCLAVI

Marianella Sclavi is an Italian sociologist and professor of Ethnography and Art of Listening at the Politecnico University in Milan. She has published eight books related to her specialization in conflict management and active listening, and has also been involved in urban renewal projects for low-income neighborhoods across Europe. This is an adaptation of Dr. Marianella Sclavi’s article “Why humour matters in Active Listening?” (2005). For the original article in either English or Russian, visit the ICL Library (http://icllibrary.afs.org/ cms/index.php/en/).

Think of a conflict with a mother-in-law, which, not by chance, so often becomes the focus of jokes and cartoons, and you are already in the presence of a typical intra/ intercultural conflict. That is: a conflict that, only if approached with an intercultural eye, can be transformed, perhaps, in a way that both parties may judge positively. Active Listening is the very foundation for Creative Conflict Management. To explain this, the parable of the wise judge is useful: two citizens bring their case before a judge who listens to the first man with all his attention before responding: “You are right.” Then, the judge listens to the second man with the same amount of attention and says: “You are right.” Someone from the crowd is confused: “Your honor, how can they both be right?” The judge pauses for a minute before responding, “And you too are right.”

Conflicts involve multiple, incongruent perspectives.

within the same frame (or context), or they can change their context completely. When the context is changed completely, we have to work harder to understand the situation. More specifically, we have to examine ourselves. If we examine ourselves, we are able to be aware of the existence of these frames, or contexts. Remember that what we see depends on our point of view. It is necessary to accept the possibility of two viewpoints existing for the same situation that are both correct. If a student wants his teacher to change the deadline for an essay, and the teacher will not, one person might view the teacher as inflexible. However, another person might view the student as trying to break the rules and see this action as unacceptable.

Before talking about what Creative Conflict Management means, a few points must be made clear. First, Creative Conflict Management is an important part of successful intercultural communication; second, People around the world have a an intercultural approach tendency to think their context is necessary when is the best and because of this “More and more often we find intracultural they can sometimes develop a confronting any difficult conflict; and third, even in conflicts that are more intercultural than a lot “context blindness,” which a situation where the means they deny or ignore the of intercultural conflicts.” conflict is not obviously context. This phenomenon is intercultural, if you more common in Western Gregory Bateson’s theory helps us to perceive it as intercultural, the conflict cultures than Eastern cultures due to understand this parable. His ideas are can be approached as one. More and Westerners’ emphasis on there being about “frames,” or contexts. There are one single truth and striving for more often we find intracultural many things we consider when we objective perspectives. However, these conflicts that are more intercultural make a decision. These things can be practices limit one’s communication than a lot of intercultural conflicts.

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and conflict resolution skills when it is the perspective of the context itself that is the problem. In this case, Westerners could have more difficulty managing a conflict because the basis of the conflict is outside their perception.

we realize that something has been able to fool us, or was beyond our immediate understanding. This third phase is where humour is important. As an Active Listener, you will realize your mistake, which allows you to laugh at yourself and your confusion. At this moment, your self-awareness To be an Active Listener, you must is an essential part of Active Listening always be thinking that the other and Creative Conflict Management. person is right and that it is you who These three things (Self-Awareness, is not able to understand them. This Active Listening, and Creative causes you to 1) respect the other Conflict Management) are essential person and 2) assume they are qualities for good intercultural intelligent. It is important to keep in communication and they are mind that one thing can have two interconnected and completely related to one another. Self-Awareness, Active opposite meanings when Listening, and Creative Conflict When Active Listeners Management are essential in different think about a situation, cultural contexts. qualities for good intercultural they are keeping the You must keep in entire context in mind. communication. mind that They try to think of misunderstandings, frustration, and how things are related and especially awkwardness and interdependent, and they are always vulnerability are natural feelings to examining themselves and trying to be experience during intercultural self-aware. With these strategies, they communication and Creative Conflict are able to communicate well in Management. environments with many contexts, or “frames.” Sigmund Freud describes a set of steps experienced by Active Listeners: From all this information, we can understand that the most effective Phase 1: Bewilderment (and way to communicate is to be annoyance) at something that at first conscious of the context you are in, be appears to make no sense. Phase 2: self-aware, and be an Active Listener. First Illumination, suddenly we These three qualities are the understand the hidden meaning. ingredients for effective intercultural Phase 3: Second Illumination, when communication.

Meet one of the AFS Network Intercultural Learning Workgroup Members:

Roberto Ruffino

Roberto Ruffino is the Secretary General of Intercultura. He is also the Secretary of the Intercultura Foundation (established in 2007) that promotes research and experimentation in educational exchanges. Upon assigning him an honorary doctoral degree in Educational Sciences, the University of Padua defined him as “an entrepreneurial leader in the field of intercultural education, to which he has contributed by introducing it into the schools; the merit of his work in the field of educational exchanges is recognized and valued internationally.”

How well do you know yourself?

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DID YOU KNOW?

AFSâ&#x20AC;&#x2122; Intercultural Learning Guidelines ANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL

BACKGROUND

thinking globally and acting locally.

In 2003, the Board of Trustees, together with AFS International, introduced Policy Governance to the organization. In many cases, this was very useful both on the Partner and Network levels in regard to organizing the work between the volunteers, the Boards, and Partner Directors/AFS International President (and staff). This approach defined the roles of the different internal constituencies through two types of policies: ends policies and means policies. The ends policies help steer the organization in the right direction, and the means policies are the tools to get us to our goals. The ends policies encourage our leadership to ask themselves: Why are we here? What is the purpose of this organization? What is guiding the Board?

4. Forming relationships with people and organizations from other cultures.

The following text is an excerpt from the Global Ends of AFS, approved by the Board of Trustees in 2003. These Global Ends policies are derived from the AFS Mission and are an attempt to bring the mission to the forefront of what we do. OVERVIEW OF THE GLOBAL ENDS OF AFS The Global Ends of AFS policy provides that people and organizations impacted by AFS act as responsible global citizens striving to create a just and peaceful world. They do so by: 1. Acknowledging that peace is a dynamic concept threatened by injustice, inequity and intolerance.

