YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORK
INTERCULTURAL LEARNING
VOLUME 5 - ISSUE 2 - MAY - JULY 2014
Intercultural Learning in the Digital Age
The Heart & Soul of AFS MELISSA LILES, CHIEF EDUCATION OFFICER, AFS INTERNATIONAL
A recent letter to the editor in the International New York Times suggested that globalization in the form of social media and technology advances is ubiquitous and represents “the world’s greatest hope for human improvement”. The author further provoked: How do we globalize wisely? The first premise – that globalization is here – is one with which most AFSers would agree: With its development largely enabled by the internet, the world often feels smaller and smaller. Anyone with even modest access to modern technology can learn about current events, cultures and traditions from around the world. And, as a result, whether Gangnam Style, Frappuccinos or the latest smart phone model, we increasingly share common popular references across our daily lives. However, being well-informed about the world, being digital-savvy and taking part in an emerging “global culture” does not a global citizen make. Instead, the imperative of wise globalization is that we work together to foster and practice intercultural competence, that is the ability to engage both effectively and appropriately with people and ideas different from us,
The Role of Social Media in Intercultural Learning on page 12. Interview with media education specialist David Buckingham on page 10.
continued on page 2
IN THIS ISSUE
! !
!! !
Intercultural Learning: The Heart & Soul of AFS by Melissa Liles Page 1
Network & Partner Initiatives: What the “E” Can Do for the “I” - The eLearning Efforts in Switzerland by Stephan Winiker Page 8
Educational Relations at the Institutional Level: A New Culture and Language Learning Workshop by Maria Fernanda Batista Lobo Page 3
Network & Partner Initiatives: Sensitive Approaches to Sexual Orientation in Intercultural Youth Exchange by Philipp Wagner Page 9
!
Concepts & Theories: The Dune Model - or: How to Describe Cultures by Jürgen Bolten Page 4
! !! !! !!
Impact of Living Abroad: Interpersonal Contact by Milena Miladinovic Page 6
! ! ! !
Beyond ICL News: Interview with David Buckingham by Milena Miladinovic Page 10 Meet our Advisors: Rosario Gutierrez Page 11 Did You Know: The Role of Social Media in Intercultural Learning by Milena Miladinovic Page 12
!! ! ! ! !
Finding the Right Format - An Alternative Model for Volunteer Education by Marin Bjort Valtystdottir Page 14 Network & Partner Initiatives: Creativity: Nature or Nurture? by Caner Akin Page 16 Conference Updates: Bringing the World to US Classrooms Page 17 Network & Partner Initiatives: We Are Responsible for Intercultural Learning! by Hazar Yildirim Page 18
!
Join Us for the AFS Centennial Celebrations Page 19
!!
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
1
whether they are encountered in our home communities, while traveling, or online. In AFS, we believe that global citizens are those who can look beyond surface-level commonalities and appreciate that there may be differing if not conflicting values underlying the same behavior—and vice versa. They use this intercultural insight to inform constructive communication, cooperate to address shared challenges, and find peaceable disagreement when common ground can’t be readily identified. We know, too, that acquiring intercultural competence is an ongoing process, and a demanding one: it provokes us to simultaneously hold contradictory perspectives; it challenges us to expand our concept of identity; it asks us to constantly redefine what it means to be our authentic selves. In today’s social media world, whether consciously or not, we project our identity – or identities – including in the form of digital tattoos. Just like a physical tattoo, a digital one is an expression of your self. It is formed by you and others over time and includes websites you have created, visited, joined, commented on, “liked,” and any of your other online activities. There is nothing wrong with having a digital tattoo; it is a brutally honest representation of your online presence. However, it can be extremely difficult to remove and it’s not always in your control. This challenges us to consider: Are my digital actions interculturally appropriate and effective? Do they reflect who I want to be, digitally and otherwise?
In this issue, we take on these questions as well as the role of technology in intercultural learning and what it means for cultural exchange programs. Our interview with David Buckingham, one of the leading international researchers in media education and young people's interactions with electronic media, offers insights into this concept of “fluid identities” as shaped by technology. (page 10) Did you know that Facebook can be used to help gauge how exchange students cope with exchange experience related stress, and in building their social identity and intercultural competences? Discover what our fellow AFSer Jason Lee had to say about this in his 2012 research on the topic. Many digital initiatives have been taking place in the AFS world-wide network lately: Learn about AFS Switzerland’s new e-learning platform on page 8, and trainers and teachers alike will find inspiration in AFS Iceland’s first online-enhanced volunteer training that happened earlier this year (page 14). Moving from the digital to the metaphysical on page 4, AFS Educational Advisory Council member Jürgen Bolten shares the Dune Model of Culture, in which he suggests culture can be defined in three different layers that can be classified from heavy sediment (the slow-to-change elements) to shifting sands (rapidly moving aspects).
Costa Rican organization is using cooperative learning methods to deepen its relationship with national educational authorities and provide new interculturally-rich language learning offerings. Finally, this year marks the 100th anniversary of the American Field Service’s founding. We invite you to join AFS Centennial celebrations by attending the AFS Global Education Symposium: Learning to Live Together —from Ideas to Action taking place at the UNESCO Headquarters in Paris on 8 November 2014. AFSers and world luminaries including Nobel Peace Prize recipient Óscar Arias and former UN High Commissioner for Human Rights Mary Robinson will debate the responsibilities each of us has in promoting global citizenship education. And, if you’re under 30 – or know someone who is – apply to participate in 100 Years Young!, a once-in-a-century opportunity to gather with other youth from around the world for a three daysfour nights workshop to define actions all of us must take to build sustainable development and peace in our communities, countries and across borders. In the meantime, stay connected with us (digitally, of course!) through our blog where you can also share your views on all things intercultural. Warmly,
And learn about how AFS is defining sensitive ways to approach sexual orientation in intercultural youth exchanges on page 9, plus how our
Real life experiential learning, supported by structured reflection, is the core of our programs. We endeavor to link our intercultural learning opportunities to the defining global issues facing humanity. We reach out to past, current and future participants, volunteers, and other stakeholders using the media and technology they use. Volunteers and volunteerism are who we are. Our organization brings about changes in lives through and for our global community of volunteers.
Our Mission & Vision AFS Intercultural Programs is an international, voluntary, non-governmental, non-profit organization that provides intercultural learning opportunities to help people develop the knowledge, skills and understanding needed to create a more just and peaceful world. We pursue our mission by providing quality intercultural learning opportunities for a growing number of young people, families, other stakeholders and wider audiences, thus developing an inclusive community of global citizens determined to build bridges between cultures.
We are recognized as an educational organization by schools and the appropriate authorities. We work to create a regulatory environment that supports our programs. As a learning organization, we welcome change and critical thinking. We are innovative and entrepreneurial in advancing the strategic directions, working together with others whenever appropriate. To learn more about our global network and get involved today, visit www.afs.org.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
2
EDUCATIONAL RELATIONS AT THE INSTITUTIONAL LEVEL
A New Culture and Language Learning Workshop MARIA FERNANDA BATISTA LOBO, INTERCULTURAL LEARNING RESPONSIBLE, AFS COSTA RICA
By investing in working with schools and teachers, not only do we improve the intercultural learning experiences of AFS participants, but we also provide significant input to the national educational system - and create a long lasting impact for all other students. This approach is an important part of AFS Costa Rica’s intercultural learning strategy. AFS Costa Rica has developed a series of educational activities that complement the work of local chapters in high schools by establishing an important partnership with the Ministry of Public Education. Highlighting AFS's educational approach, methods and support structure in the cultural adaptation process played a key role in establishing this partnership back in 1989, after lengthy negotiations. Today, the Ministry of Public Education officially recognizes AFS Costa Rica as an educational institution, a leader in intercultural learning, and a promoter of values of peace, tolerance and respect for differences. This recognition and partnership is very important for us since a majority of our host students are placed in public schools. The partnership outlines different roles and responsibilities for both parties: AFS Costa Rica develops and delivers workshops, seminars
and other non-formal education activities, while public schools welcome AFS exchange students. Other joint projects between the schools and AFS chapters are also organized at the regional and national level. The Intercultural Learning Center or Centro de Aprendizaje Intercultural (CAI) of AFS Costa Rica focuses on developing various activities and projects to create non-formal education opportunities for all of the organization’s members, as well as schools and external audiences. For example, in March 2014, at the request of the Ministry, CAI developed and delivered a workshop in English for National English Advisers called: “Cooperative Learning and the Teaching-Learning Process in a Second Language”. This workshop provided an important opportunity for reflection and organizational learning: The challenge of developing the event content in English was an essential opportunity to analyze the importance that language and verbal communication play in the cultural adaptation process and test how much can be accomplished by using a cooperative learning approach in the classrooms. Additionally, cooperative learning is an educational approach that suggests organizing classroom activities into academic and social learning experiences where students can capitalize on one another’s resources and skills. Principles of cooperative learning and cooperative games were
discussed during the workshop. As a result, a series of techniques for strengthening skills necessary in teaching and learning English (reading, writing, listening and speaking) were developed. What results is a constructive methodology that promotes inclusion, teamwork, and tolerance, while in this case it also helps students gain foreign language competences.
