AFS Intercultural Link Global

AFS Intercultural Link | VOLUME 3 - ISSUE 3 - JULY/AUGUST/SEPTEMBER 2012 | 1

Are you interested in intercultural

conflict resolution?

Then these are for you: Concepts & Theories, p.3

and the LSO, p.7

VOLUME 3 - ISSUE 3 - JULY/AUGUST/SEPTEMBER 2012

IN THIS ISSUE

Intercultural Learning: The Heart & Soul of AFSby Roberto Ruffino and Rosario Gutierrez

Concepts & Theories: Creative Conflict Managementby Marianella Sclavi Page 3

Book Review: Enhancing Global Interconnectednessby Laura Schaack Page 5

Learning Session Outline (LSO)Creative Conflict Management in Practiceby Anna Collier Page 6

Beyond AFS ICL News:Interview with Stella Ting-Toomeyby Anna Collier Page 7

Network & Partner InitiativesAFS Egypt and ICLby Paul Edinger Page 9

Educational Relations at the Grassroots Level: AFS USA Partners with Schoolsby Tonya Muro Phillips Page 10

Enhancing Intercultural Learning Conference Update: What are the Current “Hot Topics” in ICL? Page 11

Upcoming AFS Intercultural Link Learning Program Opportunities Page 12

Intercultural Learning:

The Heart & Soul of AFSMELISSA LILES, CHIEF EDUCATION OFFICER, AFS INTERNATIONAL

Melissa Liles is currently on sabbatical. In her absence, Roberto Ruf!no (Secretary General of Intercultura) and Rosario Gutierrez (Partner Director of AFS Colombia), both members of the Network ICL Work Group, have shared their views on ICL in the AFS network with Anna Collier. The following is a combined summary of their input.

In AFS organizations across the network, ICL is seen as the core value of our programs and not just the “cherry on the top.” However, it is good to remember that Intercultural Learning is more than just using the vocabulary and understanding the concepts. Intercultural Learning, like any learning, has to be seen within a context, which means that we must take into account audience differences, including learning styles, school conditions, ages, and life experiences. ICL is not the same for everyone and every context. Continued on page 2

YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORK

GL

OB

AL

E

DI

TI

ON


Learn about management and transformation of conflict across cultures from

Tatsushi Araiat the AFS Academy; Istanbul, Turkey

19 September 2012

Register now at www.afs.org/afs-academy

The Intercultural Link Learning Program is one of the

ways AFS engages internal audiences in intercultural

competence development.

As in all processes within AFS, diversity is a central factor. Each partner organization has its own rhythm, priorities and resources, but what is undeniable is that ICL is the core of our organizations.

It is a source of great satisfaction that ICL is a priority in the AFS network and that we are working collectively around intercultural learning.

Warmly,

Roberto & Rosario

AFS Intercultural Programs is an international, voluntary, non-

governmental, non-profit organization that provides intercultural learning opportunities to help people develop the

knowledge, skills and understanding needed to create a more just and peaceful world.

We pursue our mission by providing quality intercultural

learning opportunities for a growing number of young people, families, other stakeholders and wider audiences, thus

developing an inclusive community of global citizens determined to build bridges between cultures.

Real life experiential learning, supported by structured reflection, is the core of our programs. We endeavor to link our

intercultural learning opportunities to the defining global issues facing humanity. We reach out to past, current and future

participants, volunteers, and other stakeholders using the

media and technology they use.

Volunteers and volunteerism are who we are. Our organization

brings about changes in lives through and for our global community of volunteers.

We are recognized as an educational organization by schools and the appropriate authorities. We work to create a regulatory

environment that supports our programs.

As a learning organization, we welcome change and critical

thinking. We are innovative and entrepreneurial in advancing the strategic directions, working together with others whenever

appropriate.