5. Demonstrating a sense of commitment, courage and responsibility to the world and its people. POLICY 1) KNOWLEDGE, SKILLS AND UNDERSTANDING The educational intercultural experience leads to the development of knowledge, skills and understanding in four

Learn more about the AFS Educational Goals in the document by this name in the ICL Library (www.iclliibrary.afs.org)

dimensions, also known as the AFS Educational Goals: 1. Personal 2.Interpersonal 3.Intercultural 4.Global POLICY 2) PEOPLE AND ORGANIZATIONS IMPACTED BY AFS

The people and organizations impacted by AFS encompass all those who learn from their experience with AFS, and 2. Affirming faith in the dignity and include sojourners worth of every human being and of all who travel on an peoples and cultures; respecting human intercultural learning rights and fundamental freedoms experience, host and without distinction as to race, sex, natural families, language, volunteers, The ends policies religion or schools, social status; encourage our leadership community and valuing to ask themselves: Why project respect for are we here? What is the organizations, differences, purpose of this and employers harmony, offering organization? What is sensitivity, vocational guiding the Board? and placements. As tolerance. responsible global citizens, they in turn 3. Using their knowledge of other have an impact on cultures and their global perspective to society at large. the benefit of their home communities:

POLICY 3) EDUCATIONAL INTERCULTURAL EXPERIENCE For sojourners, the AFS educational intercultural experience involves: a) immersion in another culture by temporarily leaving their home environment, actively experiencing daily life in a host community and being exposed to its social norms and its underlying values, assumptions and patterns of thought. b) dealing with challenges of varying dimensions, but with good advance preparation and assurance of support and guidance. Other individuals and organizations impacted by AFS benefit from an educational intercultural experience that does not usually involve leaving their home environment. They are exposed to other cultures and, through that, to many challenges, but usually to a lesser degree than sojourners. Their experience also entails good preparation, as well as support and guidance as required. These policies were created in order to provide guidance to the AFS Network on what we want to accomplish regarding intercultural learning. We invite you to reflect on these Global Ends and ask yourself: What is my vision for AFS around ICL? Is it in line with the Global Ends of AFS? How do I exercise my leadership (in my current role in AFS) to promote ICL?

Sojourners and host families are just some of the audiences impacted by AFS.

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BOOK REVIEW

Enhancing Global Interconnectedness LAURA SCHAACK, PROJECT MANAGER OF THE INTERCULTURAL LINK NEWSLETTER, AFS INTERNATIONAL

In their new book, Intercultural and Multicultural Education: Enhancing Global Interconnectedness (2011), Carl A. Grant and Agostino Portera offer a very diverse collection of essays and case studies. The book opens with a pair of essays to address the sometimesoverlooked clarification between multiculturalism and interculturalism. Portera begins his essay by citing Marshall McLuhan’s famous “global village” concept in order to provide the setting in which intercultural and multicultural theory is developed.

“Post-Communist countries and the World Crisis,” among others.

contexts with both multicultural and intercultural qualities.

Part III’s collections on multiculturalism Grant and Portera’s book offers do not disappoint the more creative something for a variety of audiences and intercultural interests. Every article “...the sometimes-overlooked featured provides you with thinkers. The an insightful theory, as clarification between collection of demonstrated by a unique multiculturalism and essays covers and relevant case study and topics such written by a passionate and interculturalism.” as colorknowledgeable author. Yet, blind societies, the “other” in Pakistani in addition to the range of essay themes, policies and politics, and a number of authors, and regions represented, the case studies in countries including focus on multiculturalism and Malaysia and South Africa. interculturalism is kept sharp and the essays complement each other well. Finally, the collection closes with a

Part II is devoted to the subject of intercultural education. The themes of the essays and case studies in this section synthesis of the two subjects, examining range from “The Council of Europe” to

A Warm Welcome to the Newest Members of the ICL Team Laura Schaack is interning at AFS International as Project Manager for the Intercultural Link Newsletter. She has just returned to the United States after a year spent abroad in Madrid, Spain, where she taught English and worked at a humanitarian non-profit agency. She is pursuing a degree at New York University, USA, in Global Liberal Studies with a concentration in Politics, Rights and Development, as well as a minor in Media, Culture and Communication.

Nadiya Gladun is our new ICL Research Assistant. She will be volunteering in the ICL department for the next 6 months. Nadiya has a Master’s degree in Organizational Psychology from Columbia University, USA, and is currently pursuing a second Master’s degree in Management at New York University, USA. Over the past 3.5 years, Nadiya has worked as a consultant for a global talent management firm with assignments both in the U.S. and in Europe. Her native language is Ukrainian, and she also speaks Russian and English fluently.

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LEARNING SESSION OUTLINE (LSO)

Creative Conflict Management in Practice

both A&B

ANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL

VENN DIAGRAM Effectively resolving conflicts is directly related to being a good listener, according to Marianella Sclavi (see Concepts & Theories, pg. 3). By actively listening to others, we are able to take their perspective on the conflictive situation, which can often lead to a solution that satisfies both sides. This new Learning Session Outline (LSO) from our education department puts Sclavi’s theory into practice via a simple, yet challenging exercise.