This event was a best practice example of how to strengthen the relationship between AFS and local educational authorities, and at the same time, create a longlasting impact on the way teachers work and relate with exchange students in the classroom. A positive formal education experience in schools coupled with the AFS support system significantly helps our sojourners with their intercultural adaptation process. We further believe that cooperative learning approaches are beneficial for more than just language learning - they also play a crucial role for developing successful intercultural learning opportunities. This is why we continue encouraging and supporting schools, thus creating more good-quality intercultural exchange opportunities.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014 |
3
CONCEPTS & THEORIES
The Dune Model – or: How to Describe Cultures JÜRGEN BOLTEN, AFS EDUCATIONAL ADVISORY COUNCIL MEMBER
Professor Jürgen Bolten will present the dune model of cultures at the workshop “Conception of Intercultural Trainings. How to Integrate the ‘Fuzzy Culture’ Concept” at the Karlshochschule International University in Karlsruhe, Germany on 11 October 2014. The workshop is organized by AFS Germany and Karlshochschule International University. For more information contact: Annette Gisevius, Director of Intercultural Learning, AFS Germany.
Can one describe “cultures” in an intellectually authoritative, universal manner that may be seen as objective? Presumably not – perceptions of cultural fields of agency are always perspectivedependent. This is seen clearly in an example provided by Benoit Mandelbrot, used within a text concerning fractal geometry: A Spanish encyclopedia once claimed that the length of the common border between Spain and Portugal was 616 miles, while a Portuguese encyclopedia believed it to be 758 miles. “How long is it then? A useless question.” (Mandelbrot/ Hudson 2007, p. 188). The question is, indeed, useless as an inexhaustible array of perspectives and measurement criteria exist that would lead to a multicity of varying results. This is true also, according to Mandelbrot, in relation to the measurement of a length of coast; differing results would follow were one to measure at low and high tides, while various measurements would also accrue were cliff faces or rock
formations to be taken into account (Mandelbrot 1967). This conclusion is also applicable to the describing of cultural fields of agency; the closer one zooms upon such a field, the more differentiated and multifaceted the relationship networks (local culture, group culture, couple culture etc.) will be deemed to be, the further one zooms away the more undifferentiated and homogenous such a field will appear (organizational culture, ethnic culture, national culture etc.). One can, logically enough, not speak of a “correct” or “false” perspective; every perspective retains a certain level of validity, and only through their interaction may the multilayered nature of cultural fields of agency become transparent (see also Appadurai 1996, p. 31ff). One would avoid, thus, a loss of orientation (“One cannot see the forest for the trees”), as well as the danger of overgeneralization and stereotyping (one sees a homogenous area of forest, but cannot recognize the individual trees any longer). In the practice of cultural description and in intercultural trainings, the homogenizing “forest” perspective dominates. Orientation and structure is given through the use of a number of supposedly explanatory binary oppositions; e.g. monochronological/poly-chronological; individualist/collectivist. If one zooms closer to the cultural field of agency (the capacity of entities to act in a culture), one instantly sees the questionable nature of such clear-cut certainty (“Culture X is collectivist”). It may be discovered, for example, that a dissimilar understanding of “collective” exists within the field of agency from the
one imposed upon it from outside, or that the agents, depending on context, may act both in a collective and individualist manner. Such clearly presented binary (explanatory) logic proves factually, thus, to be instead an element of a more highly complex multivalent logic, one with many interpretations. Cultures cannot be clearly bordered; their edges appear, rather, as a confluence of diverse transcultural networks. Cultures are inherently uneven, or fuzzy. This differentiated perspective will initially unsettle or alienate the person viewing the culture (the “endurance” of such alienation represents, of course, a key characteristic of intercultural competence). In a manner similar to the zoom function of Google Earth, it is undoubtedly also valid, when describing cultural fields of agency, to zoom away at times to reacquire orientation. One should, at least, then know that the woods actually consist of various types of tree and that blanket judgments or stereotyping should not be engaged upon. On the other hand, when zooming in again, one would be less inclined to lose oneself within continued on page 5
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
4
The Structure of the Dune Model of Culture “Shifting Sands”: changeability, low level of stability
“Sediment”: firm sandy soil, resistant to change
unknown parts of the field of agency, as one would then also be conscious of the variety of interconnections with other network areas. An integrated method of continuous zooming in and out when describing cultures is helpful; in order to do justice to a culture as a structure, and as a process. Regarding the structural viewpoint, a culture’s mainstream, its “core”, may indeed be validly viewed as “individualistic”. The fact that this structure is also simultaneously fuzzy, and constantly transforms itself via a series of change processes, must also be taken into account to the very same extent. Visually, an approach that integrates perspectives may be seen as analogous to the formation of a sand dune: Behavioral rules that are practiced within a field of agency by a large number of agents – due to formalized laws or due to traditionalized rules of interaction that have been continuously practiced – retain binding force functions and appear to the socialized agents, usually in an unquestioned manner, as “normal” and plausible. They constitute, in conjunction with natural environmental elements, the foundation or core of a cultural field of agency. As we are dealing here
translated by Fergal Lenehan
rule type
collective binding / degree of conventionalization
regulated by
top level: can
“young” conventionalization, context specific “unwritten” agreements, group specific rules (e.g. greetings)
minor, individually negotiable (strongly context dependent), high process dynamic
middle level: should
rules of thumb, guidelines, “styles”, generally valid behavioral rules, sustainable traditionalized group conventions, rituals
relatively high, at core longerterm validity
bottom level: have to
norms, laws, prohibitions, natural environment conditions
very high, codified (generalizable), distinctive structure, low process dynamic, “natural”
with, at times, traditionalized rules of action that may be centuries old, the transformational dynamic in this area may indeed be minor. The further away from the core that one views the foundation – in the sense of the dune metaphor – and examines the areas that are structurally less consolidated, the more multiple, competitive, questionable and, thus, unbinding do the rules of action appear. There exist, accordingly, a variety of temporal “can rules” (see table above); perhaps “fashionable” for shorter periods and smaller fields of agency, but which are not, largely, structurally creative in a long-term, sustainable manner. They may be, metaphorically, “blown away” relatively quickly or they may become lost within the foundation via a long process of filtering and sedimentation because, according to “broad-based opinion”, they lack relevance and/or plausibility. In order to appropriately describe a cultural field of agency, it is important to vary the perspective, through the use of valid sources (from legal texts to texts dealing with belief principles to trend reports), so that the entire spectrum of both process-oriented and structure-oriented aspects can be taken into account. By zooming to and from these diverse expanses, interconnections between the various areas within the field of
agency should become transparent. One has to bear in mind that every observable cultural field of agency is bordered only for the purposes of better and more pragmatic ‘knowability’. It is, in fact, an arbitrary intersection within an infinitely networked field of action. In this sense, it is a fuzzy dune. continued on page 6
! An award winning professor, interculturalist and researcher, Professor Jürgen Bolten brings his expertise from various areas into the AFS Educational Advisory Council. His extensive interests encompass intercultural human resources and organizational development, web-based intercultural learning, crosscultural theories of action and communication as cultural styles in international business communication. Read our profile on Professor Bolten in the previous issue of this news magazine.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
5
References:
AFSers and Dunes… The dune model of culture stresses the importance of understanding that views of culture are subjective and dependent on the context and perspective. More nuanced differences within a cultural group may be more apparent and visible to the members of that group than to those outside of it. This is not to say that any one perspective or the other is right or wrong. Both have a degree of correctness: Some generalizations can be made for certain cultural groups, just as there are many differences within the cultural groups. However, the key characteristic of intercultural competence lies in the ability to shift between these two perspectives and to see things both on detailed and generalized levels. Cultural informants are highly valuable in this process of moving between viewpoints: They can provide valuable insights and interpretations which may not be immediately apparent. The dune model has direct implications for the work of AFS volunteers and staff. When preparing students and families for their intercultural experience, providing culture general information or the “zoomed out” view of culture will be most beneficial. On the other hand, dealing with the “zoomed in” view and the particulars of daily interactions between cultures becomes topical during the exchange. Shifting between these two ways of viewing during the monthly check-in points and orientations provides quality support to the participants of AFS intercultural exchanges.