To learn more about our global network and get involved today, visit www.afs.org.

http://www.afs.org/afs-academy

http://www.afs.org/afs-academy

http://www.afs.org

http://www.afs.org


Marianella Sclavi is an Italian sociologist and professor of Ethnography and Art of Listening at the Politecnico University in Milan. She received a bachelor’s degree in Intercultural Communication from Johns Hopkins University, USA, and a master’s degree in Sociology from Trent University, Italy. She has published eight books related to her specialization in con!ict management and active listening, and has also been involved in urban renewal projects for low-income neighborhoods across Europe.

This is an adaptation of Dr. Marianella Sclavi’s article “Why humour matters in Active Listening?” (2005).

For the original article in either English or Russian, visit the ICL Library (http://icllibrary.afs.org/cms/index.php/en/).

Before talking about what Creative Con!ict Management means, a few points must be made clear. First, Creative Con!ict Management is an important part of successful intercultural communication; second, an intercultural approach is necessary when confronting any dif"cult con!ict; and third, even in a situation where the con!ict is not obviously intercultural, if you perceive it as intercultural, the con!ict can be

approached as one. More and more often we "nd intracultural con!icts that are more intercultural than a lot of intercultural con!icts. Think of a con!ict with a mother-in-law, which, not by chance, so often becomes the focus of jokes and cartoons, and you are already in the presence of a typical intra/intercultural con!ict. That is: a con!ict that, only if approached with an intercultural eye, can be transformed, perhaps, in a way that both parties may judge positively.

Active Listening is the very foundation for Creative Con!ict Management. To explain this, the parable of the wise judge is useful: two citizens bring their case before a judge who listens to the "rst man with all his attention before responding: "You are right." Then, the judge listens to the second man with the same amount of attention and says: "You are right." Someone from the

crowd is confused: "Your honor, how can they both be right?" The judge pauses for a minute before responding, "And you too are right."

Gregory Bateson’s theory helps us to

understand this parable. His ideas are about “frames,” or contexts. There are many things we consider when we make a decision. These things can be within the same frame (or context), or they can change their context completely. When the context is changed completely, we have to work harder to understand the situation. More speci"cally, we have to examine ourselves. If we examine ourselves, we are able to be aware of the existence of these frames, or contexts.

Remember that what we see depends on our point of view. It is necessary to accept the possibility of two viewpoints existing for the same situation that are both correct. If a student wants his teacher to change the deadline for an essay, and the teacher will not, one person might view the teacher as in!exible. However, another person might view the student as trying to

break the rules and see this action as unacceptable.

People around the world have a tendency to think their context is the best and because of this they can sometimes

develop a “context blindness,” which means they deny or ignore the context. This phenomenon is more common in Western cultures than Eastern cultures due to Westerners’ emphasis on there

CONCEPTS &THEORIES

Creative Conflict ManagementMARIANELLA SCLAVI

Conflicts involve

multiple, incongruent

perspectives.

“ More and more often we "nd intracultural con!icts that are more intercultural than a lot

of intercultural con!icts.”

http://icllibrary.afs.org/cms/index.php/en/





being one single truth and striving for objective perspectives. However, these practices limit one’s communication and con!ict resolution skills when it is the perspective of context itself that is the problem. In this case, Westerners could have more dif"culty managing a con!ict because the basis of the con!ict is outside their perception.

To be an Active Listener, you must always be thinking that the other person is right and that it is you who is not able to understand them. This causes you to 1) respect the other person and 2) assume they are intelligent. It is important to keep in mind that one thing can have two completely opposite meanings when in different cultural contexts. You must keep in mind that misunderstandings, frustration, and especially awkwardness and vulnerability are natural feelings to experience during intercultural communication and Creative Con!ict Management.

Sigmund Freud describes a set of steps experienced by Active Listeners: Phase 1: Bewilderment (and annoyance) at something that at "rst

appears to make no sense. Phase 2:

First Illumination, suddenly we understand the hidden meaning.

Phase 3: Second Illumination, when we realize that something has been able to fool us, or was beyond our immediate understanding. This third phase is where humour is important. As an Active Listener, you will realize your mistake, which allows you to laugh at yourself and your confusion. At this moment, your self-awareness is an essential part of Active Listening and Creative Con!ict Management. These three things (Self-Awareness, Active Listening, and Creative Con!ict Management) are essential qualities for good intercultural

communication and they are interconnected and related to one another.

