Updated : Being Comfortable With The Uncomfortable

Being Comfortable with the UncomfortableIntercultural Dialogue

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What is Culture?

Objective #2: Articulated why intercultural dialogue is essential as Student Affairs Professionals(Haug, 2014)

Blake - 5 minutesAfter showing the video, ask the class what they think. 2

"I Got Hot Sauce In My Bag"

Objective #1: Gained cultural self-awareness

ClarissaObjective 1

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"I Got Hot Sauce In My Bag" Does this item represent you culturally in any way? If so, how?How does this item represent the culture/environment you live in? How can this item be beneficial to someone else?

Clarissa - 10 minutes Objective 1

-We each answer one question1- T2- S3-B

Make sure outline4

Pre-Assessment Objective #1: Gained cultural self-awareness Objective #2: Articulated why intercultural dialogue is essential as Student Affairs ProfessionalsObjective #4: Utilized the skills of cultural lifelong learning to improve daily interactions in student affairs through assessment

Everyone chime in5

What do you believe intercultural dialogue is?

Conversations about perspective, attitudes, and beliefs, and beliefs by people from a variety of cultural backgrounds and differences.

- Kelsey Bowling

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What do you believe intercultural dialogue is?Different groups of people sharing diverse points of view and making the effort the effort to learn about and work with one another efficiently.

-Danielle Graham

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What do you believe intercultural dialogue is?Learning to communicate with people from other cultures and backgrounds.

-Katie Mcgrath

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What Will You Learn?At the end of this workshop, participants will have...Gained cultural self-awarenessArticulated why intercultural dialogue is essential as Student Affairs Professionals Differentiated Hofstede's Cultural Dimensions after applying to various cultural examples Utilized the skills of being a cultural lifelong learner to improve daily interactions in student affairs through self-assessmentPrepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations

Taylor 2 minutes

Stephanie:Why are we here?

QuestionDid anyone have any difficulty with the Hot Sauce in my Bag activity?

-talk about Transformative Learning Through Engagement:-The vast majority are cultural or acculturated Americans.According to Fields, ours is a fairly narrow lens. Many Americans have trouble seeing or understanding culture as a singular reality because we generally lack a point of comparison.

In order to ask students to be culturally curious, lifelong learners, and participants in intercultural dialogue, we must start with ourselves. We must be reflective practitioners who can lead by example(tie into how intercultural dialogue ties into student development theory.)9

Why is it important in Student Affairs?Objective #2: Articulated why intercultural dialogue is essential as Student Affairs Professionals

1. Developing Competence

3. Moving through Autonomy to Interdependence4. Developing Mature Interpersonal Relationships5. EstablishingIdentity7. Developing Integrity(Evans, Forney, Guido, Patton, & Renn, 2010)

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King and Magolda (2005)Development of Intercultural Maturity Model ATTRIBUTE UnderstandingSensitivity to others

Sense of oneself that enables one to listen to and learn from others

DIMENSIONCognitiveInterpersonal Intrapersonal

(Evans, Forney, Guido, Patton, & Renn, 2010)

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What is Your Comfort Zone?Share what makes you comfortable in a conversation.

COMMON ANSWERSrespect each other Dont be afraid to challenge each otherListen activelyJudgment free zoneConfidentiality

Establishing Ground Rules and Peer Expectations. SHARE WHAT MAKES YOU COMFORTABLE IN A CONVERSATION.

ACTIVITY: -Have each group write their ideas of a safe space for this workshop and of intercultural dialogue in general.-Tape up all three posters to the front. -Highlight common ones listed on handout. -Go through how you can transform those commonly used ground rules into brave space guidelines.

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(Arao and Clemens 2013)

*DISAGREEING WITH GRACE HANDOUTS

This ties into Hofstedes theory.13

How People From Different Cultures Approach The TableEstablishing contact Relationship building Team building activities Expression of emotion Level of disclosure Variation in time Hierarchical vs. Horizontal Impact of power (International Extension Curriculum, n.d.)