Necessary Materials

Session Goal

INTERACTIVE SESSION (up to 120 minutes total, depending on number of participants)

This session aims to increase one’s active listening skills and ability to take another person’s perspective on an issue. Learning Objectives After this session, participants will be able to: • Apply Creative Conflict Management to conflictive situations • Describe why Active Listening is an effective tool in conflict resolution • Use a Venn Diagram as a tool for taking another perspective Space Requirements Any room arrangement, with a flipchart or white board visible to all participants Participants This session can be conducted in a group, or individually (adapt activities accordingly)

Flip chart (and flip chart pages) or white board Colored pens/markers Blank sheets of paper Pens or pencils

Step-by-Step Session Description

PART 1: OUR POINT OF VIEW (30 MIN) 1.1 Trainer writes the following statement from Gestalt psychology on the flipchart and invites participants to discuss its meaning and practical application: What we see depends on our point of view. 1.2 In pairs, participants share examples of conflicts they have experienced recently that were caused by differing points of view. Each person should try to think of one intercultural and one intracultural conflict. 1.3 Trainer introduces the Venn Diagram (see image) as a way of viewing conflictive situations. Each circle represents one perspective of the situation. The area where they overlap is the aspect of the situation that is being perceived from the two different points of view.

Complex System

The “same things” have the same meaning

The “same things” have different meanings

Same implicit premises (frames of reference)

Different implicit premises (frames of reference)

What we take for granted helps us to communicate

What we take for granted prevents us from communicating

I’m right, you’re wrong (and vice versa). Not everyone can be right

Everyone is right

First-degree control (ability to foresee the range of possible expected reactions)

Second-degree control (ability to transform unexpected reactions into knowledge)

Mono-cultural world

Pluri-cultural world

- ask open-ended questions (not yes/no questions)

- encourage elaboration

Two Habits of Thought, M. Sclavi (see lower left corner of this article)

Simple System

2.1. Trainer writes elements of Active Listening on a flipchart:

- ask clarifying questions

Handouts

TWO HABITS OF THOUGHT (Sclavi, 2003)

PART 2: THE OTHER’S POINT OF VIEW (30 MIN)

1.4 Participants 1) select one of their conflicts, 2) identify what element of the situation is being perceived differently by the two parties and is thus causing the conflict (A&B, see Venn Diagram), and 3) fill in their own perceptions of the situation (A, see Venn Diagram). 1.5 In their same pairs, participants share their answers.

- seek to understand (not advise, critique, criticize) - paraphrase (restate the information) to confirm that you understand 2.2. In their pairs, participants take turns describing their conflictive situations from the perspective of the other person involved. While one person is speaking, the other actively listens and takes notes. Then, the notes are read aloud and together the pair fills in the other person’s perspective in the Venn Diagram (B, see Venn Diagram). PART 3: SEEING BOTH PERSPECTIVES (60 MIN) 3.1. Trainer reviews how applying Creative Conflict Management (Sclavi) via the Venn Diagram is useful for distinguishing different perspectives, and how it requires that one accept that both parties involved in the conflict are intelligent and, from their own perspective, correct. 3.2. Participants work individually to identify solutions to their conflicts that are acceptable and appropriate for both parties. 3.3. Participants are invited to share their solutions with the group and receive feedback from their peers, as well as from the trainer.

Reference Sclavi, M. (2005). Why humour matters in active listening? An intercultural approach to conflict transformation. ESSEC Business School – Paris & PON, Harvard Law School Special Conference: “New Trends in Negotiation Teaching: Toward a Trans-Atlantic Network” November 14-15, 2005.

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BEYOND AFS ICL NEWS

Interview with Stella Ting-Toomey BASED ON AN INTERVIEW WITH ANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL

Dr. Stella Ting-Toomey is one of the leading experts on intercultural conflict management and multicultural identity development. She grew up in Hong Kong, studied in the United States, and currently is a professor of Communication Studies at California State UniversityFullerton, USA. She has published thirteen books and is most noted for the development of the FaceNegotiation Theory. We had the pleasure of speaking with her about her path into the intercultural field and her research interests.

interpersonal-intercultural conflicts and eventually led me to develop new theories, as well. At the beginning in the early 80s, there really wasn’t a coherent intercultural communication field, so I took a two-pronged approach: developing my own intercultural-based research interest and developing a comprehensive intercultural teaching curriculum in my early teaching posts.

What academic field was your entry into intercultural studies?

When I came to the United States as an international student from Hong Kong more than 35 years ago, I landed in the middle of Iowa cornfields. I was totally lost, disoriented, and confused. I experienced very intense culture shock coming from Hong Kong, a big city, to the University of Iowa, Iowa City. However, I did persevere and completed my undergraduate and master’s degrees in mass How did you get involved in communication. At the intercultural first, I was interested field? “Sound intercultural in television directing, I got involved in this theories and research but through my field through my work need to provide master’s coursework I interest in human that I was in reasonable explanations realized communication love with theory. I studies, principally and evidence that can went on to earn my interpersonal be bridged and applied PhD from the relationships and to real-life intercultural University of conflicts. The Washington on communication practical issues.This marital conflict research studies at communication. In takes a lot of head that time were drawn work, hard work, and my doctoral program, heavily from the U.S. there were few perspective, and it was heart work!” intercultural courses this dissatisfaction so I did many with existing research independent studies. My own journey that drove me to develop my own of change and identity is reflected in my research lens in the area of professional work as I moved from an

international student status to an immigrant to becoming a U.S. citizen. My professional intercultural studies have also strongly influenced my personal life.

Which aspect of intercultural learning or communication has your work focused on? One of my more known theories is called Conflict Face Negotiation Theory, which has central concepts such as self-face saving, other-face consideration, mutual-face respect, plus face-losing and face-honoring issues. My current research focuses on identity negotiation, specifically bicultural and multicultural identity negotiation issues. Whether teaching, researching, or doing professional or volunteer services, I enjoy crossing boundaries and not limiting reading or researching in one particular domain. The field is wide open for multidisciplinary thinking and creativity.

What do you wish more people understood about intercultural work? Those doing intercultural work need to acknowledge the importance of linking theory and research with practice. And good intercultural learning practices must be supported by sound research and theory. The triangle of theoryresearch-practice needs to be informed by the interdependent nature of theory, research, and application. Sound intercultural theories and research work need to provide reasonable explanations and evidence that can be bridged and applied to real-life intercultural practical issues. This takes a lot of head work, hard work, and heart work!

