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    Intercultural Skills For Facilitating Learning

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    Banana Vague
    This module explores intercultural skills for educators. It aims to help educators reflect on their own racial identities and how that influences their work. Educators consider strategies for engaging students in intercultural discussions and addressing potential barriers. Activities include discussing educators' racial autobiographies and how that shapes their teaching, as well as strategies for facilitating respectful discussions on challenging topics. The module emphasizes self-reflection, understanding different perspectives, and making content relevant to students.

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    Intercultural Skills For Facilitating Learning

    Uploaded by

    Banana Vague
    24 views17 pages
    This module explores intercultural skills for educators. It aims to help educators reflect on their own racial identities and how that influences their work. Educators consider strategies for engaging students in intercultural discussions and addressing potential barriers. Activities include discussing educators' racial autobiographies and how that shapes their teaching, as well as strategies for facilitating respectful discussions on challenging topics. The module emphasizes self-reflection, understanding different perspectives, and making content relevant to students.

    Original Description:

    Diversity wheel

    Original Title

    Mod3 IC Skills

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    This module explores intercultural skills for educators. It aims to help educators reflect on their own racial identities and how that influences their work. Educators consider strategies for engaging students in intercultural discussions and addressing potential barriers. Activities include discussing educators' racial autobiographies and how that shapes their teaching, as well as strategies for facilitating respectful discussions on challenging topics. The module emphasizes self-reflection, understanding different perspectives, and making content relevant to students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    24 views17 pages

    Intercultural Skills For Facilitating Learning

    Uploaded by

    Banana Vague
    This module explores intercultural skills for educators. It aims to help educators reflect on their own racial identities and how that influences their work. Educators consider strategies for engaging students in intercultural discussions and addressing potential barriers. Activities include discussing educators' racial autobiographies and how that shapes their teaching, as well as strategies for facilitating respectful discussions on challenging topics. The module emphasizes self-reflection, understanding different perspectives, and making content relevant to students.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 17

    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.
    Activity 1
    • 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?
    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.)


    Activity 2
    • 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 3
    • 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?
    Challenges to Effective Engagement
    in Intercultural Space
    ICH focus groups feedback:
    • Feeling that material is not
    • Racist students relevant….
    • Difficult/ defensive • Different types of ‘colour
    • Anger/ resentment (often commentary’
    arising from negative past • Tokenisation
    experiences) • Political sensitivities
    • Denial of racism ‘walking on eggshells’
    • Non-engaging/ silent • Lack of time to engage
    • Sense of ‘imposed content’ students in genuine ‘shifts’
    • Stereotypes • 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
    • 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.
    • Loden Associates, Inc. (2007). Diversity wheel. Retrieved from
    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

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