TaylorWe need to be aware of the fact that people might build work relationships differently than we doWill break down each section and further describe. Will ask class to chime in with their experiences.14

Hofstede's Cultural Dimensions

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Hofstede's Culture Dimensions Geert Hofstede (1928 - )Dutch Social Psychologist , IBM Conducted one of the most comprehensive studies of how values in the workplace are influenced by culture

(National Culture, n.d.)

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Hofstede's Cultural Dimension's National scores range from 0 (lowest) to 100 (highest) A score of 50 is considered midlevel but rankings are relativeBecause culture is so complex and dynamic, problems of reliability and validity make it very difficult to measure. Two people from the same culture will have disagreements on how to accurately and articulately describe their own cultureCulture is not personality

(National Culture, n.d.)

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HierarchyHigh Power Distance A cultural dimension where a group of people accept an unequal distribution of power A person from a large power distance culture will misperceive low power distance as disrespectful, improper or rude Examples: Malaysia (104), Guatemala (95), Panama (95)Low Power Distance A cultural dimension where a group of people accept an equal distribution of power A person from a low power distance culture will misperceive a high power distance as bossy/rigid or servile/cowardlyExamples: Austria (11), Israel (13), Denmark (18)United States = 40 Low Power Distance(Murniadi, 2014)

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Gender Masculine Gender specific roles are valued and clearly distinct Achievement, ambition, acquisition of material goods are valued An emphasis on fighting and achievementA person who is culturally more masculine may perceive a person who is culturally more feminine as weak for men and masculine for women Feminine Gender specific roles are not valued Service to others, support for the unfortunate, and nurturance are valued A person who is culturally more feminine may misperceive a person who is culturally more masculine as aggressive for men and "baby doll" for women United States = 62Masculine(Murniadi, 2014)

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Identity Individualism The tendency to emphasize individual identities, beliefs, needs, goals, and views rather than those of the groupAs countries have become richer, they move toward the individualist end of the spectrum (wealth makes it easier to take care of themselves) An individualist will misperceive a collectivist as dishonest, corrupt Examples: Australia (90), UK (89) Collectivism The tendency to focus on the goals, needs, and views of the in-group rather than individuals' own goals, needs, and views Collectivism can be seen as adaptation to poverty and limited resources A collectivist will misperceive an individualist as insulting, dishonest, and rude Examples: Guatemala (6), Ecuador (8) United States = 91Individualistic (Murniadi, 2014)

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Truth Low Uncertainty Avoidance A culture in which people enjoy being in ambiguous situations Countries with weak uncertainty avoidance believe in many truths and are more tolerant with practices that deviate from traditions A person from a weak uncertainty avoidance culture will misperceive a strong uncertainty avoidance person as rigid and paranoid Examples: Singapore (8), Jamaica (13), Denmark (23)High Uncertainty Avoidance A culture in which people are threatened by ambiguous situations Countries with strong uncertainty avoidance tend to be more dogmatic and are not friendly toward outsiders A person from a strong uncertainty avoidance cultural will misperceive a weak uncertainty avoidance person as unprincipled and immoral Examples: Greece (100), Portugal (99)United States =46Low Uncertainty Avoidance (Murniadi, 2014)

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Virtue Short Term Orientation Values quick results Concerned with short term enjoyment A person who is short term oriented will misperceive a person who is long term oriented as cold and stingy Examples: West African countries Long Term Orientation A cultural dimension that values perseverance and tenacity Concerned with long term prosperity A person who is long term oriented will misperceive a person who is short term oriented as irresponsible and careless with money Examples: Japan (88), China (87) United States = 26Short Term Orientation (Murniadi, 2014)

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Hofstede Resource http://geert-hofstede.com/

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Bundt Cake

Objective #3: Differentiated Hofstede's Cultural Dimensions after applying to various cultural examples(Kakaweb, 2008)

Collectivistic Masculine

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Break

Workshop will resume at 6:10 PM

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Importance of Communication

Nonverbal communication is "silent" communication and includes the use of gestures, postures, position, eye contact, facial expressions and conversational distance.Objective #2: Articulated why intercultural dialogue is essential as Student Affairs ProfessionalsThere are three kinds of nonverbal communication in a multicultural context:

1. Nonverbal behaviors that exist in all cultures, but which are assigned different meanings in various cultures.

2. Nonverbal behaviors that exist in some cultures, but which are assigned different meanings within respective cultures.

