1. Shallenberger McGury GLF Istanbul 2004 Developing Effective Intercultural Leaders Nurturing Competencies of Interculturally Effective Leaders and Global Citizens

2. Shallenberger McGury GLF Istanbul 2004 Introduction: Toward a Lexicon of Cultural Interpretation Understanding the dynamics of cultural differences and being able to apply that understanding through engagement with another culture; Seeing global connections in the analysis of significant issues and perceiving multiple perspectives and interpretations of those issues; Having an expanded sense of self as a “global citizen” and understanding oneself in relationship to a larger global society. Being able to reflect upon and understanding how personal identity is transformed through interaction with the “global other” (i.e., persons who come from another culture); Understanding and being able to appreciate the context and perspective of the global other; and Being able to apply cross-cultural sensitivity and awareness to a variety of situations, societies and cultures.

3. Shallenberger McGury GLF Istanbul 2004 Introduction: Toward a Lexicon of Cultural Interpretation Having an expanded sense of self as a “global citizen” and understanding oneself in relationship to a larger global society.

4. Shallenberger McGury GLF Istanbul 2004 A Positive Conception of Citizenship Responsibility to others and the environment; A sense of interconnection, interdependence and plurality, where all have voice; Collective and cooperative decision-making; and Mutual and informed respect that includes critical self-reflection, space, listening to alternative understandings, and patience.

5. Shallenberger McGury GLF Istanbul 2004 Defining a Global Citizen One who understands him/her self in an open and appreciative relationship to a larger, interconnected, global society.

6. Shallenberger McGury GLF Istanbul 2004 Educating for Global Citizenship As educators, we think of two primary facets that further define this competence. Fully understanding and expressing the interrelationship between one’s own life and the lives of those in other parts of the world; and Analyzing global priorities based on factors other than proximity to one’s home community or surface likeness to oneself, and demonstrating fair participation in a global community.

7. Shallenberger McGury GLF Istanbul 2004 The Global Citizen Rubric EXCELLENTSUFFICIENTINSUFFICIENT Fully understands and expresses the interrelationships between one’s own life and the lives of those in other parts of the world. Describes some connections between one’s own life and the lives of those in other parts of the world. Articulates little or no connection between one’s own life and those in other parts of the world. Analyzes global priorities based on factors other than proximity to one’s home community/ies and demonstrates participation in a global community. Demonstrates an understanding of the rationale and benefits of a global perspective in analyzing global issues. Proximity to one’s home community/ies overrides other considerations in evaluating and understanding issues of a global nature.

8. Shallenberger McGury GLF Istanbul 2004 Assumptions about how learning works Individuals start at different places. The ability to stand back and reflect on one’s experience is not innate; if it is not present, it must be taught. It is hard to move out of our own mindset. Interactive co-teaching and co-learning strengthen the effects and opportunities present in the situations encountered. It is important for the program developer to set up conditions so that participants feel comfortable trying out new behaviors and making mistakes. An intense experience of two weeks and even an entire year abroad is probably merely planting seeds and fertilizing soil.

9. Shallenberger McGury GLF Istanbul 2004 Individual enters with his/her own:  Experience with travel and other cultures  Learning style  Comfort with ambiguity  Openness to change and growth  Learning and living Competencies o Ability to reflect o Ability to synthesize and integrate o Understanding of the other culture(s)  Background  Values

10. Shallenberger McGury GLF Istanbul 2004 Intensive experience with time, opportunities, and methods to integrate learning Introduce issues Lay groundwork Reintegration

11. Shallenberger McGury GLF Istanbul 2004 Individual leaves with: Changed understanding of self vis à vis self and other Enlarged sense of neighborhood and belonging

12. Shallenberger McGury GLF Istanbul 2004 Before Travel: Learning Models of Cultural Difference (Kluckhohn) (in Kohls, 2001) Human nature: Basically evil <> Mixture of good and evil <> Basically good Relationship to nature: Subject to nature <> Harmony with nature <> Mastery over nature Time: Past oriented <> Present oriented <> Future oriented Activity: Being (who you are) <> Growing (self-development) <> Doing (action) Social relationships Authoritarian <> Group-oriented <> Individualistic