When Active Listeners think about a situation, they are keeping the

entire context in mind. They try to think of how things are related and interdependent, and they are always examining themselves and trying to be self-aware. With these strategies, they are able to communicate well in environments with many contexts, or “frames.”

From all this information, we can understand that the most effective way to communicate is to be conscious of the context you are in, be self-aware, and be an Active Listener. These three qualities are the ingredients for effective intercultural communication.

Roberto Ruffino is the

Secretary General

of Intercultura. He is also

the Secretary the

Intercultura Foundation

(established in 2007) that

promotes research and

experimentation in

educational exchanges.

Upon assigning him an

honorary doctoral degree

in Educational Sciences,

the University of Padua

defined him as “an

entrepreneurial leader in

the field of intercultural

education, to which he has

contributed by introducing

it into the schools; the

merit of his work in the

field of educational

exchanges is recognized

and valued internationally.”

Meet one of the AFS Network Intercultural Learning Workgroup Members:

Roberto Ruffino

How well do you know yourself?

Self-Awareness, Active Listening, and Creative Con!ict

Management are essential qualities for good intercultural

communication.


Laura Schaack is interning at AFS International as

Project Manager for the Intercultural Link Newsletter. She has just returned to the United States after a year spent abroad in Madrid, Spain, where she taught English and worked at a humanitarian

non-profit agency. She is pursuing a degree at New York

University, USA, in Global Liberal Studies with a concentration in Politics, Rights and Development, as well as a minor in Media, Culture and Communication.

BOOK REVIEW

Enhancing Global InterconnectednessLAURA SCHAACK, PROJECT MANAGER OF THE

INTERCULTURAL LINK NEWSLETTER,

AFS INTERNATIONAL

A Warm Welcome to the Newest Members of the ICL Team

Nadiya Gladun is our new ICL Research Assistant. She will be

volunteering in the ICL department for the next 6 months. Nadiya has a Master’s degree in Organizational Psychology from Columbia University, USA, and is currently pursuing a second Master’s degree in

Management at New York University, USA. Over the past 3.5

years, Nadiya has worked as a consultant for a global talent management firm with assignments both in the U.S. and in Europe. Her native language is Ukrainian, and she also speaks Russian and English fluently.

In their new book, Intercultural and Multicultural Education: Enhancing Global Interconnectedness (2011), Carl A. Grant and Agostino Portera offer a very diverse collection of essays and case studies. The book opens with a pair of essays to address the sometimes-overlooked clari"cation between multiculturalism and interculturalism. Portera begins his essay by citing Marshall McLuhan’s famous “global village” concept in order to provide the setting in which intercultural and multicultural theory is developed.

Part II is devoted to the subject of intercultural education. The themes of the essays and case studies in this section range from “The Council of Europe” to

“Post-Communist countries and the World Crisis,” among others.

Part III’s collections on multiculturalism do not disappoint the more creative intercultural thinkers. The collection of essays covers topics such as color-blind societies, the “other” in Pakistani policies and politics, and a number of case studies in countries including Malaysia and South Africa.

Finally, the collection closes with a

synthesis of the two subjects, examining contexts with both multicultural and intercultural qualities.

Grant and Portera’s book offers something for a variety of audiences and interests. Every article featured provides you with an insightful theory, as demonstrated by a unique and relevant case study and written by a passionate

and knowledgeable author. Yet, in addition to the range of essay themes, authors, and regions represented, the focus on multiculturalism and interculturalism is kept sharp and the essays complement each other well.

“...the sometimes-overlooked clari"cation between multiculturalism and

interculturalism.”


LEARNING SESSION OUTLINE (LSO)

Creative Conflict Management in PracticeANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL

Effectively resolving conflicts is directly related to being a good listener, according to Marianella Sclavi (see Concepts & Theories, pg. 3). By actively listening to others, we are able to take their perspective on the conflictive situation, which can often lead to a solution that satisfies both sides. This new Learning Session Outline (LSO) from our education department puts Sclavi’s theory into practice via a simple, yet challenging exercise.