Appadurai, A. (1996). Modernity at Large. Cultural Dimensions of Globalization. Minneapolis, USA / London, UK. University of Minnesota Press. Bolten, J. (2013). Fuzzy Cultures. In: Mondial. Sietar Journal für interkulturelle Perspektiven, 19, 4-9. Mandelbrot, B. (1967). How Long Is the Coast of Britain? Statistical Self-Similarity and Fractional Dimension, Science, New Series, Vol. 156, Nr. 3775, S. 636-638. Mandelbrot, B. Hudson, R. L. (2007). Fraktale und Finanzen. Munich, Germany: Piper. Sinha, J.B.P. Vohra, N. Singhai, S. Sinha, R.B.N. Ushashree, S. (2002). Normative predictions of collectivist-individualist intentions and behaviour of Indians. International Journal of Psychology 37 (5), 309-319.
IMPACT OF LIVING ABROAD
Interpersonal Contact MILENA MILADINOVIC, COMMUNICATIONS FELLOW, AFS INTERNATIONAL
Researchers at the University of Essex, in collaboration with AFS, have completed The Impact of Living Abroad, an 18-month study that involved almost 2500 sojourners enrolled in a 10–12-month AFS program, as well as 578 control group participants. The project investigated four central components of intercultural contact: acculturative stress, cultural learning, intergroup contact and the effect of cultural distance. The AFS Intercultural Link news magazine brings you summaries of the study results and suggests ways for AFS to incorporate findings into our educational approach. It is no surprise that the Internet and many online communication tools available may make the gap between host and home cultures seem smaller. Just like their peers around the world, AFS students enjoy making the best of the online world, but excessive use of technology can also have harmful effects on cultural adaptation during an exchange. We in AFS believe that our sojourners achieve the most meaningful and constructive intercultural learning during in-person interactions with the host community. The Impact of Living Abroad study set out to investigate and verify the significance of the quality of in-person contact sojourners have with both home and host friends and
family during an exchange. The quality of contact is estimated based on the participants’ own evaluations of how good, close and strong their relationships with different people during the exchange were. The importance of personal contact in intercultural learning has always been emphasized in academic literature. Notable psychologists, such as Gordon Allport claimed that personal intercultural contact is instrumental in decreasing prejudice and increasing positive feelings towards people from different cultural backgrounds. Social contact is another very important necessity when it comes to coping with stress and adaptation. Meaningful contact with people encountered in the host culture as well as those from home is common for sojourners who show certain personality traits, such as extroversion. continued on page 7
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
6
Higher levels of cross-cultural competence and the knowledge of the host language prior to the exchange experience also lead to establishing better in-person contacts in the host country.
Comparison of how the quality of contacts with host, home and other nationalities was rated by the participants before, during and after the exchange
Unsurprisingly, sojourners who exhibited higher levels of intergroup anxiety had poorer contacts with host nationals. For more details on intergroup anxiety and how it relates to AFS study abroad programs, we recommend our article in the previous issue of the AFS Intercultural Link news magazine. Interestingly, the study found that good quality contact with home during an exchange has no influence – positive or negative – on adaptation and sojourner’s well-being over time, yet better quality of contact with home will lead to more cultural learning and increased cultural competencies. This finding is encouraging since we know that it is in the AFS Educational Goals to deepen participants' insights into their home culture as well as their knowledge of their host culture. Finally, better quality contact with host community leads to better overall sociocultural and psychological adaptation as well as satisfaction with life by the middle of the (year-long) exchange period. The study makes it clear that it is important for sojourners to spend their time in quality interactions with their host family, school and other friends in-person, in order to be able to make the best of their experience and to advance in their personal development.
Chart image from The Impact of Living Abroad final report (December 2012)
For more information about The Impact of Living Abroad study results, contact us at icl@afs.org or visit www.ilaproject.org.
AFSers, use these study results to improve your… ✓
Participant support
The Impact of Living Abroad study reiterates the significance of personal contacts for intercultural skill development of sojourners. Online interactions can also provide a certain degree of social support although they cannot replace the value of face-to-face experiences. We can encourage sojourners to enhance their personal interactions in the host community by effectively using online tools, for example by including host family and friends in their online interactions with home. This way both communities get an intercultural learning opportunity.
✓
Language learning
Knowing that language fluency increases the quality of contact sojourners have with people in the host culture, we can work on improving their language skills before and in the early stages of the exchange. Language learning helps increase self-confidence and effectiveness in the new environment. Many AFS organizations offer their students to start practicing the language of their host country through online Rosetta StoneTM language courses and other online and in person learning opportunities.
✓
Family orientations
Coach host and sending families on functional coping strategies which put an emphasis on rational problem solving during the AFS monthly contacts. These in-person meetings can be more effective in preventing and facing challenging instances than resorting to online communication with somebody far removed from the situation.
!
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
7
NETWORK & PARTNER INITIATIVES
What the “E” Can Do for the “I” The e-Learning Efforts in Switzerland STEPHAN WINIKER, DIRECTOR ORGANISATIONAL DEVELOPMENT & SERVICES, AFS SWITZERLAND
E-Learning has been a big buzzword for quite a while now. We used to believe that intelligent tutoring systems and e-learning programs would provide a way to address all our learning needs better and cheaper than real people would. Now, luckily those days are over and the euphoria seems to have calmed down, but this does not mean that elearning cannot play a very important role in learning especially when it comes to AFS program participants. AFS Switzerland plans to utilize this potential and has created an e-learning platform for some of our program participants. Everything began with AFS Switzerland’s desire to build up a few new programs for apprentices, gapyear students, and young adult, but also to promote different destinations. We believe that an elearning platform can play a key role in supporting the learning of AFS program participants. The drawback of many existing elearning systems are their high costs and the fact that they focus on cultural literacy, not on intercultural learning. This incentivized us to create something ourselves. After further research we setup our own platform based on moodle, an elearning platform and a learning management system used in many environments such as education, training, development, and business.