3. Nonverbal behaviors that have meaning in one culture but no meaning at all in other cultures.Tolerance.org

Clarissa (Content)

Questions:Youre looking to change your major?Are you from around here?

http://www.tolerance.org/lesson/communication-total-impact-your-message

Verbal communication is defined as spoken communication, including the use of words and intonation to convey meaning.

If we don't understand the nonverbal communication from another culture, we can "read" another person incorrectly. Some forms of nonverbal communication are the same and universal, but others have different meanings, or no meaning, in another culture.

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What are some characteristics that describe an effective intercultural team? Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations

Clarissa 27

Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations

Activity

Taylor28

Team Building Activity

Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations What difficulties, if any, did your team face when planning this event?Being many of the assigned behaviors were culturally oriented, how could you have seen to it that individual needs were met and that all contributions were respected and accepted in a positive way? How could you apply what was learned from this activity to your work as student affairs professionals?

BlakeHave the groups first go around and describe the event they planned.Will eventually eliminate this slide and write these questions in my personal notes.What skills could have helped the team progress more effectively? What could be done to plan ahead for the next meeting to have things run more smoothly? Knowing now what you didn't know before, how could you have prepared the participants to overcome any problems which might arise, if you were the facilitator or leader?

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UNESCO

The world is more and more interconnected but it does not mean that individuals and societies really live together as reveal the exclusions suffered by millions of poor, women, youth, migrants and disenfranchised minorities.

Today there is more information, technology and knowledge available than ever before, but adequate wisdom is still needed to prevent conflicts, to eradicate poverty or to make it possible for all to learn in order to live in harmony in a safe world.http://en.unesco.org/themes/intercultural-dialogue

Stephanie - 5 Minutes for #11,12,13

SOCIAL Justice, MISSION OF UNESCO

In our increasingly diverse societies, it is essential to ensure harmonious interaction among people and groups with plural, varied and dynamic cultural identities as well as their willingness to live together. Policies for the inclusion and participation of all citizens are guarantees of social cohesion, the vitality of civil society and peace. Thus defined, cultural pluralism gives policy expression to the reality of cultural diversity. Indissociable from a democratic framework, cultural pluralism is conducive to cultural exchange and to the flourishing of creative capacities that sustain public life (Article 2, From cultural diversity to cultural pluralism).

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In social justice and diversity education, do we focus on what we have in common or what differs?I have found the most effective strategy is not to focus on one at the exclusion of the other. Instead of creating an either/or dichotomy, we must advance to a both/and approach. As long as you only acknowledge only one of these approaches, you will never be successful in building the bridge essential to connecting the gap between the have and the have nots (123-124, Cullen).

Dr. Maria Cullens thoughts on topic (being that she is a social justice and interpersonal communication expert. 31

We're all in this together.When you leave what is comfortable and familiar in order to take on something new and exciting, it is natural to feel unsettled and even afraid.

This is where the support of your colleagues is most important.

Dreyer, J. S. (2015)

Blake 2 minutesReally tie this concept back to it's important to continually be "comfortable with the uncomfortable

SO while we have focused on the differences between the the different cultures (Hofsted). We wanted to also talk about our commonalities.

