1. Interculturalizing the Internationalized Curriculum Presented by Todd D. Odgers Malaspina University-College

2. Overview 1. Some initial thoughts 2. An internationalized curriculum and instruction framework 3. Some intercultural theory 4. A faculty workshop design

3. Consider “Green comes from blue and is therefore better than blue”

4. A Faculty Perspective… “The thing about ‘internationalizing the curriculum’ is that we’re talking about something that seems to be third party but in effect it forces people to take a look at themselves. If you were to set up a workshop and say “Hey guys let’s get together and talk about our teaching biases”, you’d get zero attendance but when you talk about internationalizing the curriculum, it gets around to the same issue.” Participant

5. The Faculty Experience: Classroom Dynamics “It probably increased the level of conflict, and I’m viewing conflict in a positive way. So it’s made the class more lively, more energetic.” “I think one of the things it [internationalization] provides learners is an opportunity to challenge their beliefs, values and assumptions and engage them in an exploration that might take them to places that they never expected.” “One of the things I have noticed is that socially, students are interacting more, especially in our program where no one culture is dominant.” Participants

6. Internationalization: a definition “the process of integrating an international and intercultural dimension into the teaching, research and service function of the institution.” (Knight, 1994, p. 7)

7. The Internationalized Curriculum “A curriculum which gives international and intercultural knowledge and abilities, aimed at preparing students for performing (professionally, socially, emotionally) in an international and multicultural context.” (Nilsson, 2000, p,22)

8. Internationalization: A Continuum of Possibilities Depth of required change at personal and organizational levels Most common approach: Add content to existing curriculum A transformational approach: Internationalization as a complex learning process that involves change on many levels: Individual Interpersonal Organizational

9. Guidelines for Doing Faculty Internationalization Work 1. Make the faculty development part of a larger institutional plan 2. Place intercultural development at the core 3. Make the participation voluntary 4. Incorporate faculty experiences and disciplinary perspectives 5. Employ a transformative design 6. Ensure the facilitators credibility and competence Odgers 2006

10. Three Pillars of Internationalization ME (My values, assumptions, experience, philosophy) Which Influence MY TEACHING (Classroom dynamics) AND MY CURRICULUM (Course content)

11. Culture and my teaching/curriculum Culture and the physical school Culture and “good teaching” Culture and the curriculum Culture and “good learning”

12. Support for an intercultural shift in how we teach and learn An internationalized higher education that prepares graduates to live and work in a global society is not conceived as curricular and cultural reproduction. Instead, it embraces pedagogical and curricular practices that introduce multi-varied modes of thinking and learning… “Interculturalization” Bond (2006)

13. Awareness and Building New Possibilities Howell 1982

14. Incorporation of intercultural and international by including the following Knowledge- about socio-cultural context of other societies Uncertainty/Ambiguity/Anxiety- Knowledge and awareness about how we respond to difference Awareness/Competence- Awareness and skill at self-monitoring/awareness and competence in intercultural contexts Identity in interaction- How to maintain authenticity while interacting with different values and Adapted from Bond 2006

15. Interculturalizing/Internationalizing’s success depends on how I assist Ss respond and perceive… Where would I possibly find enough leather With which to cover the surface of the earth? But wearing just leather on the soles of my shoes Is equivalent to covering the earth with it. Shantideva 8 th Century

16. Some Intercultural Theory Behind This… “There is nothing so practical as a good theory” Kurt Lewin

17. Some Important Intercultural Concepts for Faculty Intercultural Competence Cultural Distance Contact Hypothesis The Developmental Model of Intercultural Sensitivity (DMIS)

18. Intercultural Competence “The ability to understand and interact effectively and appropriately in a variety of cultural contexts.” It requires: A mindset  Cultural self-awareness  Culture-general knowledge  Culture-specific knowledge  Interaction analysis/mindfulness A skillset  Information gathering skills  Empathy  Relationship building skills  Behavioral skill: listening, problem-solving A heartset  Curiosity  Cognitive flexibility  Motivation  Openmindedness (Bennett, J., 2004)

19. Cultural Distance “The degree of psychological adjustment that is needed to bridge the dissimilarities between the culture of origin and the culture of entry.”  Ting-Toomey 1999

20. Contact Hypothesis Groups from different cultures must be appropriately prepared to interact. If they are not, then a reinforcement of stereotypes and prejudice is likely to occur. Allport, G. W. Pettigrew, T. F., & Tropp, L. R.

21. Developmental Model of Intercultural Sensitivity (DMIS) Minimization Defense ETHNOCENTRIC STAGESETHNORELATIVE STAGES Denial Acceptance Adaptation Integration M. Bennett

22. To structure or not to structure? The case of Isabelle Giroux  OB vs Management Skills

23. Some things to consider and discuss What is it that you’re experiencing in your classroom that brought you here today? How does participating in this session fit in to where you are in your career right now?

24. Overview of Complete Program Introductory Session Internationalizing the Curriculum 3-day Retreat ‘Teaching and learning in the intercultural classroom’ 3 hours 3 groups of 20 Sept. Jan. Apply to 3-day retreat Feb. March IDI administration and individualized consultations (Meetings scheduled to meet faculty schedules) April Day 1Day 2 The Intercultural Self and the curriculum Learning styles and the curriculum May Day 3 Participant presentations and peer feedback Session closing End of May

25. Internationalizing the Curriculum Academy-May 21-25, 2007 For information http://www.mala.ca/internationalization/staff/inte rnationalizingcurriculum.asp

26. Contact Todd Odgers odgerst@mala.bc.ca

27. 5 Principles in curriculum design and teaching approaches- UNISA 1. Connecting the intracultural with the intercultural 2. Constructing intercultural ‘knowing’ as social action 3. Interacting and communicating 4. Reflecting and introspecting 5. Assuming responsibility Crichton, Paige, Papademetre, and Scarino (2004)

28. Internationalization is a new direction No one behind, no one ahead. The path the ancients cleared has closed. And the other path, everyone’s path, Easy and wide, goes nowhere. I am alone and find my way Octavio Paz

29. An Important Dialectic Integration Differentiation