Open dialogue on global engagement: Imperatives, assumptions and curriculum implications

Dr. Fay Patel

Creating Spaces: Dialogue on a curriculum for global engagement in higher education

Collaborative Professional Development Symposium (Monash University and La Trobe University)

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Disclaimer

Materials used in this presentation are for education purposes only and include sensitive issues and information that may be offensive to viewers and to

members of diverse communities. No offence is intended.

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Outline

Higher education global engagement framework

Teaching moments and time for dialogue

Imperatives

Assumptions

Impact

Curriculum implications

Open spaces for dialogue – confront history, the present and the future

More questions than answers

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Higher education global engagement framework

Holistic – incorporates intellectual, moral, emotional and active dimensions

Imperatives – dialogue, institutional commitment, social responsibility & justice, altruism, compassion, clarify parameters, negotiate norms, build community, critical reflection of self, change, action…

Makes bold assumptions about our collective goal -common good, building community, empowerment, sustainability, will to change…

Concerned with depth and breadth of impact (local and global) – individuals, communities, environments, cultures…

Curriculum innovation and creativity – subversive curriculum, discipline rich ‘creative solutions’ …

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High Education Global Engagement Framework (GEF)

Principles of Global Engagement (Patel, 2013)

- Mutually acceptable boundary lines

- Reduce uncertainty through negotiation

- Cultivate new shared meaning

- Position oneself within a context

- Find common ground

- Consider multiple perspectives

- Consider ongoing interaction

- Exchange of cultural wealth

- Integration of resources

- Sustainable goals

5 (Adapted from Klyukanov’s intercultural communication principles, 2005)

holistic

GEF Dimensions

(Patel, 2013) - Intellectual

- Moral - Emotional

- Active

Principles of Global

Engagement (Patel, 2013) Adapted from Klyukanov’s intercultural

communication principles,

2005

Teaching moment and time for dialogue

What is that? (2.16 minutes)

http://www.youtube.com/watch?v=-2RqJIXFpYw

Scene 9 – You gave me a C (55 seconds)

http://www.youtube.com/watch?v=N1GBGaURiHU

(Mona Lisa Smile, 2003)

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Establish norms of engagement

• Respect and dignity

• Social responsibility and justice

• Agree to disagree

• Confidentiality of discussion

• Speak for yourself and not on behalf of …

• Critical self reflective practice

• Rights and responsibility of expression of thoughts and actions

(Fay Patel)

What would you like to add to this list?

What do you consider important in your classroom?

What are you willing to (or not willing) to negotiate?

- (Voice, trust, language use, anonymity, technology,

punctuality, attendance, participation rules…)

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The 21st Century University …

… has a social responsibility to equip the members of the society with necessary competencies, knowledge, understandings, and new skills so that they can constantly negotiate the changing nature of work, the labour force, information technologies and cultural identities of people.”

(Welikala, 2011, p.4)

Social connection model of responsibility

“”…it does not isolate perpetrators; it judges background conditions of action; it is more forward-looking than backward-looking; its responsibility is essentially shared; and it can be discharged only through collective action”

8 * (Young, 2011b)

Global engagement: social responsibility and justice Demanding standard to assess responsibility

“... a responsible person tries to deliberate about actions before acting, makes choices that seem to be the best for all affected, and worries about how the consequences of his or her actions may adversely affect others.”

(Martha Nussbaum citing Young, Foreword, 2011b)

“Young takes justice to consist of the social and institutional conditions necessary for creating nondomination and nonoppression, where the latter means the achievement of human flourishing, for all members of society” (Danielle Allen, Foreword in Young, 2011a)

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Universities core mission…

“..universities today have to be reminded of their core mission, namely the production of graduates who can live, work and contribute as productive citizens in an increasingly fluid and borderless global context”. (John Hudzik, 2013)

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Core mission, Bloom’s taxonomy, ILOs & global engagement dimensions Critical thinker: Cognitive domain ( knowledge) =

intellectual dimension

Fair-minded individual: Ethical domain (virtuous and fair) – moral dimension

Passionate individual: Affective domain (attitude/behaviour) - emotional dimension