Session Goal

This session aims to increase one’s active listening skills and ability to take another person’s perspective on an issue.

Learning Objectives

After this session, participants will be able to:

• Apply Creative Conflict Management to conflictive situations

• Describe why Active Listening is an effective tool in conflict resolution

• Use a Venn Diagram as a tool for taking another perspective

Space Requirements

Any room arrangement, with a flipchart or white board visible to all participants

Participants

This session can be conducted in a group, or individually (adapt activities accordingly)

Necessary Materials

Flip chart (and flip chart pages) or white board

Colored pens/markers

Blank sheets of paper

Pens or pencils

Handouts

Two Habits of Thought, M. Sclavi (see lower left corner of this article)

Step-by-Step Session Description

INTERACTIVE SESSION (up to 120 minutes total, depending on number of participants)

PART 1: OUR POINT OF VIEW (30 MIN)

1.1 Trainer writes the following statement from Gestalt psychology on the flipchart and invites participants to discuss its meaning and practical application: What we see depends on our point of view.

1.2 In pairs, participants share examples of conflicts they have experienced recently that were caused by differing points of view. Each person should try to think of one intercultural and one intracultural conflict.

1.3 Trainer introduces the Venn Diagram (see image) as a way of viewing conflictive situations. Each circle represents one perspective of the situation. The area where they overlap is the aspect of the situation that is being perceived from the two different points of view.

1.4 Participants 1) select one of their conflicts, 2) identify what element of the situation is being perceived differently by the two parties and is thus causing the conflict (A&B, see Venn Diagram), and 3) fill in their own perceptions of the situation (A, see Venn Diagram).

1.5 In their same pairs, participants share their answers.

PART 2: THE OTHER’S POINT OF VIEW (30 MIN)

2.1. Trainer writes elements of Active Listening on a flipchart:

- ask open-ended questions (not yes/no questions)

- ask clarifying questions

- encourage elaboration

- seek to understand (not advise, critique, criticize)

- paraphrase (restate the information) to confirm that you understand

2.2. In their pairs, participants take turns describing their conflictive situations from the perspective of the other person involved. While one person is speaking, the other actively listens and takes notes. Then, the notes are read aloud and together the pair fills in the other person’s perspective in the Venn Diagram (B, see Venn Diagram).

PART 3: SEEING BOTH PERSPECTIVES (60 MIN)

3.1. Trainer reviews how applying Creative Conflict Management (Sclavi) via the Venn Diagram is useful for distinguishing different perspectives, and how it requires that one accept that both parties involved in the conflict are intelligent and, from their own perspective, correct.

3.2. Participants work individually to identify solutions to their conflicts that are acceptable and appropriate for both parties.

3.3. Participants are invited to share their solutions with the group and receive feedback from their peers, as well as from the trainer.

Reference

Sclavi, M. (2005). Why humour matters in active listening? An intercultural approach to conflict transformation. ESSEC Business School – Paris & PON, Harvard Law School Special Conference: “New Trends in Negotiation Teaching: Toward a Trans-Atlantic Network” November 14-15, 2005.

Simple System Complex System

The “same things” have the same meaning

The “same things” have different meanings

Same implicit premises (frames of reference)

Different implicit premises (frames of reference)

What we take for granted helps us to communicate

What we take for granted prevents us from communicating

I’m right, you’re wrong (and vice versa). Not everyone can be right

Everyone is right

First-degree control (ability to foresee the range of possible expected reactions)

Second-degree control (ability to transform unexpected reactions into knowledge)

Mono-cultural world Pluri-cultural world

TWO HABITS OF THOUGHT (Sclavi, 2003)

A BbothA & B

VENN DIAGRAM


Dr. Stella Ting-Toomey is one of the leading experts on intercultural conflict management and multicultural identity development. She grew up in Hong Kong, studied in the United States, and currently is a professor of Communication Studies at California State University- Fullerton, USA. She has published thirteen books and is most noted for the development of the Face-Negotiation Theory. We had the pleasure of speaking with her about her path into the intercultural field and her research interests.