TOGETHERNESS OF UBUNTU:

Dreyer, J. S. (2015). Ubuntu: A practical theological perspective. International Journal Of Practical Theology, 19(1), 189-209. doi:10.1515/ijpt-2015-0022This description captures many of the features commonly associated with ubuntu. Firstly, it is a philosophy of life or moral philosophy rooted in the southern African context as indicated by the languages referred to (Xhosa and Zulu). Secondly, ubuntu is best expressed in aphorisms and practices. This reflects the oral tradition in which it originated. Thirdly, it describes the Fourthly, it describes the dynamic interaction, the active play of forces, between the individual and the community. The wellbeing of the individual cannot be disconnected from the wellbeing of the community and vice versa. The interactive ethic of ubuntu implies that we all share the responsibility for our togetherness, and this togetherness in turn empowers each individual person. It is only in a community that a person finds his or her personal identity and true humanity. Fifthly, an ubuntu ethic refers to the importance of values such as generosity, hospitality, friendliness, compassion and solidarity. Other authors stress the importance of the relational self and intersubjec- tivity, and see it as an (a Southern) African view on personhood. Other authors stress the importance of the relational self and intersubjec- tivity, and see it as an (a Southern) African view on personhood. It refers to the relational nature of being: I am because we are. Forster aptly describes of the relationship between ubuntu and personhood as follows: 32

The Door To UbuntuIs gratitude, and it is always open.Nelson and Lundin, 2010.

The path to Ubuntu is marked by humanity; we follow the path from person to person.

The spirit of Ubuntu is found through community.

Community is created when you find unity of purpose with others.

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UbuntuStarts with recognizing and embracing the humanity, the equality, and the value of each person. Nelson and Lundin, 2010.

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(Stone and Church, 1973, p.499)"[T]he adult with a capacity for true maturity is one who has grown out of childhood without losing childhoods best traits. [They have] incorporated these into a new pattern of simplicity dominated by adult stability, wisdom, knowledge, sensitivity to other people, responsibility, strength and purposiveness[They have] retained the basic emotional strengths of infancy, the stubborn autonomy of toddlerhood, the capacity for wonder and pleasure and playfulness of the pre-school years, and the idealism and passion of adolescence.

Life-Long Learning = Life-Long Education

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Life-Long Culture LearningNeeds to be learned more consciouslyIs not separate from learning ones own (home) culture

Culture shapes the way we see the world. It therefore has the capacity to bring about the change of attitudes needed to ensure peace and sustainable development, which, we know, form the only possible way forward for life on Planet Earth. (...) When we speak about culture, we are looking at ways of living as individuals and ways of living together. A living culture is one whichalmost by definitioninteracts with others, in that it involves people creating, blending, borrowing and reinventing meanings with which they can identify. -Frederico Mayor, Preface, World Culture Report 1998, UNESCO

Clarissa 36

Life Long LearningMedel-Anonuevo, 2001, pg. 12

Research shows that if you were an active learner when you were young, you will stay that way when you are older.Learning provides opportunities to develop:The capacity to integrate new experiencesAnd adapt to new situationsWe seek to learn because it enables us to:Change Sustain or improve skills, knowledge, and attitudes

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Life Long Learning is ChangeMedel-Anonuevo, 2001, pg. 12

Self- growth Self-actualizationThe development of self-efficacySkill developmentKnowledge acquisition Creativity developmentChange Is

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HOW CAN YOU LEARN FOR A LIFETIME?OptionsWatch a movie about another culture.Have a conversation with someone from another culture.Make a friend from another culture.

We all learn differently, therefore you can seek your own ways of learning about another culture.

BE AN ACTIVE EXPLORER AND CREATOR.

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Snowball Activity Objective #4: Utilized the skills of cultural lifelong learning to improve daily interactions in student affairs through assessment

Blake 40

SNOWBALL ACTIVITY QUESTIONSHow can you become a better intercultural team member?

How can you build an intercultural community?

How can you incorporate culture & communication in your daily life as a Student Affairs professional?