‘Productive’ citizen: Psychomotor domain – (mental/physical coordination and stimulation) – active dimension

11 * (Patel, 2013)

Imperatives

Dialogue

‘institutional imperative’ (Hudzik) not a ‘desired outcome’

Social responsibility and justice – non-negotiable

Intellectual engagement/stimulation

Moral commitment

Emotional connection/challenge

Active participation

Critical reflection of self & other, of beliefs & values

Visionaries to walk with you...to see what you see

‘Glocal’ presence of mind…intuitive response

Clarify parameters, negotiate norms, build community

Negotiate norms without seeking to subjugate the other

Build community and ‘third culture’ on what is held sacred to all: family, religion and history

Move beyond intercultural competencies and awareness to action for change

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"Third culture theory is expansive, responsive, future-oriented and open ended with growth potential." (Lee, 2003, p.7).

It does not hold a 'reductionist ethnocentric view that one culture is subjugate to or dominant over another culture." (Lee, 2003, p.17)

Third culture’ building – “focuses on engaging goodness and exchanging cultural goods or wealth.” (Patel, Li & Sooknanan, 2011, p.9)

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Building community and finding common ground

Glocal’ = global + local?

• Glocal’ - integrates and blends local and global considerations in every sphere of life (Boyd, 2006)

• Think globally and act locally (Rene Dubos,1978)

• Erases fear of difference but not the differences (Khondker, 2004)

• Part of two communities –community of our birth and beyond our national border and values collective responsibility (Byers, 2005)

• Think and act globally and locally simultaneously (Patel, 2012)

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Deep cultural values: Family, history and religion

• Samovar & Porter (2004, p.24 ) – religion, family and history shape our worldviews and influence our perceptions

• (2004, p.83) – “at the top of every culture’s list would be love for family, God (whatever form that might take), and country”

Why are people willing to die for and to kill for the love of family, God and country?

Where and when should that conversation take place if not in the classroom?

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Assumptions

All stakeholders are committed to

Building community and ‘third cultures’

Altruism, benevolence…

Social responsibility and justice

Making a transition

Action for change (not mere reflection)

Visible, tangible evidence of transformation

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Global engagement myths

“…internationalisation intersects with teaching-pedagogy, assessment and learning across different disciplines in similar ways. This assumption is problematic .” (Hudzik,2013)

Seek “best practice” instead of finding creative solutions within disciplinary contexts (Patel, 2012)

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Impact

Global engagement impacts the lives of others in complex ways. Consider the consequences of your actions and your silence.

Will your freedom of expression infringe on the rights of others causing harm (physical/psychological?)? What constitutes harm? Who decides?

Where and when should that conversation take place if not in the classroom? Teaching moment and time for dialogue?

Kate hospital 'regrets' hoax caller (2.31 minutes)

- http://www.youtube.com/watch?v=q82XnjnRqc8

- Kate Radio Royal Hoax Hospital - Nurse Dies (1.27 minutes) http://www.youtube.com/watch?v=5xZg0i0yE3A

- 2 February 2013: court rules “harmless prank” – was it harmless?

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Curriculum implications

“Echoing their concern for a more sustained and strategic move from rhetoric to action, Hudzik stressed the need for wider inter- and intra-disciplinary collaboration, to assist academics in realising the development of global engagement within their curricula” (Whitsed & Green, 2013)

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International curriculum development

“universities are responsible, in addition to building research capacity, for facilitating opportunities for all students to develop global perspectives and intercultural communication competencies – in other words an internationalised curriculum”

(John Hudzik)

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Stereotypes and implications for curriculum design?

High-context (HC) cultures

• High level of mutual understanding and respect

• More agreement

• HC communication is less explicit, more physically located and/or internalized

• Indirect speech styles

• Collectivist cultures emphasizing the ‘We’ in direct speech

• Long, indirect speech patterns

(Hall, 1976; Gudykunst, 1991)

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Low-context (LC) cultures

• More diverse and low level of mutual understanding and respect

• Less agreement

• LC communication is more explicit and coded

• Direct speech styles

• Individualistic cultures emphasizing ‘I’ in direct speech

• Short, direct patterns

(Hall, 1976; Gudykunst, 1991)

Critical assessment of self and other

• Am I from an HC or a LC culture?