Intercultural learning is not at all simple, but we certainly know that reflection is key. Therefore, the first element of our e-learning system was a structured learning with several elements: 1. GOALS Participants can write down their learning goals for their exchange. Some of these goals are personal, but sometimes a school or an employer also has an idea or two about what their students or apprentices should learn during an exchange and so does AFS. At least twice during and once after the exchange. participants go back to their goals and reflect on how much they accomplished and if they need to change something. 2. JOURNAL Participants are encouraged to keep a picture diary right on the platform. 3. CRITICAL INCIDENT Participants are asked to choose a critical incident that happened to them and to reflect on it. We created a structured module that poses one question after the other and allows the sojourner to keep the steps in the reflection process separate and to see the situation from the perspective of other involved actors. 4.REFLECTION QUESTIONNAIRES We created additional specific reflection questionnaires, e.g. asking the participants to compare their family environment in their hosting and their sending environment. Knowing that an exchange is a very demanding situation for the participants and in order to ease
this strain a little, AFS also provides some practical information on the history, politics, and a few practicalities like the transport systems in the host country before departure. With this platform, we also created a few funny quizzes to motivate participants to really work through all the information. Also provided is information on culture as a concept. This is meant to guide the participants and is motivated by the fact that people tend to have a hard time seeing things they don’t know exist. Finally, after the exchange, we also help participants tackle the question: Where do I go from here? We show them further possibilities to go on learning and clearly also point out the options that AFS offers. The question is, why should anyone go through all this trouble? The easiest and superficial answer is: Because they receive a certificate at the end. But that is clearly not enough. Some will simply have to go through with it in order to show their efforts to their employers or teachers but we hope that most participants will see how useful it is for them. We started this article with a little look back to the optimistic times of e-learning, times that saw e-learning as a replacement for in-person learning. Our e-learning platform will be only one element and it will be used in combination with personal coaches who will guide participants through their learning in regular intervals. In this vain: Let the “E” help the “I” where it is possible!
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
8
NETWORK & PARTNER INITIATIVES
Sensitive Approaches to Sexual Orientation in Intercultural Youth Exchange PHILIPP WAGNER, BOARD MEMBER, EUROPEAN FEDERATION FOR INTERCULTURAL LEARNING (EFIL)
As we in AFS know and practice in our orientations, talking about something and living through it are two very different things. Thus, the simulation of a society with reversed roles in terms of sexual orientation, not in a certain workshop or during one afternoon, but in the course of the whole week accompanied a study session entitled Sensitive Approaches to Sexual Orientation in Intercultural Exchange. The study session took place from 2 to 9 February in Budapest, Hungary thanks to the support of the European Youth Centre of the Council of Europe. It was organized by the European Federation for Intercultural Learning (EFIL) and implemented by AFS volunteers from the European Pool of Trainers, joined by a trainer from the Council of Europe as well as two guest speakers. Now, “study session” sounds like lectures, homework, presentations, a lot of uninteresting input. Yet with EFIL’s training culture, enthusiasm of participating AFSers and trainers’ effort, it went much farther. The week proved to be an intercultural experience in itself, as it was intended to be – the group composition was a beneficial factor: 30 people from all over the continent and beyond. Although there were some age limitations for the participants, there was a good mix of ages, professions and levels of experience. The group contained AFS volunteers, staff, and board members. All these helpful factors for creating an intercultural learning environment were complemented by the particular topic of this study session. As was to be expected, the majority of attendees were of a non-heterosexual orientation. It must have been the third or fourth day when the realization struck: in this setting, they were the majority. For the first time, over a longer period the heterosexual was not the norm. An interesting experience for all parties, particularly for the few straight people in the room – for the first time,
they lived through a situation where their desires were out of the norm, abnormal, in a sense. Challenges continued, and maybe more so than expected or planned. One guest speaker, Micah Grzywnowicz, a trainer of the Trainers’ Pool of the Youth Department of the Council of Europe, covered the topic of gender roles – an issue interlinked with sexual orientation, which provided for one of the most intense and deeply reflective sessions. It was one of those instances where we challenge the suppositions we otherwise never question or rarely speak about. When we talk about men and women, about gays and lesbians, we oftentimes feel that we are allencompassing, taking everybody into account, and we are proud of being so inclusive. What, in fact, we are doing, is strengthening the idea of bi-polar gender norms, because when we say "men and women", we usually assume "and that covers everything, there is no more." Micah showed us very impressively that there is, and that speaking of men and women, even if we suppose that there are two genders only, often leads into stereotyping and reinforcing gender norms that are restraining (because they leave little space for deviation). What's interesting is that usually deviant sexual desires are linked to deviant gender roles, e.g. the "sissy" or the "butch".
The heterosexual matrix was analyzed and challenged during the study session. Questioning or looking at one’s own sexual desires, needs, one’s preferred, perceived and lived gender role, but also working with the frictions all these elements create – this is a deeply personal process to undergo. Not to gloss over them as we tend to do in daily life, but to pick them apart and examine those elements that make us who we are, who we want to be, who we want to be seen as. It is, to use the iceberg metaphor, to dive very deep. And, whenever you do that and have a good look at the roots of your identity, you discover that identity is not carved in stone but subject to change, subject to interpretation of yourself and others, you can get scared very easily. No wonder, then, that so many are uncomfortable with the topic of sexual orientation and gender roles, and we applaud the participants who braved cold waters and never shrank from the task. Other very interesting and revealing aspects of the session discussions were the vast differences in Europe when it comes to the acceptance of otherness, of what constitutes that “other”. I personally learned that I am already in a very different generation of gay men than most of the participants, and although some of our experiences are somewhat similar, our particular situations are dramatically different. Looking at two people seated next to each other, one of which never gave thought about having to hide his sexual preferences from anybody, while the other makes choices on a daily basis about what to disclose and to whom and to what extent – that was one of the key learning moments for me. It is my hope that the people in this group continue with what they have started, to carry the spark of fresh perspectives on our identities into the organization and make it part of our programs. May that spark light a fire, and may this fire glow in each of us.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
9
BEYOND ICL NEWS
Interview with David Buckingham INTERVIEW CONDUCTED BY MILENA MILADINOVIC, COMMUNICATIONS FELLOW, AFS INTERNATIONAL
!
Professor David Buckingham is a leading researcher on children’s and young people’s interactions with electronic media, and on media literacy education. He is a Professor of Communication and Media Studies at the Loughborough University in the UK with a teaching background at London University, where he founded and directed the Centre for the Study of Children, Youth and Media. Buckingham has also been a visiting professor at universities around the world, and has (co-)authored numerous publications that have been translated into 15 languages. His work has been disseminated in a wide range of print and broadcast media, which has lead to his nomination for a member of the Academy of Social Sciences.
!
phenomenon. One of my research projects has found that in this case global does not destroy the local and we do not all become homogenized due to globally available media content. Instead, audiences appropriate global media products, using and interpreting them based on where they come from.
What we did find as a common motivating factor for communication was global popular culture. For example, sports and music provided a basis for communication.
On the other hand, a lot of communication on social media is with people we already know and see I participated in another research regularly. I have taught courses where project called Children in we have a mix of face-to-face and Communication about Migration online communication. We have found (CHICAM) where we looked at how that both aspects are essential and that it is very hard to sustain learning if it is migrant children could use media for only happening online. And, online production and creating their own communication becomes media materials. The project was set across “In educational much richer if people have previously met each seven different European terms, we need to other. countries with migrants combine mediated In educational terms, we coming in from all over the world. This was a very with face-to-face need to combine mediated concrete and childlearning. These with face-to-face learning, centered way to look at and we need to realize that aspects are the issues of globalization the clear cut separation of interdependent.” the virtual and physical and migration.
How did you get involved in the field It was set up a while ago, before the emergence of sites such as of communications?
reality is an illusion. These aspects are interdependent.
I was originally a teacher and my involvement is driven by an interest in media and communication: How we can teach children about media, not only how to use media but how to think critically about it. I’ve done quite a lot of research about the processes of teaching and learning, and where it is essential to know how people understand and use media, especially for teachers. I have also done a great deal of research about how young people operate both as an audience and users of media.
What do you wish educators would understand about media and communications?
What is the intercultural aspect of your media research? There are a couple of projects worth mentioning. Media for children and young people are a global
YouTube, so the technology was a little less user friendly. But we created little media-making groups where participants could exchange their own videos and engage in dialogues. We presumed that migrants would be interested in communicating across cultures, especially with others who share the same national background but have migrated to different countries. The research findings did not confirm this. The real imperative for participants was to communicate locally, with their peers in the immediate context. This may raise some interesting questions for AFS as well: What motivates global communication? Children will not necessarily want to communicate with people from distant places just because technology allows that.
