Bringing the World into Your Classroom

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Bringing the World into Your Classroom
Survey of Resources and Strategiesfor Course
Internationalization
Angel Cardec Office of International
Studies December 17, 2003
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Internationalization

• A course, program, or activity is considered to
  be international if it includes perspectives,
  issues, or events, from specific countries or
  areas other than the United States.
• American Council on Education
• International Initiatives Program

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WhyInternationalize?

• Provide the skills necessary to live and compete
  in an increasingly internationalized world
• Enhance understanding of a complex and diverse
  world
• Develop better citizens

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International vs Global
International Discrete National Diverse Tolerant
Global Systemic Complex Interdependent
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Typology of Internationalized Curricula

• curricula with an international subject (e.g.
  international relations, European law)
• curricula in which the traditional/original
  subject area is broadened by an internationally
  comparative approach (e.g. international
  comparative education)
• curricula which prepare students for defined
  international professions (e.g. international
  business management, accountancy)
• curricula in foreign languages or linguistics
  which explicitlyaddress cross-cultural
  communications issues and provide training in
  intercultural communications skills
• interdisciplinary programmes such as region and
  area studies, covering more than one country
  (e.g. European, Scandinavia, or Asian Studies)
• curricula leading to internationally recognized
  professional qualifications
• curricula leading to joint or double degrees
• curricula in which compulsory parts are offered
  at institution(s) abroad, with local faculty
• curricula in which the content is especially
  designed for international students(in Bremer
  and van der Wende, 1995, pp. 10-11).

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Level 1 Add Country and Stir
Use an international setting for your examples.
Sample sources World almanacs Maps, Maps,
Maps CIA Handbook Regional Programs

Comparative analyses of different media
representations
Pitfalls Stereotypes Othering Focus on cultural
artifacts
Writing assignments on international affairs
5 minutes on how todays international headlines
interact with our subject
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Level 2Add Aspects of Intercultural Communication

• Culture is like a pair of sunglasses. It
  shields us from external harshness and offers us
  some measure of safety and comfort. It also
  blocks us from seeing clearly through our tinted
  lenses
• Ting-Toomey, 1999, p. 12

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Culture
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Intercultural CommunicationAssumptions

• Involves varying degrees of cultural group
  membership differences and may involve
  conflicting rules, norms and scripts
• Involves simultaneous coding and decoding of
  verbal and non-verbal messages
• Sometimes involves well meaning clashes
• Always takes place in context
• Always takes place in embedded systems
• Ting-Toomey, 1999, p. 22-24

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Inter-Cultural Dimensions

• Individualist vs. collectivist values
• Small vs large power distance values
• High context-low context communication
• Ingroup-outgroup affiliation
• Monochronic vs polychronic rhythms
• Face saving concerns

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Mindful Communication

• Denaturalize the process - tune in to norms,
  scripts and expectations
• Be open to new information
• Be aware of multiple perspectives

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Level 3Global Education

• Starts with an evaluation of your teaching
  philosophy What is your goal when teaching?
• Challenges the underlying assumptions of
  knowledge (e.g., impact of colonialism, power and
  social relations) Requires contextualizing the
  knowledge.
• Focuses on deep cultural differences. Questions
  the use of artifacts to dramatize difference.
• Requires reflexive teaching
• Challenges stereotypes
• Requires the presentation of alternative
  perspectives
• Presents cultural realities as complex situations
• Mary Merrifield, 2001.

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Developing a Study Abroad Program

• What are the instructional objectives for the
  course?
• What does the course gain from its location
  abroad? How does the location affect each
  objective? What aspects from the locations you
  are considering are important in the achievement
  of the instructional objectives?
• What are the instructional activities (e.g.
  lectures, field trips, papers, journals,
  presentations.) Keep in mind that location may
  have an effect on the activities.
• Grading evaluation criteria - Challenges of
  location
• Pre-departure preparation activities Decide
  what type of knowledge on subject or place could
  improve the students ability to enjoy and learn
  from the place.
• Develop some debriefing activities to close the
  experience upon return

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Logistics
Traveling Papers Transportation Accommodations
Meals Excursions Management of Funds Emergency
Plans Crisis Management FUN
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References

• Bremer, L. and van der Wende, M. (1995).
  Internationalizing the curriculum in higher
  education Experiences in the Netherlands. The
  Hague The Netherlands Organization for
  International Cooperation in Higher Education.
• Merryfield, Mary (2001) Moving the Center of
  Global Education From Imperial Worldviews that
  Divide the World to Double Consciousness,
  Contrapuntal Pedagogy, Hybridity, and Cross
  Cultural Competence. Social Studies Research.
  R. Stanley (ed). Greenwich CN Information Age
  Publishing.
• Ting-Toomey (1997) Intercultural Conflict
  Competence. Competence in intepersonal
  Conflict. W Cupach and D. Canary (eds.) New
  York McGraw Hill. Pp. 120-147
• Ting-Toomey, Stella (1999) Communicating Across
  Cultures. New York Guilford.
• Ting-Toomey, Stella and Oetsel, John G. (2001)
  Managing Intercultural Conflict Effectively.
  London Sage Publications

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Thank You