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What would you suggest for people new to the ICL field to read as they get started?

theories and practices in a variety of intercultural contexts. Finally, everyone should sit down every day and do some systematic intercultural writing--whether it is for a newsletter, an internet forum, a conference, or a refereed-professional journal. Through disciplined writing, you clarify and solidify your own thinking and stretch the boundary of your own imagination and creativity further.

Everyone should read William Gudykunst’s edited volume, Theorizing about Intercultural Communication (2005, Sage). Also, Dan Landis, Janet Bennett, and Milton Bennett’s edited book, Handbook of Intercultural Training (2004, Sage), provides an overview of the history, theories, and application “There should be issues of the more connection intercultural between what AFS communication field. does and current or

What are the hot topics in ICL these days?

There are quite a few important themes now-a-days. These are: multicultural identity negotiation issues, If you are looking controversial identity and for a more recent intercultural issues bicultural/biracial code-switching, forgiveness publication at the that need more and transformation processes, foundational identity diversity and level, readers can attention.” harnessing creativity, check out the intercultural ethics and metabook I just coethics, multicultural health care authored with Leeva Chung, communication, global social justice, Understanding Intercultural social ecological frameworks, and the Communication, 2nd edition (2012, intercultural influence of social media Oxford University Press). and the dialectics of localization and There are also professional development globalization. opportunities like the Summer Institute for Intercultural Communication (SIIC, How has the ICL field changed www.intercultural.org) which takes place since you entered it? in Portland, Oregon, USA each July. I think there is a more critical mass now, They offer more than forty amazing compared to the early 80’s. There are workshops that cover the most updated more intercultural communication

MEET AN ICL RESPONSIBLE

Mirella Simeonova INTERCULTURAL LEARNING EXPERT, AFS GERMANY

textbooks and handbooks, more groups doing good intercultural work, more application of the theories, and more rigorous theorizing and researching efforts. There has been very constructive, positive change in the field. There are more resources available and more professionals to talk to.

What steps do you recommend AFS take to continue to distinguish itself as an exchange provider in the ICL arena? I would suggest that AFS sponsor more visible activities to promote what AFS is doing. For example, more training programs for host families and the training of global youth leaders, with an intercultural social justice focus. AFS could bring the theorists and researchers from multiple disciplines together with the practitioners to create more dialogue forums about intercultural theoryresearch-practice-applied contexts topics. There should be more connection between what AFS does and current or controversial intercultural issues that need more attention.

Mirella Simeonova has worked as the Intercultural Learning Expert at AFS Interkulturelle Begegnungen e.V. (our AFS Partner organization in Germany) since September 2011. She holds a degree in Psychology from the Technical University of Dresden and studied Cultural Psychology at the University of British Columbia in Vancouver, Canada. She also completed postgraduate studies in “Intercultural Competencies” in Japan. Mirella has worked on university projects comparing cultures, as well as at a German consulting company in the intercultural field, where she gained experience in planning, organizing and conducting intercultural training. Mirella was born in Sofia, Bulgaria, and has lived in six countries. During her life, she has developed a strong interest in Intercultural Learning and is excited to apply her knowledge and previous experiences from the intercultural field to her work at AFS Germany.

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AFRICAN REGION

NETWORK & PARTNER INITIATIVES

AFS Egypt and ICL PAUL EDINGER, INTERCULTRAL LEARNING INTERN, AFS INTERNATIONAL

Two AFS Egypt volunteers playing Barnga during the March ICL training.

Over the past 12 months, AFS Egypt has focused on enhancing ICL opportunities for its participants, volunteers and staff as part of the organization’s strategic plan for promoting intercultural learning in a practical, yet context-conscious way. As a result of this hard work, AFS Egypt ran its first national ICL training earlier this year and has deepened its focus on education. Staff and Volunteers: The staff at AFS

Egypt has made ICL a priority. In order to reach all of their audiences, the staff is working to translate various ICL materials into Arabic. The volunteers have also demonstrated dedication to advancing intercultural learning, including eight trainers who can now facilitate on ICL content. AFS Egypt has tailored ICL concepts and theories to Egyptian and Islamic audiences, and they articulate many ICL concepts through the use of stories, parables and film. As a result, AFS Egypt is developing intercultural learning strategies that are effective and appropriate to their context, especially given that their audience is predominantly people of an Arab Muslim heritage. For a copy of AFS Egypt’s ICL Training Agenda, visit the ICL Library: www.icllibrary.afs.org

First National ICL Training: This event

was an important milestone in AFS Egypt’s development as an educational organization. This two-day training took place on 1-3 March and was attended by more than 60 volunteers and staff. The six workshops offered during the training focused on values, perceptions of identity and change, conflict management, power, and communication styles. The event contained many experiential games to allow for an interactive learning experience, which was very well received. Through this training, AFS Egypt provided its audiences with an introduction to ICL concepts and theories and enhanced its audiences’ practical knowledge of how to bring intercultural learning strategies into our work at AFS.

Advice from Sherifa Fayez, Partner Director AFS Egypt, for Partners starting to develop ICL opportunities in their organizations: “Go for it without hesitation! You will realize that adopting ICL in all activities is a natural step that should have been done ages ago! The volunteers and students will appreciate ICL and use it for AFS and also in their lives and work.”

Online: AFS Egypt has an intercultural

learning section of their website that is prominently displayed on their homepage (www.afs-egypt.org). It offers a simple and concise explanation of the concepts behind intercultural learning within an AFS education-based context. The website also contains downloadable ICL materials. AFS Egypt is making considerable progress by using the concepts and practices of intercultural learning to bring positive change at the organizational level and beyond, demonstrating its commitment to being an education-focused organization.