Teaching about media is important – not only using media as a tool. However, we need to use media in a critical way because media are not neutral tools; they create possibilities for communication on the one hand, while also limiting communication opportunities on the other. The way people use media in education is influenced by how they use it elsewhere, which needs to be addressed in the classroom. It is also important to think critically about digital media and ask questions: Who, why and how is communicating? continued on page 11
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
10
There is a need for a systematic study of and attention to media in the classroom, just as we teach literature or history systematically in schools.
media, including the visual media. It is also important to notice how members of different cultures represent themselves to others – what they select to present and the way they represent themselves.
What are your findings in terms What steps do you recommend of the influence of media on AFS take to continue to identity formation and distinguish itself as an intercultural learning? educational organization and The current research leads us to think about identity in a very fluid intercultural exchange provider? way, as something that is Since all of your participants are constructed through using media, it would be good for communication with others, AFS to connect with media including through different media, educators, a movement on the rise and in particular social media. This internationally. There is a global is a kind of performance and dialogue on media education which construction of AFS can get “It is important to involved in, which identity and selfrepresentation, using also includes other think critically language and about digital media organizations such images. It is as UNESCO. and ask questions: something young may be an Who, why and how There people should be overlap between encouraged to reflect is communicating?” your work on upon. intercultural This constantly shifting communication and what is being performance also depends heavily done in the field of media on who you imagine your audience education: Both fields are to be. The problem with social interested in what people can learn media is that we cannot always from global dialogue. control who our audience is. This The question really is: In the world awareness about the importance of of proliferating communication, audiences can also be raised within how much of it is actually the classroom. meaningful and how can we make There have been projects where the communication meaningful? children are assigned writing tasks How can AFS make opportunities which they later share with their for a meaningful dialogue? This is peers in another country. This can a challenging and exciting process. be done again, but using different
MEET OUR ADVISORS
Rosario Gutierrez The AFS Network Intercultural Learning Work Group is composed of expert practitioners from around the world who provide AFS member perspectives and their vast experience. The objective of the group is to help define and review AFS’s approach to reflecting the organization’s current and anticipated needs. The group assesses efforts and gaps, then helps the Education team strengthen linkages between intercultural learning, human resource development and risk management in our organizations globally. National director of AFS Columbia for 15 years, Rosario Gutierrez is one of the members of the AFS Network Intercultural Learning Work Group. In the past five years, Rosario has been involved in numerous strategic activities on the international level of the AFS network, including the formulation of our Vision 2020, and other work related to intercultural learning. Back home in Columbia, she developed a national plan on intercultural learning for the organization’s many diverse audiences: Schools, host and sending families, sojourners, staff and volunteers. She established the first-of-its-kind Intercultural Learning Center Bogotá, Colombia, offering services to schools, institutes, universities and the private sector. Rosario also works on program design and training delivery and, along with AFS International, is currently involved in forming a study group for the leaders of the AFS organizations in the Caribbean region. Her involvement with AFS began in 1980 when she went on an exchange program to the USA. Following this experience, her family participated on both the sending and hosting sides in AFS programs. Rosario’s educational background is in social communication, education and development. She started her career as a communications professor at the Javeriana University in Bogotà, Columbia, moving on to do communications consulting for the Organization of Ibero-American States for Education, Science and Culture (OEI), before joining AFS in a staff capacity.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
11
DID YOU KNOW?
The Role of Social Media in Intercultural Learning MILENA MILADINOVIC, COMMUNICATIONS FELLOW, AFS INTERNATIONAL
A day without access to new technologies, online tools and digital media is something many of us cannot imagine. We use Facebook to keep in touch with friends, Twitter to follow the news, Pintrest to organize our hobbies, Instagram to share our pictures, Whatsapp and many other instant messaging systems to chat with friends, family and colleagues all over the world. A recent survey commissioned by Nokia shows that on average, people check their phones at least 150 times per day. This made us wonder: How does the online interaction between people affect the development of intercultural competences and what are its implications for issues such as support for social adaptation? Jason Lee, Ph.D. of AFS Malaysia (Yayasan Antarabudaya Malaysia) and associates conducted a study at the National Institute of Education in Singapore in 2012 aiming to find these answers as they relate to AFS exchange students. The study entitled Uncovering the Use of Facebook during the Exchange Program was conducted in order to find out whether Facebook has a role in coping with exchangeexperience related stress, and in building social identity and intercultural competences. The research methodology was based on examining status updates of Malaysian secondary school students going on an exchange in the USA, as well as interventions such as interviews and questionnaires before and after their year abroad. A total of 917 status updates and 3246 corresponding comments made between January and July 2009 were analyzed. The material was classified into categories and traced over the U curve cultural adaptation model in four critical periods: pre-departure, arrival, in-exchange and return.
Even though there is no hard evidence that the use of new media creates cultural awareness, it is possible to look at certain impacts of Facebook through the so-called “ABCs” of intercultural adjustment – its Affective, Behavioral, and Cognitive aspects. The affective side of intercultural learning can be seen as a result of undergoing a series of stressprovoking life changes, according to Colleen Ward in The Psychology of Culture Shock. In this case, stress does not need to be only a negative event, but also a learning opportunity and a motivating factor to do better in the future. This study showed that, in the affective, or feeling, domain, Facebook is used as a resource for coping with stress: Sojourners express emotions in status updates and in return receive support from their friends. Facebook statuses are a way to acknowledge the stressor and sometimes even add humor to the situation. This is perceived as an indirect way to seek help, while lightening the problem and minimizing vulnerability with humor. Although friends’ comments can have a negative effect too, the positive responses from them often serve the purpose of support and can inspire further reflection about the issue. They also make the participants learn something about themselves – their own identity and culture, and this increased self-awareness is one of the Educational Goals of AFS exchange programs. Facebook status updates are also used for coping with the changed environment and keeping in touch with people from home. Such statuses may lead to “group mediated cognition”, a situation where the opinion of an individual is influenced by the thinking of peers involved in the same activity.
In exchange, social media is also a space where participants often compare their performance, or cultural adaptation process, with their peers. This comparison can affect them in two different ways: An “upward comparison” with somebody who is perceived to be coping with the challenges better than them can result in increased motivation to progress. Or, in a “downward comparison”, exchange students can look for self-validation and ways to cope with adaptation-related stress by realizing that they are not the only ones in such a situation. The behavioral aspect of intercultural learning, on the other hand, as it is defined in this study, describes the need to acquire culturespecific knowledge and social skills in order to successfully adapt in an environment, according to this study. While the use of Facebook can be analyzed in the affective and cognitive domains, the behavioral aspect was not included in this analysis as participants did not use this social medium frequently enough in search for culture-specific information. In this study, the cognitive aspect is based on Tajfel’s social identity theory, which describes the formation of one’s identity as a dynamic process involving intergroup relations and acculturation strategies. In the cognitive domain, Facebook status updates and interaction can play a role in acculturation (see Cultural Adaptation Models for Friends of AFS for more information). While also building their virtual identities, students gain awareness and take critical stands on their own culture while maintaining their identity.
continued on page 13
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
12
This research shows that through their postings, sojourners were able to identify aspects of their own culture which are particularly important to them, or which may have previously been invisible to them. At the same time, Facebook status updates are also used as a means to seek or build relationships with the host community. This research shows that social media can be used by exchange students to
externalize feelings and as a resource of social support throughout the learning experience. While this kind of online communication does not replace in-person contacts and support structures that AFS has for its participants, it can be a useful supplement. And, it is important to bear in mind that excessive Internet use is one of the dysfunctional coping strategies, which was confirmed by the results of the Impact of Living Abroad study (more
on this in the 2013, volume 4, issue 1, edition of the AFS Intercultural Link news magazine). Some other reports also indicate that social media can also be useful in the post-exchange communication and dealing with the so-called reverse culture shock or re-entry problems. In the upcoming issues of this news magazine we will look at the postexchange challenges sojourners face and how digital tools can help in overcoming them.