How did you get involved in the intercultural !eld? I got involved in this !eld through my interest in human communication studies, principally interpersonal relationships and con"icts. The communication research studies at that time were drawn heavily from the U.S. perspective, and it was this dissatisfaction with existing research that drove me to develop my

own research lens in the area of interpersonal-intercultural con"icts and eventually led me to develop new theories, as well. At the beginning in the early 80s, there really wasn’t a coherent intercultural communication !eld, so I took a two-pronged approach: developing my own intercultural-based research interest and developing a comprehensive intercultural teaching curriculum in my early teaching posts.

What academic !eld was your entry into intercultural studies? When I came to the United States as an international student from Hong Kong more than 35 years ago, I landed in the middle of Iowa corn!elds. I was totally lost, disoriented, and confused. I experienced very intense culture shock coming from Hong Kong, a big city, to the University of Iowa, Iowa City. However, I did persevere and completed my undergraduate and

master’s degrees in mass communication. At !rst, I was interested in television directing, but through my master’s coursework I realized that I was in love with theory. I went on to earn my PhD from the University of Washington on marital con"ict communication. In my doctoral program, there were few intercultural courses

so I did many independent studies. My own journey of change and identity is re"ected in my professional work as I

moved from an international student status to an immigrant to becoming a U.S. citizen. My professional intercultural studies have also strongly in"uenced my personal life.

Which aspect of intercultural learning or communication has your work focused on?One of my more known theories is called Con"ict Face Negotiation Theory, which has central concepts such as self-face saving, other-face consideration, mutual-face respect, plus face-losing and face-honoring issues. My current research focuses on identity negotiation, speci!cally bicultural and multicultural identity negotiation issues. Whether teaching, researching, or doing professional or volunteer services, I enjoy crossing boundaries and not limiting reading or researching in one particular domain. The !eld is wide open for multidisciplinary thinking and creativity.

What do you wish more people understood about intercultural work?Those doing intercultural work need to acknowledge the importance of linking theory and research with practice. And good intercultural learning practices must be supported by sound research and theory. The triangle of theory-research-practice needs to be informed by the interdependent nature of theory, research, and application. Sound intercultural theories and research work need to provide reasonable explanations and evidence that can be bridged and applied to real-life intercultural practical issues. This takes a lot of head work, hard work, and heart work!

BEYOND AFS ICL NEWS

Interview with Stella Ting-ToomeyBASED ON AN INTERVIEW WITH ANNA COLLIER, MANAGER OF INTERCULTURAL

LEARNING SERVICES, AFS INTERNATIONAL

“Sound intercultural theories and research work need to provide

reasonable explanations and evidence that can be bridged and applied to real-life intercultural

practical issues.This takes a lot of head

work, hard work, and heart work!”


What would you suggest for people new to the ICL !eld to read as they get started?Everyone should read William Gudykunst’s edited volume, Theorizing about Intercultural Communication (2005, Sage). Also, Dan Landis, Janet Bennett, and Milton Bennett’s edited book, Handbook of Intercultural Training (2004, Sage), provides an overview of the history, theories, and application issues of the intercultural communication !eld.

If you are looking for a more recent publication at the foundational level, readers can check out the book I just co-authored with Leeva Chung, Understanding Intercultural Communication, 2nd edition (2012, Oxford University Press).

There are also professional development opportunities like the Summer Institute for Intercultural Communication (SIIC, www.intercultural.org) which takes place

in Portland, Oregon, USA each July. They offer more than forty amazing workshops that cover the most updated theories and practices in a variety of intercultural contexts. Finally, everyone should sit down every day and do some systematic intercultural writing--whether it is for a newsletter, an internet forum, a conference, or a refereed-professional journal. Through disciplined writing,

you clarify and solidify your own thinking and stretch the boundary of your own imagination and creativity further.