13. Shallenberger McGury GLF Istanbul 2004 Before Travel: Learning Models of Cultural Difference (Hofstede) Individualism <> Collectivism: What is valued more highly, the individual or the collective (family, workplace, society)? Power Distance: To what extent to do the less powerful members of a society accept that power is distributed unequally.” Uncertainty Avoidance: To what extent are people in a given culture comfortable with ambiguity and risk? Masculinity <> Femininity: Is the quality of life characterized by assertiveness, competition and aggressive success, or, alternatively, by modesty, compromise and co-operative success?

14. Shallenberger McGury GLF Istanbul 2004 Social Conditions of the “Producing Culture” ( Un) employment (Low) standard of living Cultural values with respect to work, class, and hierarchy Conditions of the Individual Worker Needs for self and family Personal history and pressures Stability regarding employment conditions Values regarding confrontation Conditions of the Sweat Shop Need for income and jobs Role in the community Availability of “good” workers Need to produce to retain overseas contracts Long Hours Low Pay Maltreatment Conditions of the Distributor- Store Need to show a profit to stay in business Employer for numerous employees Value toward social causes Conditions of the Individual Purchaser Desire to make a fashion statement Disposable income level Value of slogan/school identification Desire to save money Impact on all these individuals and organizations Outside factors that propitiate all these conditions

15. Shallenberger McGury GLF Istanbul 2004 During Travel: Keeping a Guided Journal It has been said that Swiss live their multiculturality everyday in every moment. Look for evidence of this today. Make note of 3-5 examples that reflect this statement, describe the examples in your journal, and talk to at least one Swiss person about your observations. What do you learn from your conversation with them? Write you own wondering and explore it. Be sure to talk to local Swiss informants as you do whatever it is.

16. Shallenberger McGury GLF Istanbul 2004 After Travel: Reflecting on questions such as these: How have you made sense of what you learned; and What have you done with what you’ve learned?

17. Shallenberger McGury GLF Istanbul 2004 In Conclusion Global citizenship is a matter of values-in- action, where one is: fully committed humble and open with a high level of passion and commitment, not to mention time

18. Shallenberger McGury GLF Istanbul 2004 The alternative? To passively contribute to global injustice, intolerance, and misunderstanding is not tenable in a world in which cultural misunderstanding carries an increasingly high price tag. The ultimate challenge, however, is consistently to live in a way that reflects the attitudes and qualities of a global citizen ourselves.

19. Shallenberger McGury GLF Istanbul 2004 Aitken’s challenge To succeed in our aim, Aitken says, we should have the stamina of an Olympic runner, the conversational skill of a professor of languages, the detachment of a judge, the tact of a diplomat. And that is not all. If [we] are going to measure up to the living and working in [international settings], [we] should also have a feeling for the culture; [our] moral judgment should not be too rigid; [we] should be able to merge with the local environment with... ease; and [we] should show no signs of prejudice.

20. Shallenberger McGury GLF Istanbul 2004 Tall order? Certainly. But what other choice is there?

21. Shallenberger McGury GLF Istanbul 2004 Thank You David Shallenberger and Susan McGury david.shallenberger@sit.edu smcgury@depaul.edu

22. Shallenberger McGury GLF Istanbul 2004 Defining a Global Citizen S/he should: Look at issues multi-dimensionally; Be open to interpretations beyond those that come most immediately because of background and home culture; Perceive interconnections that extend beyond family and neighborhood; Express interconnections with others in a non- judgmental way.

23. Shallenberger McGury GLF Istanbul 2004 Defining a Global Citizen Values-wise, the competent global citizen must have the capacity to appreciate those whose experiences and perceptions may be radically different than one’s own.

24. Shallenberger McGury GLF Istanbul 2004 Assumptions about how learning works Interactive co-teaching and co-learning strengthen the effects and opportunities present in the situations encountered. It is important for the program developer to set up conditions so that participants feel comfortable trying out new behaviors and making mistakes. An intense experience of two weeks and even an entire year abroad is probably merely planting seeds and fertilizing soil.