Shining a Spotlight on Local Diversity Intercultural learning or ICL, has a special place within the AFS network, not only among the program participants and hosting schools, but also in the communities touched by AFS where change and diversity are the new constants. This sentiment has inspired AFS to invite all of its member organizations to explore ICL in our Own Backyard. Aimed at increasing the visibility of AFS as an educational organization that is as relevant domestically as it is internationally, AFS organizations around the world are holding public events to explore intercultural learning topics meaningful in their local communities.
!
All AFS organizations are invited to submit their 2013-2014 events that are: ✓ Relevant: Addressing an intercultural issue in the local or national context; ✓ Educational: Including concrete educational content not just information about AFS; ✓ Public: Reaching beyond the existing AFS community (AFS volunteers, host families etc.) to embrace new audiences; ✓ Run primarily by AFS: There is a meaningful contribution of AFS to the event. In other words, this is not simply a presentation within a larger event organized by someone else.
The ICL in Our Own Backyard Awards Ceremony will take place at the 2014 Centennial World Congress in time for the 100th Anniversary celebrations in Paris. Selected by a panel of prestigious experts, awards will be given to the most relevant, sustainable, innovative, and “best overall” events implemented between January 2013 to August 2014. Events will also be featured at the 2015 AFS Academy and in the 2014 AFS Annual Report. AFS organizations can find more information and submit their events at the AFS World Cafe. For more information, please contact Hazar Yildirim (hazar.yildirim@afs.org).
Read more about AFS Turkey’s submission for the ICL in Our Own Backyard on page 16!
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
13
Finding the Right Format - An Alternative Model for Volunteer Education MARÍN BJÖRT VALTÝSDÓTTIR, VOLUNTEER, AFS ICELAND
As a special feature of this issue, we bring you an up close look into the development of a new online training course by AFS Iceland in lieu of a learning session outline. Readers are encouraged to explore how they might adapt their own training and teaching programs to incorporate digital and distance components to enhance the learning process. How can we provide better and richer educational opportunities for our volunteers without requiring them to travel long distances or give up time that they need for work or school? AFS Iceland recently experimented with a new format through including an online element for our volunteer trainings. Volunteering is something that most of us do in our spare time, and often that time is limited and precious. Therefore like many others in the AFS network, AFS Iceland rarely organizes events and trainings for volunteers that require their time commitment for longer than a weekend. On the other hand this limited time makes it hard to go deep enough into certain topics, especially if we then expect our volunteers to train others on these topics. Additionally, these events are in most cases in the capital city and volunteers living in other parts of the country have to travel long distances to get there for a very short event, while having events that last longer than a weekend would possibly exclude people who have other commitments. In March 2014, a group of Icelandic volunteers participated in our first online training course Training for Trainers: Focusing on Intercultural Learning - followed by an in-person meeting. The course was organized by a team of Icelandic volunteers who were supported by a traveling trainer who is a member of the European Pool of Trainers for the European Federation of Intercultural Learning (EFIL). It was inspired by a 2013 EFIL seminar called E-ntercultural Learning – Virtual Tools and Their Impact onYouth Exchange which was featured in an earlier issue of the AFS Intercultural Link news magazine.
To start, in Iceland we asked ourselves: ✓ What would be the benefits of an online course for the organization and participants? ✓ What platform should we use and what tools are needed for it to run smoothly? ✓ What knowledge and skills do the organizers need to have? ✓ What are the costs? Benefits of this initiative were countless, but most importantly a well-developed online course could help our volunteers be better prepared and therefore get more out of in-person events. After a brief research we opted for Lore, an online platform which was introduced to us at the EFIL seminar and which fulfilled our requirements. The content we were able to provide through the online course played a significant role in the success of our training. We were able to provide participants with a chance to get familiar with content that otherwise would have taken another two days of in-person training. Our volunteers were able to get familiar with the training concepts and many even went on a Wikipedia binge about intercultural learning as their curiosity was triggered by the online course elements. This online element resulted in a group of better prepared participants and more time for reflection, discussions and simulations during the in-person meeting. We had a positive experience and received great feedback for this new format. Plans are already laid out for AFS Iceland’s next online course. Carry on reading to find out more about the steps we took to organize ours and learn how you can create your own online learning courses. COURSE GOALS 1. Volunteer training improvement: ✓ Create a group of volunteers with a solid background in intercultural learning and able to use diverse training methods effectively. ✓ Motivate volunteers to further their education in intercultural learning, training skills, and leadership. 2. Organizational development: ✓ Develop better trainers who can provide better quality trainings for volunteers. ✓ Provide continuity in volunteer training with more learning opportunities. ✓ Create a handbook for future iterations of the course. LEARNING OBJECTIVES FOR PARTICIPANTS Participants will… ✓ Gain an enhanced knowledge of intercultural concepts and practices ✓ Further develop of trainer skills and attitudes ✓ Be able to apply training competencies in a concrete training setting. continued on page 15
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
14
NECESSARY MATERIALS Internet access, recording equipment for trainers (could be webcams and laptop microphones). STEP-BY-STEP COURSE DESCRIPTION This was a month long online course followed by a four day in-person meeting. The following step-by-step description only focuses on the online part of the training. PREPARATION After agreeing on the course goals and the topics to be covered, the prep team approached potential trainers from around the AFS network to request 2-5 minute videos from each. Their videos were informal and covered different topics, such as public speaking, training styles, etc. You can see an example of these videos on YouTube. Trainers were provided with an overview of the project and some resources regarding the topic they were asked to prepare their contributions on. COURSE STRUCTURE Introduction, 3 days Most of the course materials are ready and participants are given access to it. The participants can get a feeling for the workload and what is going to happen in the following weeks. This is also the phase for short getting to know each other activities.
Intercultural Learning® is the cornerstone of this week and participants watch videos, read articles, answer questions and engage in self-reflection. The facilitators provide feedback and encourage participants to also look outside of the course for further information on intercultural learning. 3rd week - Training on intercultural learning Participants continue to use material from week one, taking notes on how it could be used in practice, bearing in mind the training needs in Iceland. The focus of this week is on combining theory and practice. 4th week - Designing your own training on intercultural learning Participants watch videos with tips about what to think of when designing a session. Their homework is to draft an intercultural learning session which they will bring to the in-person meeting to practice their skills as trainers. Follow up The organizers conducted an extensive evaluation, both via Google forms and in-person. The learning process was recorded during the course and in-person meeting for reporting purposes and for future use. This process along with a manual for the next organizing team will be ready before October 2014.
1st week - What is a trainer? Participants watch videos made by experienced trainers about various aspects of training. They read a letters about what it means to be a trainer in Iceland and abroad. Participants also get input about non-formal education and a homework assignment: make a self-reflection video about yourself as a trainer. The videos are either shared with other participants or only with the facilitators of the course. The facilitators provide general feedback on the videos, focusing on answering questions that came up multiple times, aiming to inspire confidence in the participants. 2nd week – Theories on intercultural learning Participants receive input about intercultural learning. Material from What Every AFSer Should Know About
TRICKS OF THE TRADE FROM AFS ICELAND In the process of preparing, implementing and evaluating the course we learned a tip or two about what should be kept in mind when organizing an online course: Sometimes less is more: There is so much great information to share, but this can be overwhelming for the participants. Focus on what is most important for them to learn. Time management: Let the participants know how much time they need to put in each week and make sure to keep to that. Don’t fall into the trap of adding ‘just one more video’. Preparation is key: Have your material ready well in advance - an old cliché but even more important in the online environment. If all is ready when the course opens you can give your participants more freedom to study in their own pace.
