Presentation on theme: "Module 3 Intercultural Skills for Facilitating Learning."— Presentation transcript:
Module 3 Intercultural Skills for Facilitating Learning
Aims of Module 3 Explore our Racial Identities & how it may influence how we work as intercultural educators Consider the influence of ‘positioning’ for students & educators Identify inhibitors, strategies & resources for effective student engagement in the intercultural space Consider barriers & facilitators for having effective intercultural discussions What practice based learning’s did you take away from yesterdays session?
Exploring our Racial Identities Racial consciousness: “A process where we seek to explore how we understand ‘race’, how it has featured in our lives and what factors influenced it, inclusive of broader social narratives and policies” (Singleton & Linton, 2006, :73). For intercultural educators, reflecting on our own racial identity supports us to be mindful of our position, & how influences shaping our racial identity may influence how we engage with students.
In pairs, discuss your Racial Autobiography homework experience. In the whole group, discuss 1.What did this exercise highlight for you about who YOU are as an educator in the Intercultural Space? 2.What kind of implications may this have on your teaching? Activity 1
Theoretical Models Racial identity models: – Helms White Racial Identity Development Model – talks about whiteness and systemic privileges – Fearon’s Model – talks about how social and personal identity develops and there differences – Cross’ People of Color Identity Model – talks about social and personal identity but in context of political & historical forces
Self Reflexivity Having an ongoing conversation with one’s own whole self about what one is experiencing as one is experiencing it. To be self-reflexive is to engage in feeling and thought while being in the moment. “If you don’t question yourself and your actions and assumptions you could well be participating in the continued disadvantage of others” (ICH Student Reflection, 2011).
Positioning & ‘Lens’ Positioning & Lens: -Affected by discourse, individual psychology & the dynamic social role -Multiple positions can exist at any one time -Lens shape how we perceive and interpret the experience we are having Examples of lens we can see through: -Gender, Cultural, Social justice, Class, Professional, Age.
Dimensions of Diversity The photo “Dimensions of Diversity” (Loden Associates Inc, n.d.)
In groups of three, discuss Classroom Scenario 2 or 3. In the whole group, discuss 1.How you can draw on your own sense of your Racial Identity, Positioning & Lens to facilitate safe & effective intercultural discussion? 2.What other strategies can you use to facilitate effective discussion in the intercultural space? Activity 2
In the whole group, discuss 1.Is the context of the video appropriate for having an intercultural dialogue? Why/why not? 2.Given Australia’s colonial history, how do present material & have intercultural discussions that are productive rather than polarising? 3.How would you facilitate this space to have safe & effective discussions? Activity 3
Challenges to Effective Engagement in Intercultural Space ICH focus groups feedback: Racist students Difficult/ defensive Anger/ resentment (often arising from negative past experiences) Denial of racism Non-engaging/ silent Sense of ‘imposed content’ Stereotypes Feeling that material is not relevant…. Different types of ‘colour commentary’ Tokenisation Political sensitivities ‘walking on eggshells’ Lack of time to engage students in genuine ‘shifts’ External factors (personal/ social etc)
Strategies to Enhance Effective Engagement in IC Space ICH tutors feedback: Identify/connect with student Practice what you preach Avoid binary discussions Asmar’s exemplars… Show confidence in your expertise Get students to question established assumptions/ myths & stereotypes
CCAR Strategies for Dealing with Resistance Recognise resistance Ignore behaviours - (to see where its going…) Delay/ deflect - (turn issue to group, while composing) Respond – treat not as an attack but as ‘reasonable question’ Direct confrontation – sometimes necessary Back door approach – meet individual privately Regrouping – separate enclave groups into random groups Team – get support from your colleagues Evaluation review – feedback to explore how resistance affects whole group.
CCAR Strategic Principles for Courageous Conversations Remain connected Honesty is best policy Discomfort is OK! It’s a marathon not a sprint Connect through your story Make complexity your friend
Key Principles for Effective IC Teaching & Learning Reflexive self practice Understanding our various ‘positions’ & how they influence how we make sense of experiences Make the information your discussing connect to the current Australian context Remain empathetic & interactive Making connections between the material being learnt & your own cultural frameworks Foster in students - & yourself- a commitment to engage
References Asmar, C. (nd). Teaching examplars. Retrieved from http://www.indigenousteaching.com/html/exemplars_index.h tml http://www.indigenousteaching.com/html/exemplars_index.h tml Lawrence SM & Tatum BD. White Racial Identity and Anti- Racist Education: A Catalyst for Change. Teaching for Change: Building Social Justice in the Classroom. Retrieved http://www.teachingforchange.org/node/149. http://www.teachingforchange.org/node/149 Loden Associates, Inc. (2007). Diversity wheel. Retrieved from http://www.loden.com/Site/Dimensions.html http://www.loden.com/Site/Dimensions.html Singleton, G., & Linton, C. (2006). Courageous conversations about race. Thousand Oaks, California: Corwin Press.
References What I learned in the class today: Aboriginal issues is the classroom. Tokenization (n.d.). http://www.intheclass.arts.ubc.ca/discussion-topics/2- tokenization.html http://www.intheclass.arts.ubc.ca/discussion-topics/2- tokenization.html