HC = Eastern cultures (Russian, Spanish, Chinese, Indian…)

LC = Western cultures (Australian, English, American, Canadian…)

• What are my mental models, stereotypes and prejudices?

• How do I use them in day-to-day interaction to judge people from the same culture and from other cultures?

• How do I use my power and privilege as an educator and teacher to influence processes and curriculum design?

• Whom do I include and exclude in my classroom?

22 *

What do you know about yourself?

Equity, diversity and inclusivity?

• What is the one thing you can change about yourself?

• How will you think and act differently?

• In what practices will you commit to equity?

• How can you celebrate diversity?

• How can you make your classroom inclusive?

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Prejudices and stereotypes?

• How does skin color, ethnicity, foreign language and accent impact teaching and learning design, delivery and assessment?

• Have you discriminated against anyone recently? Why?

• Have you been discriminated against? How would you describe the experience?

Teaching moment and time for dialogue

Have you confronted your prejudices and stereotypes lately?

• Place of humour in a global engagement curriculum?

• Should we laugh with them, at them or at ourselves?

• Can we cross the line when using humour?

• If we ridicule ourselves, does that give others the right to make fun of us?

• http://www.youtube.com/watch?v=zs_rXxi0zhM

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Teaching moment and time for dialogue

Confront history, the present and the future!!!!!!

Anna Deavere Smith Challenges Students to Learn the History of “The Other” (2.54 minutes)

Retrieved from http://www.facinghistory.org/video/anna-deavere-smith-challenges-students-learn

California Apologizes to Chinese Americans

July 29, 2009

House Issues an Apology for Slavery

July 31, 2008

Prime Minister Apologizes to Australia's Indigenous People | Facing ...

Feb 19, 2008

Forgiveness and reconciliation in South Africa after Apartheid

April 1996

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Teaching moment and time for dialogue?

What is Australian and un-Australian? Impact of media, broadcasting, journalist perspectives and messages? Where and when should that conversation take place if not in the classroom?

“It was clear politicians would condemn the protesters as “unAustralian”. The day after the protest, Prime Minister Julia Gillard said the Sydney protest “was not the Australian way”. (23 September 2012) ttp://www.youtube.com/watch?feature=player_embedded&v=cI9tnosrPUI

“This is what democracy looks like….. La Trobe Student protest action” LTU Student group (13 August 2012)

(16 August 2012 - Retrieved from http://www.socialistpartyaustralia.org/archives/4405)

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This is what democracy looks like… LTU students - Is it?

13 August 2012 La Trobe University student protest and occupation Retrieved from http://www.socialistpartyaustralia.org/archives/4405)

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Global engagement across the curriculum….

Global engagement through video conference technology

- HIV/AIDS challenges in South Africa and Canada: Education and Community Development (Research teams, 2002 at the University of Windsor, Canada)

- American Football and the European Sport Space dialogue with the Netherlands: Human Kinetics (Kinetics class, 2003 at the University of Windsor, Canada)

- Global Clean Water and Guatemalan activism: Anthropology & Sociology and Politics ( Interdisciplinary class, 2004 at the University of Windsor, Canada)

Global engagement through research –based assessments

- Critical examination of workplace violations of provincial human rights principles (age, gender & race discrimination, sexual harassment, and so on): Month long observation, major critical research paper and presentation (University of Windsor, Canada)

- Examination and analysis of brand name clothing and labour exploitation: Review of personal brand name clothing choices, visit to the local mall, major critical research paper and presentation into global political economy and labour exploitation (University of Windsor, Canada)

- Investigation into the history and current use of derogatory labels and the effect on individuals and communities: Short discovery assignment in the first two weeks of term (University of Windsor, Canada) 28*

Why open dialogue on global engagement in higher education?