A human sculpture constructed person-byperson by AFS Egypt volunteers and staff to demonstrate power relations.

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Sherifa Fayez, Partner Director of AFS Egypt, supports delegates from the African Region through the process of developing a National

On the Path to ICL Strategies In May and June, Partners in the Andean and African Regions began work on their National ICL Strategies, joining the many Partners around the Network that either already have a board-approved National ICL Strategy, or are currently working on developing one. At the 2012 AFS World Congress, delegates voted that each Partner organization should have a National ICL Strategy not only developed, but approved by their board by the end of 2012. At their respective workshops, led by Melissa Liles of AFS International, delegates from Andean and African Partners began to define their organizational vision in terms of ICL. Discussions included where Partners want their organizations to be three years from now in terms of ICL, tools for advancing their ICL strategies within their organizations, and communicating these strategies to internal and external audiences in an effective manner.

AAI REGION

Delegates at the Educational Leaders’ Roundtable .

EDUCATIONAL RELATIONS AT THE INSTITUTIONAL LEVEL

AFS Australia’s New Leading Role in the Educational System LAURA SCHAACK, PROJECT MANAGER OF THE INTERCULTURAL LINK NEWSLETTER, AFS INTERNATIONAL

On 26 April, AFS Australia joined with the Australian Curriculum, Assessment and Reporting Authority (ACARA) to conduct an Educational Leaders’ Roundtable on Intercultural Understanding and Asia Literacy. The Roundtable’s purpose was to identify strategies for implementing these elements of the new Australian Curriculum in schools. As result, AFS is gaining increased recognition from educators and government for its insights and practical experience in intercultural learning, enabling AFS Australia to reposition itself as an important partner of the Australian education system. Vincenzo Morlini, President of AFS Intercultural Programs, made a major presentation sharing AFS’s experience and research in intercultural learning. The Roundtable also received

presentations from Mr. Robert Randall, Deputy CEO and General Manager, ACARA; Mr. John Denton, a member of the task force developing a Government White Paper on Australia in the Asian Century; Ms. Kathleen Kirby, Executive Director of the Asia Education Foundation; Sheree Vertigan, President, Australian School Principals Association; and Dr. Sherryl Saunders, President of the Australian Federation of Modern Language Teachers’ Associations. Representatives from schools and the Australian Department of Foreign Affairs also participated. The Roundtable initiative will be ongoing, with participants agreeing to form an alliance that will support the implementation of intercultural learning in Australian schools. A second meeting took place on 19 July 2012.

The Roundtable was successful in building engagement from educational leaders, reflecting several important challenges: Rapid economic transformation of countries in the Asia Pacific region, and the realization that Australians need to strengthen ties in the region if Australia is to participate fully; Social change within Australia, as the result of large scale migration, requiring greater focus on intercultural understanding to ensure social harmony; The need to create greater intercultural curiosity and Asian language capability among young Australians to ensure their future benefit from the transformation of the Asian Pacific region.

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NORTH AMERICAN REGION

EDUCATIONAL RELATIONS AT THE GRASSROOTS LEVEL

AFS USA Partners with Schools

TONYA MURO PHILLIPS, DIRECTOR OF SCHOOL OUTREACH AND EDUCATIONAL PARTNERSHIPS, AFS-USA Global Education Open House at DePaul University. Pictured from left to right: Chad Nico Hui (YMCA); Mandy Sharp (TeachUNICEF); Dr. Gloria Alter (DePaul University College of Education); Sylvia Wong (Concern Worldwide US); Dr. Tonya Muro Phillips (AFS-USA); Rachel Dimit (AFS-USA); Gabhy Villarreal (AFS-USA); Traci Larson Lee (AFS-USA); Lauren Knight (AFS-USA); Beth Morrissey (AFS-USA); and Angel Johnson (YMCA).

Introducing the new School Outreach and Educational Partnerships (SOEP) Unit at AFSUSA!

classrooms in accordance with national core curriculum standards and 21st century educational skills (creativity, critical thinking, Hello, everyone! My name is Dr. collaboration and communication). Tonya Muro Phillips and I’m the new Moreover, SOEP is upgrading AFSDirector of School Outreach and USA’s presence and involvement in Educational Partnerships (SOEP) at content delivery at AFS-USA. It’s been external events, such as wonderful to join the Strengthening professional development AFS family. Our new seminars for teachers and relationships with unit has three conferences that schools and strategic priorities to educators, school help further AFS’ supporting our administrators and important ICL goals. volunteers in their guidance counselors First, we are working attend. outreach to schools is to position AFS-USA The modules and as a thought leader in a key focus. curriculum tools that we the U.S. global are developing are education community intended to support AFSby raising the level of understanding USA volunteers in their outreach to of global competency and educators. Strengthening intercultural learning, as well as relationships with schools is a top reinforcing them as being priority for AFS-USA, as is reflected complimentary both internally in our Business Plan, and training among our volunteers and staff and and supporting our volunteers in externally with educators and their outreach to schools is a key administrators. The way we are focus. We have recently relaunched doing this is by following our newsletter to educators: the educational trends so that we can Global Classroom. Anyone interested meet global educators’ needs more in receiving a digital copy can sign effectively. Second, we are working up at: http://www.afsusa.org/ closely with the ICL and New schools/global-classroom/. Programs units at AFS-USA to SOEP has a lot of exciting plans upgrade and create resources and being developed! We are in the tools for educators to use in their

process of innovating the signature AFS “It’s Your World” presentation to create eLearning modules for educators, which will directly relate to global competency in the classroom. In addition, we are working with the New Programs team to create virtual exchange programs to launch in 2013 between AFS-USA classrooms and classrooms in AFS Partner organizations. We are also collaborating with other organizations to deliver pre-service teacher professional development trainings on global competency through ICL in the classroom. To highlight, a teacher training recently took place at DePaul University in Chicago at the end of May, along with a Global Education Open House, where AFS volunteers and staff, local teachers, and allied organizations in the Chicago area attended. Finally, SOEP will continue to develop as an educational thought leader by presenting at high-profile global education events, including a presentation at the end of June at the Asia Society Partnership for Global Learning conference in New York City, and a national Social Studies conference in Seattle, Washington in the fall. We look forward to working with you!