BlakeDirections:-Explain that this exercise is a reflection piece to see what our classmates have learned, and that they will have to write on the volleyball to answer the questions.-Each group will have three minutes to write as many responses to the appropriate question and must write at least one answer. They should leave enough room for the other two groups to write their answers.-At each signal, the groups will have to pass the ball to the closest group to the left of them. They then will answer the new question. This process will repeat until all have answered the three questions.-Have each grouppick the three best answers from the ball they have and a group leader will share with the class.

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Objective #1: Gained cultural self-awareness Objective #2: Articulated why intercultural dialogue is essential as Student Affairs ProfessionalsObjective #3: Differentiated Hofstede's Cultural Dimensions after applying to various cultural examplesObjective #4: Utilized the skills of cultural lifelong learning to improve daily interactions in student affairs through assessmentObjective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations Are You Comfortable With The Uncomfortable?

Kahoot 42

Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situationsWhat do you plan to do in the future to promote intercultural dialogue within your department?

This clip shows the importance working effectively in a team. There are times when circumstances change and the entire team has to be able to adapt. They're all following the steps of Leslie; and this shows how she exemplifies being an comfortable with the uncomfortable.

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May each of you discover the success and happiness that comes from embracing the humanity of all whom you encounter.

Nelson and Lundin, 2010

Play U.N.I.T.Y

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References [30 Rockers]. (2014, February 8).Parks & Rec ice rink campaign [Video file]. Retrieved from https://www.youtube.com/watch?v=nojC6fP56VI

Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. Landreman (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 135-150). Sterling, VA: Stylus.

Cullen, M.J. (2008). 35 dumb things well-intentioned people say: Surprising things we say that widen the diversity gap. Garden City, NY; Experts Academy Press.

Dreyer, J. S. (2015). Ubuntu. International Journal Of Practical Theology, 19(1), 189-209. doi:10.1515/ijpt-2015-002

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., &Renn, K. A. (2010). Student development in college theory, research, and practice (2nd Edition ed.).San Francisco, California, United States of America:Jossey-Bass. Fried, J. (2012). Transformative learning through engagement: Student affairs practice as experiential pedagogy. Sterling, VA: Stylus Publishing. Haug, E. [EvaHaug]. (2014, March 29).What is culture?[Video file]. Retrieved fromhttps://www.youtube.com/watch?v=Me2HlTQPS40

I got hot sauce in my bag #formation [Vine post].Retrieved from https://vine.co/v/i1AbY0LL0OD Intercultural Dialogue. (2013). Retrieved March 13, 2016, from http://en.unesco.org/themes/intercultural-dialogue International Extension Curriculum. (n.d.).Building intercultural team relationships. Retrieved fromhttps://ag.purdue.edu/ipia/iec/Shared%20Documents/Module%201/1.6.S6.pdf

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[Kakaweb]. (2008, October 21). Potatoes My Big Fat Greek Wedding[ Video file]. Retrieved fromhttps://www.youtube.com/watch?v=cQC6cLJhTekKing, P. M., &Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal Of College Student Development, 46(6), 571-592. doi:10.1353/csd.2005.0060London, Y. [YoumanityLondon] (2014, June 13). UNESCO peace & intercultural dialogue[Video file] Retrieved from https://www.youtube.com/watch?v=T6kZ9_X6bPAMedel-Anonuevo, C.,Ohsako, T.,Mauch, W., & United Nations Educational, S. E. (2001). Revisiting Lifelong Learning for the 21st Century.Murniadi, K. (2014). Hofstede cultural dimensions [PowerPoint Slides]. Retrieved fromhttps://learn.kent.edu/webapps/blackboard/content/listContent.jsp?course_id=_86615_1&content_id=_3013333_1&mode=resetNational Culture. (n.d.). Retrieved March 21, 2016, fromhttp://geert-hofstede.com/national-culture.htmlNelson, Bob and Lundin, Stephen, (2010). Ubuntu!: An Inspiring Story About an African Tradition of Teamwork and Collaboration, New York: Crown Publishing Group.Stone. L. Joseph and Joseph Church (1973). Childhood and Adolescence: A Psychology of the Growing Person. New York: Random House.

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