Updated : Being Comfortable With The Uncomfortable

Being Comfortable with the UncomfortableIntercultural Dialogue

1

What is Culture?

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

2

"I Got Hot Sauce In My Bag"

Objective #1: Gained cultural self-awareness

3

"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?

10 minutes4

What Will You Learn?At the end of this workshop, participants will have...Gained cultural self-awarenessArticulated why intercultural dialogue is essential as a Peer Advocate Differentiated Hofstede's Cultural Dimensions after applying to various cultural examples Utilized the skills of being a cultural lifelong learner to improve daily interactions with students 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.)5

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.

6

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.)

7

Hofstede Resource https://geert-hofstede.com/countries.html

This resource allows students to compare countries cultures. OPTIONAL 8

Bundt Cake

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

9

Break

Workshop will resume at

Optional10

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 a Peer AdvocateThere 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

2 minutes

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.

11

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

3 minutes12

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

Differenceshttps://wright-kanopystreaming-com.ezproxy.libraries.wright.edu/video/differences-short-film-bj-gallagher

PLAY VIDEO then have discussion on next slide 13

Team Building Activity

Objective #5: Prepared to embrace cultural ambiguity and become a contributing team member in uncomfortable situations What is your initial thought of the video?What differences do you expect to encounter when working with students?How can you separate your differences when helping students?

10 minutes

14

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. Maura Cullens thoughts on topic (being that she is a social justice and interpersonal communication expert. 15

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)

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: 16

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.

17

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

18

(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

19

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

20

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

21

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

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

22

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.

23

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?

TEST THEIR KNOWLEDGE: https://play.kahoot.it/#/k/41b408f5-26b9-45d0-b170-d6f9c3e11072 PA Who wins gets a prize. 24

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 as a peer advocate?

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.

25

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

Nelson and Lundin, 2010

26