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EUROPEAN REGION

Enhancing Intercultural Learning Through Volunteering ANNA-MARIA HASS, AFS GERMANY VOLUNTEER, PREP TEAM MEMBER OF ICL SEMINAR

that AFS needs to develop better means to enhance the intercultural sensitivity of its volunteers, which would also provide for a better learning

“AFS should be sensitized to learning opportunities for everyone, at all levels and in all activities of the organization” experience of program participants. As an educational organization, AFS should be sensitized to learning opportunities for everyone, at all levels and in all activities of the organization – not limited to structured learning settings such as training events. This seems to be particularly important when nurturing intercultural competences beyond the knowledge component: actual behavioral skills and attitudes.

Participants of the EFIL seminar

From 14th to 20th of May a group of 20 volunteers and staff from 13 European AFS Partner organizations met for the European Federation for Intercultural Learning’s (EFIL) seminar on “Enhancing Intercultural Sensitivity through Volunteering” in Delemont, Switzerland. Participants discussed how and if intercultural learning can be seen as a motivator to AFS volunteers. They also analyzed the AFS organizational culture and its relationship to the intercultural learning of volunteers. Many participants shared the belief

require certain structural changes in organizing volunteer work, while others are concrete (pilot) projects, such as adding a simulated intercultural learning component to

working meetings or building in elements of cultural immersion in local communities within a framework of volunteer training events. Now that all have returned home, the sharing of successes and mutual support continue in the seminar’s Facebook group. For more details regarding the outcomes of the training, please contact Iza Jurczik (izabela.jurczikarnold@afs.org).

During the last days of the seminar, participants had the chance to elaborate on the perfect learning environment for different volunteer profiles. Among the most repeated guidelines, valid for every volunteer group, one could mention especially: regular structured reflection opportunities, peer coaching between volunteers, working in teams not only for accomplishing tasks but also explicitly for mutual learning, setting personal learning goals and monitoring them, and giving to volunteers more ownership and holistic responsibility for planning and implementing activities. These guidelines were then used as a basis for planning tangible actions, to be implemented when back home. Some of the ideas will

Edoardo Laurenti, AFS Italy, leads a session on developing actions plans.

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2012 Calendar Stay tuned for exciting new additions which will bring the Intercultural Link Learning Program to more AFSers in more parts of the world even sooner!!

What

2012 AFS Intercultural Link Learning Program m (In-Person Events)

When / Where

September / AFS Academy

Level 1: Leadership (Partner Directors, Program Directors & ODCs)

October / North America

Level 1: Core Competencies Qualifying Trainers

October / Asia-Pacific

Levels 1 & 2: Core Competencies

November / Central America

Levels 1 & 2: Core Competencies (en español)

November / Nordic Europe

Levels 1 & 2: Core Competencies

Pre-registration

Contact your local AFS organization or Laura a Kline-Taylor (laura.kline-taylor@afs.org) to learn more.

What

2012 AFS Intercultural Link Learning Program (Distance events) Session 1.2: Case Study Analysis on Blackboard Collaborate

When / Where

July

Who

2011 Participants

AAI REGION

AFS China’s Theoretical Analysis of Intercultural Learning LINGYAN JIANG, SECRETARY TO THE NATIONAL DIRECTOR, AFS CHINA

AFS China has recently put much attention to organizing forums to promote awareness and discussion of intercultural learning. On 28 March, Dr. Ming Wu led a training on intercultural competence, “A Cultural Comparison between China and the West.” The forum had three objectives: 1) To develop a quantitative method to analyze culture difference; 2) To develop a model to detect different cultural values; 3) To develop a new format for ICL training courses. In order to meet these objectives, a quantitative analysis was conducted using the texts: Shih Chi’s Da Yu’s Successful Regulating of Floodwaters and the Bible’s Noah’s Ark. They both describe the same historical phenomenon: a great flood that covered the world, but one originates

in the West and the other in the East. The data that was compiled by AFS China answered questions like: How many times is family mentioned in the Dr. Ming Wu leading AFS China volunteers and staff in stories? and How many times an intercultural comparative analysis. is morality, nature, or society viewed negatively? Using an was an effective way to make clear analysis system based on the and applicable the theories behind the intercultural tool, Describe, Interpret, intercultural curriculum that AFS China Evaluate, clues like these that would uses, because they are now able to see give insight into a culture’s values were the development of Hofstede’s theory singled out, counted, and compared. for themselves. Also, seeing how conclusions on intercultural From the information gathered from understanding are made will foster this the two stories, Dr. Wu was able to draw conclusions about the two skill in AFS China volunteers and staff. different cultures. In the end, the For more information about this model profiles of the two cultures matched of analysis, please contact Lingyan the results of Geert Hofstede’s Cultural Jiang (lingyan.jiang@afs.org). Dimensions Theory. For the volunteers and staff of AFS China, this analysis AFS Intercultural Link | VOLUME 3 - ISSUE 3 - JULY/AUGUST/SEPTEMBER 2012

CARIBE REGION

Incorporating ICL into the Caribe Regional Meeting MANUEL DELGADO ESPINO, ORGANIZATIONAL DEVELOPMENT COORDINATOR & ICL RESPONSIBLE, AFS PANAMA

Participants at the ICL Day during the Caribe Regional Meeting.