Do not underestimate: It might take participants more time to go over the material they are not familiar with. Let participants have enough time to read and watch things twice. Structure your content: Keep the course clearly structured and lay it out visually for the participants. This will make it easier for them to know what they need to do and where they can find materials. Consider different needs: Take the time with your team to think about different needs; how to meet them and where different needs come together. A clear aim that is understood by everyone will make it easier to organize and implement a course. Everyone will get much more out of it: you, your participants and your organization.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
15
NETWORK & PARTNER INITIATIVES
Creativity: Nurture or Nature? CANER AKIN, INTERN, AFS TURKEY
Creativity: Nurture or Nature? This was the main theme of the third edition of the Spectrum of Education Symposium organized by AFS Turkey in collaboration with Feyziye Schools Foundation. The Symposium took place in April and brought together 300 educators, entrepreneurs, artists, and AFS volunteers from 12 countries to Istanbul. As in previous years, two days of intercultural learning workshops and practice sessions were followed by the main symposium. On the first day, 31 international participants recruited with the support of AFS organizations in Colombia, Czech Republic, Hungary, India, Italy, Holland, Norway, Russia, and Serbia joined the officials from the Ministry of Education of Turkey for intercultural learning workshops. The workshops were led by two members of the European Federation for Intercultural Learning (EFIL) Pool of Trainers: Pieter Verstuyf and Ömer Ongun, the latter is also an AFS Intercultural Link Learning Program Qualified Trainer. Participants learned about basic intercultural learning theories and models and held discussions on how they can incorporate these in their own work as teachers and AFS volunteers. Having officials from the Ministry of Education’s Sustainable Learning Directorate throughout
Insights from the organizers… This was the third edition of the Spectrum of Education, organized by AFS Turkey and as always it was a very valuable learning experience for our volunteers and organization. As in the previous years, this experience helped us recognize how important such Caner Akin, events can be to develop AFS Turkey organizational capacity, to promote the AFS mission and to create networking opportunities with consulates, ministries and other local and international like-minded organizations.
the workshops added a valuable perspective to the discussions as well as the rest of the symposium. This was also a great networking opportunity for AFS Turkey. The best way to end a day of intercultural workshops is with a local dinner. Thanks to the efforts of our volunteers, all participants were welcomed for an evening meal at Turkish host families’ houses. With great memories from their short host family experiences, the participants started their second day with a city tour, exploring the history and beauty of Istanbul. Then, in the afternoon they had a chance to explore Turkish culture through first hand experiences at the traditional Turkish art workshops organized for them at Ayazağa Işık High School. At the start of the main symposium the participants were joined by teachers, university students, professionals, and entrepreneurs from around Turkey. Beginning with the first speaker of the symposium, Prof. Dr. Frederic Jacobs from American University, who presented interesting points on why “it’s better to imagine than to remember”, inspiration and creativity filled the meeting rooms and corridors of Ayazaga Isik High School. Then successful Turkish entrepreneurs provided different perspectives on how to approach creativity, and artists and trainers performed and organized workshops. All these showcased creativity in their own fields, as they all tried to answer the symposium’s main question whether creativity comes from nature or nurture. The answer is not easy. It is difficult to say it is only one or the other, and the conclusion was that creativity is rather a multi-layered mixture of both nature and nurture. The schedule also included a one hour long TED-style session, with the title “Do you have ten minutes?”. Four speakers from diverse cultural backgrounds shared their experiences of creativity and intercultural encounters in ten minutes each. This extraordinary, quick paced session explored different creative aspects arising from intercultural encounters.
subm
itted
Furthermore, it enabled us to strengthen our relationships with schools and educators while raising awareness of intercultural learning and AFS’s educational efforts. AFS Turkey would like to thank all organizations who promoted and sent participants to the symposium. Lastly but most importantly a big “thank you” goes to our amazing volunteers whose efforts and support made this event possible for the third time. Stay tuned for the fourth addition of Spectrum of Education in April 2015!
for
Sıddık Yarman (Işık University)
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
16
CONFERENCE UPDATES
Bringing the World to US Classrooms Together with prominent figures from the world of education and business, such as the US Secretary of Education, Arne Duncan and President of the American Federation of Teachers, Randi Weingarten, AFS USA participated in the Teaching & Learning 2014 Conference – an annual event hosted by the National Board of Professional Teaching Standards. The two-day event dedicated to improving education in the country took place in March 2013 in Washington DC, USA. Teachers, administrators, school board members and policy makers gathered to gain the insights and tools needed to tackle developing challenges in education such as advancing technologies, classroom equity issues and evolving standards. Delivering a speech at the conference, Dr Tonya Muro, Director of School
Outreach & Education Partnerships for AFS USA, emphasized the importance of global competency, both inside and outside of the classroom, as a key element of modern day success. Incorporating cultural exchange and intercultural competence building into standard academic curriculum – through hosting or sending students, as well as by participating in group exchange programs – were highlighted as some of the important benefits of AFS programs. AFS USA’s programs are aligned with the US Department of Education’s international strategy which is designed to advance two strategic goals: Strengthening US education and the country’s international priorities. This strategy reflects the necessity of a world-class education for all US students including incorporating global competences.
Tonya also stressed that AFS USA supports Common Core Standards and 21st Century Skills. These are a set of high-quality academic standards aiming to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life. Tonya’s talk was immediately followed by a plenary session featuring Bill Gates, founder of Microsoft and the Bill & Melinda Gates Foundation. It revealed that Gates shares the concern of AFS and other leaders in the educational field for global competency development and that he too supports the implementation of the Common Core Standards. Gates discussed the importance of standardization as a means of quality assurance in education, and expressed his optimism about innovation, personalization and technology’s positive impact on learning.
AFS Represented in the Global Citizenship Education Task Force We are happy to announce that Melissa Liles, Chief Education Officer for AFS Intercultural Programs, has been appointed to The Learning Metrics Task Force 2.0: Global Citizenship Education Working Group, convened by UNESCO; the Center for Universal Education (Brookings Institution); and the UN Global Education First Initiative: Youth Advocacy Group.
Citizenship Education – the skills and values necessary for being an effective “citizen of the world” – worldwide: • Are there a small number of core Global Citizenship Education (GCE) competencies that are relevant in all countries? • If so, what are some options for how they can they be measured to improve learning and track progress globally? • How do we ensure education systems and programs foster and integrate GCE curricula and instructional practices?
In the coming months, the Task Force will address the following questions with an aim to advance Global
Learn more about key outcomes from the 2013 work of Task Force 1.0 at the Learning Metrics Task Force website.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
17
NETWORK & PARTNER INITIATIVES
✓
We Are Responsible for Intercultural Learning!
✓
HAZAR YILDIRIM, EDUCATION CONTENT & COMMUNICATIONS MANAGER, AFS INTERNATIONAL
The Intercultural Learning (ICL) Responsibles initiative is an important part of AFS’s efforts to increase our focus on intercultural learning as we work towards expanding AFS’s role as a quality, non-formal, intercultural education provider around the world. Aiming to increase interaction between AFS organizations on these issues, this global community was first formed back in 2011. The key contacts for education and intercultural learning locally, ICL Responsibles were identified in every AFS organization. Over the last three years these staff and volunteers around the AFS network have been communicating regularly through video conferences and e-mails to share best practices, exchange materials and to voice feedback on international and local educational initiatives.
perspectives on education and intercultural learning as they worked towards better defining the role of ICL Responsibles within their organizations. Participants left feeling they: ✓ were able to better define and understand the role of an ICL Responsible, ✓ established personal contacts and strengthened the ICL Responsibles community, ✓ learned what other AFS organizations are doing in regards to intercultural learning projects, plus exchanged ideas and materials, ✓ learned about global AFS intercultural learning and education initiatives, ✓ shared their needs in regards to intercultural learning,
furthered planning for future intercultural learning and education actions and activities in their organizations, and, began planning to implement the new AFS Educational Methodology Project.