What are the hot topics in ICL these days?There are quite a few important themes now-a-days. These are: multicultural

identity negotiation issues, bicultural/biracial identity and code-switching, forgiveness and transformation processes, identity diversity and harnessing creativity, intercultural ethics and meta-ethics, multicultural health care communication, global social justice, social ecological frameworks, and the intercultural in"uence of social

media and the dialectics of localization and globalization.

How has the ICL !eld changed since you entered it?I think there is a more critical mass now, compared to the early 80’s. There are more intercultural communication textbooks and handbooks, more groups doing good intercultural work, more application of the theories, and more rigorous theorizing and researching efforts. There has been very constructive, positive change in the !eld. There are more resources available and more professionals to talk to.

“The "eld is wide open for

multidisciplinary thinking and creativity.”

Mirella Simeonova has worked as the Intercultural Learning Expert at AFS Interkulturelle Begegnungen e.V. (our AFS Partner organization in Germany) since September 2011. She

holds a degree in Psychology from the Technical University of Dresden and studied Cultural Psychology at the University of British Columbia in Vancouver, Canada. She also completed postgraduate studies in “Intercultural Competencies” in Japan.

Mirella has worked on university projects comparing cultures,

as well as at a German consulting company in the intercultural field, where she gained experience in planning, organizing and conducting intercultural training.

Mirella was born in Sofia, Bulgaria, and has lived in six countries. During her life, she has developed a strong interest

in Intercultural Learning and is excited to apply her knowledge and previous experiences from the intercultural field to her work at AFS Germany.

MEET AN ICL RESPONSIBLEMirella SimeonovaINTERCULTURAL LEARNING EXPERT, AFS GERMANY

http://www.intercultural.org

http://www.intercultural.org


Over the past 12 months, AFS Egypt has focused on enhancing ICL opportunities for its participants, volunteers and staff as part of the organization’s strategic plan for promoting intercultural learning in a practical, yet context-conscious way. As a result of this hard work, AFS Egypt ran its "rst national ICL training earlier this year and has deepened its focus on education.

The staff at AFS Egypt has made ICL a priority. In order to reach all of their audiences, the staff is working to translate various ICL materials into Arabic. The volunteers have also demonstrated dedication to advancing intercultural learning, including eight trainers who can now facilitate on ICL content. AFS Egypt has tailored ICL concepts and theories to Egyptian and Islamic audiences, and they articulate many ICL concepts through the use of stories, parables and "lm. As a

result, AFS Egypt is developing intercultural learning strategies that are effective and appropriate to their context, especially given that their audience is predominantly people of an Arab Muslim heritage.

AFS Egypt has an intercultural learning section of their website that is prominently displayed on their homepage (www.afs-egypt.org). It offers a simple and concise explanation of the concepts behind intercultural learning within an AFS education-based context. The website also contains downloadable ICL materials. AFS Egypt is making considerable progress by using the concepts and practices of intercultural learning to bring positive change at the organizational level and beyond, demonstrating its commitment to being an education-focused organization.

NETWORK & PARTNER INITIATIVES

AFS Egypt and ICLPAUL EDINGER,

INTERCULTURAL LEARNING INTERN,

AFS INTERNATIONAL

Advice from

Sherifa Fayez,

Partner Director

AFS Egypt, for

Partners starting

to develop ICL

opportunities in

their

organizations:

“Go for it without

hesitation! You will

realize that

adopting ICL in all

activities is a

natural step that

should have been

done ages ago!

The volunteers

and students will

appreciate ICL

and use it for AFS

and also in their

lives and work.”

A human

sculpture

constructed

person-by-

person by

AFS Egypt

volunteers

and staff to

demonstrate

power

relations.

Two AFS Egypt volunteers playing Barnga during the March ICL training.

http://www.afs-egypt.org/

http://www.afs-egypt.org/


EDUCATIONAL RELATIONS AT THE GRASSROOTS LEVEL

AFS USA Partners with SchoolsTONYA MURO PHILLIPS, DIRECTOR

OF SCHOOL OUTREACH AND

EDUCATIONAL PARTNERSHIPS,

AFS-USA

Introducing the new School Outreach

and Educational Partnerships (SOEP)

Unit at AFS-USA!