Read the English version in the AFS Inbox or the Digital ICL Library (www.icllibrary.org) La reunión anual de la Región Caribe tuvo lugar en la ciudad de Panamá a finales del mes de abril con la participación de los Directores Nacionales y miembros de las Juntas Directivas de los países socios: México, Guatemala, Costa Rica, República Dominicana, Colombia, Venezuela y Panamá.

asistentes se les mostró cómo se pueden beneficiar de ICL. Por ejemplo, al enfocar nuestros esfuerzos hacia la visión 2020, analizamos lo que estamos haciendo y lo que podríamos hacer para avanzar hacia la visión. También incrementamos nuestra conciencia y comprensión de cómo diagnosticar nuestra propia conciencia cultural. Este aspecto es altamente relevante debido a la naturaleza de nuestro trabajo diario, el cual requiere un agudo sentido de auto conciencia en relación con las diferencias culturales, de modo que podamos interactuar con personas de diferentes culturas de una forma efectiva y apropiada.

Como parte de la agenda del encuentro se incluyó una jornada completa de ICL Los asistentes fueron divididos en tres y AFS Panamá, diferentes grupos de como trabajo para discutir “Incrementamos nuestra anfitrión, conciencia y comprensión de cómo ICL afecta nuestras aprovechó la interacciones diarias y cómo diagnosticar nuestra oportunidad para aumentar la para extender propia conciencia cultural. Este conciencia en cuanto a la invitación a aspecto es altamente relevante reacciones y prejuicios un grupo de que pueden ser producto debido a la naturaleza de educadores, nuestro trabajo diario, el cual de las diferencias que estaban culturales. siendo requiere un agudo sentido de entrenados en auto conciencia en relación con Delegados de los países ICL por parte socios: las diferencias culturales”. de voluntarios La experiencia del de AFS Panamá y el staff, y a líderes voluntarios entrenamiento en ICL durante la Reunión Regional del Caribe despertó de AFS Panamá. la curiosidad de los delegados de los Anna Collier, de AFS Internacional, fue países asociados y se discutieron los la facilitadora del evento que incluyó pasos que tomarán para promover ICL temas como: conceptos de cultura, en sus organizaciones nacionales. definiendo y desarrollando competencia intercultural, cómo identificarnos como Educadores panameños: organización educativa y la promesa de El evento de ICL durante la Reunión la marca AFS. A todas las personas Regional fue la quinta de seis jornadas

completas de sesiones de entrenamiento en ICL aportadas por AFS Panamá a educadores locales. Esta secuencia de entrenamiento para educadores nos ha dado una oportunidad única de aumentar nuestra presencia en diferentes escuelas –privadas y públicasy tener educadores que comprendan mejor cómo interactuar con nuestros participantes. Tomando en cuenta que Panamá es un país multicultural, la diversidad en las aulas de clase es más que evidente y los 30 educadores que asistieron a la secuencia de entrenamiento en ICL sienten que su trabajo se ha facilitado y que tienen una mejor comprensión de las diferencias culturales y de cómo trabajar con ellas. Voluntarios de AFS Panamá: Algo similar a lo ocurrido con los educadores ha sucedido con nuestros voluntarios. Los voluntarios que han asistido a los talleres de ICL pueden ahora explicar conceptos básicos interculturales y utilizan el vocabulario que han aprendido a través de los entrenamientos para que actúen como informantes culturales – mejorando el vínculo entre los participantes y las familias anfitrionas. Ahora ellos pueden comprender lo que han estado haciendo empíricamente a través de su trabajo práctico en AFS. El día de ICL en la Reunión Regional del Caribe fue una gran oportunidad para interactuar entre tres diferentes audiencias que comparten un objetivo común: aumentar la auto conciencia mientras desarrollamos competencia cultural en todos los aspectos cotidianos de nuestras vidas.

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CONFERENCE UPDATE

What are the current “Hot Topics” in ICL? Since our last issue of the Intercultural Link Newsletter, AFS has been able to attend two more conferences to learn what are the current ICL “Hot Topics” in 2012. The Association of International Educators (NAFSA) held its 2012

annual conference from 28 May to 1 June in Houston, Texas, USA. NAFSA is an international industry organization committed to building the skills, knowledge, and competencies of its members in relation to international and intercultural education (ICL). The theme of their 64th annual conference was Comprehensive Internationalization: Vision and Practice. With almost 9,000 attendees from around the world, topics that emerged as most relevant to ICL were: 1. Increased international collaboration for education: collaborative online courses, international service learning/ internship opportunities, internationalization of home campuses. 2. Social media use in international education: e.g., youtube for language acquisition, blogging as marketing, constructive Facebook conversations among students inspiring intercultural reflection. 3. Intercultural differences across generations: implications and necessary skills when several generations are working/interacting together. 4. Maximizing language and global competency development in shortterm study abroad programs.

If you are interested in receiving conference materials, please contact us at icl@afs.org. The Partnership for Global Learning Network of the Asia Society, a leading

educational organization dedicated to promoting international understanding and partnerships, held its annual conference in New York City, USA from 29-30 June. The title of this year’s conference was Pathways to Global Competence, and the conference sessions and keynote speeches were focused on the meaning of education in a globalized world. Questions discussed included: How can we better use the internet for education? How can we improve the learning of young people? And, above all: What skills are most needed to succeed in our increasingly interconnected world? The key issues discussed at the conference were: • Technology and education • Virtual youth exchange and contact programs • The cooperation of schools with NGOs for fostering global learning • Online tools and resources for learning

Anna Collier, AFS International, presented a poster at this year’s NAFSA conference. The poster provided AFS’s definition of Intercultural Competence and examples of how it can be developed. It described the AFS Intercultural Link Learning Program and listed sample activities from the program and curriculum. The poster also offered information about the AFS Intercultural Link Initiative at large, of which the Learning Program is only a part, and its relevance in the contexts

• Innovative learning and teaching

of organizational development and the greater

• Experiential learning

Intercultural Education field.