The ICL Responsibles have already formed a number of project groups and started working on follow-up steps identified during the meeting. These include continued collaboration on strengthening the intercultural learning community and working on the external visibility of AFS as an educational organization. They will bring the Intercultural Dialogue Day, currently a European initiative, to the global level as a pilot this September. ICL Responsibles will also join and organize celebrations marking the 100th Anniversary of the American Field Service beginning in November. As the key contacts for education and intercultural learning around the AFS network, ICL Responsibles have a key and challenging role in helping to shape the future of AFS. Thanks to their first in-person meeting and ongoing online interactions AFS now has an even stronger and more highly motivated ICL Responsibles community who will support each other by collaborating to improve our educational capacity, initiatives, tools and visibility around the world.
Following their first call for 2014 in early March, a group of ICL Responsibles representing 32 AFS organizations met in-person for the first ever ICL Responsibles Meeting that took place 20 – 23 May in Bangkok, Thailand. Thanks to the outstanding hospitality of AFS Thailand staff and volunteers, the meeting participants were not affected by the political developments taking place in the country at the time of the event. Indeed, with so many contributions of highly motivated participants, this inaugural ICL Responsibles meeting had 100% overall satisfaction! Throughout their days together, participants enjoyed this special opportunity to share diverse
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
18
JOIN US FOR THE
AFS Centennial Celebrations NOVEMBER 2014 The AFS Centennial celebrates the courage, spirit and vision of our founders—the World War I and II volunteer ambulance drivers of the American Field Service. AFS Intercultural Programs remains committed to serving others through the AFS experience which has transformed the lives of millions of students, families and volunteers by connecting lives and sharing cultures. Working for a more just and peaceful world, AFS is a proud community of global citizens, a world leader in international exchange and a leading voice of intercultural learning. Two special educational features of the AFS Centennial celebrations are the AFS Youth Workshop & Symposium and the AFS Global Intercultural Education Symposium.
Update! AFS is honored that both AFS Centennial educational events have been recently granted UNESCO patronage. The Director General of UNESCO, Irina Bokova, expressed in a letter to AFS that our events are fully in line with UNESCO’s objectives, specifically with the goal to actively engage young women and men as responsible social actors and innovators in the promotion of sustainable development and peace in their communities and countries.
AFS Youth Workshop & Symposium: 100 Years Young! 5 – 9 November 2014 Are you under 30 years old? Do you want to attend the special event at UNESCO and in addition to actively engaging in discussions with your peers? Now is the time to apply for 100 Years Young! Youth Workshop & Symposium as participant.
AFS Global Intercultural Education Symposium: Learning to Live Together— From Ideas to Action 8 November 2014 We are honored to have some of the world’s most thoughtful leaders at the AFS Global Education Symposium, including Mary Robinson and Oscar Arias. Mary Robinson was President of Ireland, is former United Nations High Commissioner for Human Rights, and is founder and President of Realizing Rights: The Ethical Globalization Initiative. She has spent most of her life as a human rights advocate and is currently the President of the Mary Robinson Foundation – Climate Justice. In March 2013, she also took up the role of Special Envoy of the UN Secretary General to the Great Lakes region of Africa.
!
Óscar Arias was President of Costa Rica and recipient of the Nobel Peace Prize in 1987 for his Central American peace plan. As President, he took measures to cope with Costa Rica’s economic problems, and to restore peace and political stability in Central America. Arias has set up the Arias Foundation for Peace and Human Progress, which promotes peace and equality throughout the world. The foundation has focused largely on disarmament and the end of the international arms trade, aiding those most negatively affected – women and youth. He is well known for championing the value of education, employment and health for achieving peace and security.
Register now at centennial.afs.org! AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
19
LEARNING PROGRAM EVENTS CALENDAR 2014 JUN
Central American Regional Distance Learning Program, 2013-2014 | Levels 1 & 2 (en español), Learning Program online portal Asia-Pacific Regional Distance Learning Program, 2013-2014 | Levels 1 & 2, Learning Program online portal
JUL
National Qualifying Trainers (NQT) Certification Program, AFS Costa Rica (San José, Costa Rica)
AUG
National Qualifying Trainers (NQT) Certification Program, AFS India, Indonesia, Philippines (New Delhi, India)
SEP
4th Annual Regional Caribe Program | Levels 1, 2, 3 (en español) (Santo Domingo, Dominican Republic) 4th Annual Regional Asia-Pacific Program | Levels 1, 2, 3 (Jakarta, Indonesia)
OCT
Nordic National Qualifying Trainers (NQT) Workshop & Certification (Oslo, Norway)
2015 1 ST QUARTER
National Qualifying Trainers (NQT) Certification Programs: AFS Turkey, AFS Belgium Flanders, and AFS Hungary
3RD QUARTER
5th Annual Regional Asia-Pacific Program 5th Annual Regional Central American Program Dates are tentative and subject to change. Distance events will be announced to each participating organization.
Youth Video Festival 2014: Share your vision! For the second year in a row, AFS is proud to join forces with United Nations Alliance of Civilizations (UNAOC), the International Organization for Migration (IOM), and many other partners for the PLURAL+ Youth Video Festival. In this online event, short videos focusing on migration, diversity and social inclusion are submitted every year by young people from all around the world. PLURAL+ is an opportunity to show the power of youth to effect social change in the areas of migration, inclusiveness, diversity, identity, and human rights, both locally and globally. At the same time, it is chance for AFS to demonstrate its leadership role in youth work and intercultural issues by presenting the AFS Intercultural Award and a cash prize to the video that best embodies the AFS mission. The winning, most original video should be educational - help viewers develop more intercultural knowledge, skills and awareness - and embody the AFS brand values: being inspiring, supportive, connecting and trustworthy. For more information, visit pluralplus.unaoc.org or contact icl@afs.org.
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
20
INTERCULTURAL LEARNING FIELD CONFERENCE & EVENT UPDATES July
August
Second European Conference on Education, Transforming and Changing Education: Borderlands of Becoming and Belonging. International Academic Forum. 9 - 13 July 2014. Brighton, United Kingdom.
Summer Academy on Intercultural Experience. Karlshochschule International University and InterCultur. 4 - 15 August 2014. Karlsruhe, Germany. AFS event
Summer Institute for Intercultural Communication (SIIC). Intercultural Communication Institute (ICI). 14 – 25 July 2014. Portland, OR, USA. AFS attending
2nd International Summer Academy in Peace-building & Intercultural Dialogue. Institute for Peace and Dialogue. 17 – 27 August 2014. Baar, Switzerland.
!
!
The 20th IAICS International Conference: Enhancing Global Community, Resilience and Sustainability Through Intercultural Communication. International Association for Intercultural Communication Studies (IAICS). 31 July – 4 August 2014. Providence, RI, USA.
! !
5th ACM International Conference: “Culture, Distance & Technology”. Collaboration across boundaries. 20 – 22 August 2014. Kyoto, Japan.
!
Intercultural Innovation Award. United Nations Alliance of Civilizations (UNAOC). 28 – 30 August 2014. Bali, Indonesia AFS attending
September The European Conference on Educational Research 2014: “The Past, the Present and Future of Educational Research in Europe”. European Educational Research Association (EERA). 1 – 5 September 2014. Porto, Portugal.
!
26th Annual EAIE Conference: Stepping into a New Era. European Association for International Education (EAIE). 16 – 19 September 2014. Prague, Czech Republic. AFS attending
!
43rd NSEE Annual Conference: “Civic Engagement & Global Learning for the 21st Century”. National Society for Experiential Education (NSEE). 29 September – 1 October 2014. Baltimore, MD, USA. AFS attending
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
Intercultural Learning Work Group Johanna Nemeth (Austria) Rosario Gutierrez (Colombia) Sherifa Fayez (Egypt) Annette Gisevius (Germany) Irid Agoes (Indonesia) Melissa Liles, Chair (International) Lucas Welter (International) Roberto Ruffino (Italy)
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
Questions or Comments icl@afs.org © 2014 AFS Intercultural Programs, Inc. All rights reserved.
Newsletter Editor: Melissa Liles Newsletter Manager: Milena Miladinovic Design & Graphics: Milena Miladinovic Writers: Hazar Yildirim, Milena Miladinovic
AFS Intercultural Link | VOLUME 5 - ISSUE 2 - MAY - JULY 2014
|
21