• Shape tomorrow’s citizenry

• Local and global meet, collide, explode…

• Value critical thought and enquiry

• Commit to equity, diversity and inclusivity

• Empower and liberate through education

• Seek social justice and responsibility for sustainable futures

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I believe that we can…

• Contribute to the common good

• Focus on positive, enriching experiences instead of difference

• Engage and dialogue as a collective, as a community

• Develop a ‘glocal’ presence of mind

• Move beyond awareness and competency development to action change

• Use our knowledge to enhance the wellbeing of ‘glocal’ communities and make a difference

* I believe that we are… • “ defined by our histories but we are bound by our

destinies” (Patel et al, 2012)

• a single humanity

(Fay Patel)

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Resources

• Absalom, M. & Vadura, K. (2006). Student Perceptions of the internationalization of the curriculum An Australian Case Study. Arts and Humanities in Higher Education, 5(3): 317-334. Retrieved November 2, 2011 from http://ahh.sagepub.com/cgi/content/abstract/5/3/317

• Boyd, D.(2006). G/localization: When Global Information and Local Interaction Collide. Paper presented at the O'Reilly Emerging Technology Conference, San Diego, CA. Retrieved from http://www.mendeley.com/research/glocalization-when-global-information-and-local-interaction-collide/

• Byers, M. (2005). Are you a ‘global citizen’? Really? What does that mean? Retrieved from http://thetyee.ca/Views/2005/10/05/globalcitizen/

• * Cooper, Calloway-Thomas & Simonds (2007). Intercultural Communication: A Text with Readings Boston, USA: Pearson Education

• Dobson, Tim (23 September 2012) Retrieved from http://www.greenleft.org.au/node/52331

• Facing History and Ourselves (2012). About Us and Educator Resources Retrieved from http://www.facing.org/aboutus and http://www.facing.org/educator-resources-0

• Eckert , S. (2006). Intercultural Communication Ann Arbor, USA: Thompson-SouthWestern

• Gudykunst , W.B. (1991). Bridging Differences: Effective Intergroup Communication. San Francisco, CA: Sage Publications

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Resources

• Hall, E.(1976). Beyond Culture N.Y, USA: Anchor Books

• Hudzik, J. ( 2011 ) Comprehensive Internationalisation From concept to Action (Washington, D.C.:NAFSA)

• Khondker, , H. H. (2004). Glocalization as Globalization: Evolution of a Sociological Concept Bangladesh e-Journal of Sociology, 1. (2). July, 2004

• Klyukanov, I.E. (2005). Principles of Intercultural Communication Boston, M.A: Pearson Education.

• Loden, M. (1996) Implementing Diversity Burr Ridge, IL:Mc-Graw Hill Publishing.online at http://www.diversityhotwire.com/leaders_toolkit/definition1.html

• O’Hair, Friedrich and Dixon (2008). (2008). Strategic Communication in Business and the Professions (6th Edition) Boston, MA: Pearson

• Patel, F., Li,M. & Sooknanan, P. (2011). Intercultural Communication: Building a Global Community New Delhi, India: Sage Publications

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Resources • Patel, F., Sooknanan, P., Rampersad, A. & Mundker, A. (2012).

Information technology, development, and social change N.Y.,USA:Routledge

• Samovar.L.A. and Porter, R.E. (2004). Communication Between Cultures (5th Edition) Belmont, CA:Wadsworth/Thomson Learning

• Scorza, J.A. (2004) Teaching Global Citizenship: The paradox of competency and power Online at http://www.allacademic.com/meta/p59499_index.html

• Van Leeuwen, W. member of the Fightback! campaign Melbourne & Socialist Party ( 16 August 2012) Retrieved from http://www.socialistpartyaustralia.org/archives/4405

Whitsed, C. & Green, W (26 January 2013 Issue No:256

University World News) Retrieved from

http://www.universityworldnews.com/article.php?story=20130123121225469

Young, Iris M. (2011a). Justice and the Politics of Difference USA: Princeton University Press 2nd Edition

Young, Iris M. (2011b). Responsibility for Justice USA: Oxford University Press

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