• How to build relevant student portfolios

If you will be attending a conference related to intercultural learning and would like to contribute to our updates, please contact us at icl@afs.org.

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2nd Annual Learning Program Qualifying Trainers Workshop CHARLOTTE STEINKE, INTERCULTURAL LEARNING SENIOR INTERN, AFS INTERNATIONAL

The 2nd Annual AFS Intercultural Link Learning Program Qualifying Trainers Workshop took place at the European Youth Center in Budapest from 28 May to 1 June. The event, hosted by AFS Hungary, was attended by 20 AFS Volunteers and Staff from 18 Partner organizations around the Network. The diversity of the group created a rich environment to discuss and to experience Intercultural Learning. Over the course of five days, the Qualified Trainer candidates explored the seven categories of the Learning Program curriculum, and observed and

practiced The 2012 AFS Intercultural Link Learning Program Qualified Trainer successful Candidates at the European Youth Center in Budapest, Hungary. methods for delivering ICL activities, candidates will obtain content in regional, national and local Qualified Trainer status for the AFS contexts. Through a train-back Intercultural Link Learning Program. process of self-reflection and peer and AFS International looks forward to the trainer feedback, attendees exchanged contributions this group will make in and refined their intercultural support of the ongoing design, facilitation skills. delivery, and promotion of the The 2012 Qualified Trainer candidates Learning Program and to working with are currently working to design the 2011 and 2012 Qualified Trainer Learning Session Outlines (LSOs) groups in the upcoming Learning from the curriculum - the second of Program regional events in the three certification activities. Upon Northern European, Caribe and AAI successful completion of each of three regions of the AFS Network.

SOUTHERN CONE REGION

AFS Chile’s Creative Cultural Detective-Based Materials AFS Chile has taken Cultural Detective© tools and made them their own! Over the last few months, they have been working on a series of culture-specific pamphlets that incorporate Cultural Detective© core values, AFS descriptions of intercultural learning, and details about the corresponding countries’ history, geography, and population, as well as suggestions for more effective intercultural interactions. These pamphlets were designed for distribution to host families, but are also very informative for participants and volunteers. For more information about the Cultural Detective© tools, contact Anna Collier (anna.collier@afs.org). Snapshots from AFS Chile’s Thailand pamphlet.

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ICL Field Conferences & Event Updates

August

September

Summer Academy on Intercultural Experience; 30 July–10 August; Karlsruhe, Germany http://summeracademykarlsruhe.org/ AFS is organizing

Young SIETAR (Society for Intercultural Education, Training, and Research) Annual Conference; 6-9 September; Belfast, Ireland http://www.youngsietar.org/ events/upcoming-ys-events/13th-youngsietar-congress-in-belfast/ AFS is attending

Intercultural Rhetoric and Discourse Conference; 9-11 August; Indianapolis, Maryland, USA http://liberalarts.iupui.edu/ icic/conference/ 2012_conference

Peruvian Society for Educational Research (SIEP); 13-15 September; Lima, Peru http://www.siep.org.pe/web/html.php? id_wnoticia=22&t=wnoticia&p=0

Cross-Cultural Europe-Asia Summer Academy; 27 August–7 September; Bangi, Malaysia http://summeracademymalaysia.org/ AFS is organizing Connecting Commonwealth Education and Cultures; 27-31 August; Republic of Mauritius http:// www.stakeholdersforum.org /programme/connectingcommonwealth-educationand-cultures/

European Association of International Education (EAIE) Annual Conference; 14-19 September; Dublin, Ireland www.eaie.org/dublin/ 13th University on Youth and Development; 16-23 September; Mollina, Spain http://www.uyd.me/ European Congress on Global Education; 27-28 September; Lisbon, Portugal http://www.gecongress2012.org/ Society for Intercultural Education, Training, and Research (SIETAR) Forum: Global Integral Competence: Mind, Brain, Culture and System; 27-29 September; Berlin, Germany http://sietar-forum-2012.de/

October

November

Intercultural Horizons; 4-5 October; New York, NY, USA http:// www.geneseo.edu/ oip/intercultralstrategies-civicengagement

Third Annual Global Education Conference; 12-16 November; Streaming live online in partnership with iEARN http:// globaleducation.ning.com/

Society for Intercultural Education, Training, and Research (SIETAR)-USA; 17-20 October; Minneapolis, MN, USA http:// www.sietarusa.org/ AFS is presenting IOSTE XV (Science and Technology Education for Development, Citizenship, and Social Justice); 28 October–3 November; Yasmine Hammamet, Tunisia http:// www.inedp.org/? conference=iosteXV&schedConf=Them atic&schedConf=The matic

International Internet Symposium: Education and ethnic relations: the development of multicultural education in the aspect of safety; 14-16 November; Moscow, Russia http:// www.practic.childpsy.ru/ conference/28016/ Citizenship Education and Democracy in Times of Change; 21-24 November; Córdoba, Spain http://www.bpb.de/ veranstaltungen/ netzwerke/nece/ 135886/participationnow-citizenshipeducation-anddemocracy-in-times-ofchange

If you are aware of upcoming conferences in the intercultural area, please advise us at icl@afs.org

YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORK

Call for Submissions AFS members are invited to submit proposals for articles, news items and intercultural activities with accompanying graphics or photos for consideration in future issues of AFS Intercultural Link. Submissions can be AFS-specific or part of the larger Intercultural Learning (ICL) field. Simply send your submissions to us at AFS International: icl@afs.org

Intercultural Learning Work Group Johanna Nemeth (AUT) Rosario Gutierrez (COL) Annette Gisevius (GER) Irid Agoes (INA) Melissa Liles, Chair (INT) Lucas Welter (INT) Roberto Ruffino (ITA) Newsletter Editor: Melissa Liles Newsletter Manager: Laura Schaack Design & Graphics: AFS Branding & Marketing Team Contributing Writers: Anna Collier

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