Hello, everyone! My name is Dr. Tonya

Muro Phillips and I’m the new Director

of School Outreach and Educational

Partnerships (SOEP) at AFS-USA. It’s

been wonderful to join the AFS family.

SOEP has a lot of exciting plans being

developed! Our department is

developing tools intended to support

AFS-USA volunteers in their outreach

to educators. Strengthening

relationships with schools and

supporting our volunteers in their

outreach to schools is a key focus. We

have recently relaunched our

newsletter to educators: the Global

Classroom. Anyone interested in

receiving a digital copy can sign up at:

http://www.afsusa.org/schools/global-

classroom/.

We are also collaborating with other

organizations to deliver pre-service

teacher professional development

trainings on global competency

through ICL in the classroom. To

highlight, a teacher training recently

took place at DePaul University in

Chicago at the end of May, along with

a Global Education Open House,

where AFS volunteers and staff, local

teachers, and allied organizations in

the Chicago area attended. Finally,

SOEP will be presenting at high-

profile global education events,

including a presentation at the end of

June at the Asia Society Partnership

for Global Learning conference in New

York City, and a national Social

Studies conference in Seattle,

Washington in the fall.

We look forward to working with you!

Strengthening relationships

with schools and

supporting our volunteers

in their outreach to schools

is a key focus.

Global Education Open House at DePaul University. Pictured from left to right: Chad Nico

Hui (YMCA); Mandy Sharp (TeachUNICEF); Dr. Gloria Alter (DePaul University College of

Education); Sylvia Wong (Concern Worldwide US); Dr. Tonya Muro Phillips (AFS-USA);

Rachel Dimit (AFS-USA); Gabhy Villarreal (AFS-USA); Traci Larson Lee (AFS-USA); Lauren

Knight (AFS-USA); Beth Morrissey (AFS-USA); and Angel Johnson (YMCA).

Stay up-to-date on AFS’s take on ICL, including the latest about

events and scholarships.

www.afs.org/blog/icl/

http://www.afsusa.org/schools/global-classroom/




http://www.afs.org/blog/icl/

http://www.afs.org/blog/icl/


Since our last issue of the Intercultural Link Newsletter, AFS has been able to attend two more conferences to learn what are the current ICL “Hot Topics” in 2012.

The Association of International Educators (NAFSA) held its 2012 annual conference from 28 May to 1

June in Houston, Texas, USA. NAFSA is an international industry

organization committed to building the skills, knowledge, and competencies of its members in relation to international and intercultural education (ICL). The theme of their 64th annual conference was Comprehensive Internationalization: Vision and Practice.

With almost 9,000 attendees from around the world, topics that emerged as most relevant to ICL were:

1. Increased international collaboration for education: collaborative online courses, international service learning/internship opportunities, internationalization of home campuses.

2. Social media use in international education: e.g., youtube for language acquisition, blogging as marketing, constructive Facebook conversations among students inspiring intercultural re!ection.

3. Intercultural differences across generations: implications and necessary skills when several generations are working/interacting together.

4. Maximizing language and global competency development in short-term study abroad programs.

If you are interested in receiving conference materials, please contact us at [email protected].

The Partnership for Global Learning Network of the Asia Society, a leading educational organization

dedicated to promoting international understanding and partnerships, held its annual conference in New York City, USA from 29-30 June. The title of this year’s conference was Pathways to Global Competence, and the conference sessions and keynote speeches were focused on the meaning of education in a globalized world. Questions discussed included: How can we better use the internet for education? How can we improve the learning of young people? And, above all: What skills are most needed to succeed in our increasingly interconnected world?

The key issues discussed at the conference were:

• Technology and education

• Virtual youth exchange and contact programs

• The cooperation of schools with NGOs for fostering global learning

• Online tools and resources for learning

• Innovative learning and teaching

• Experiential learning

• How to build relevant student portfolios

CONFERENCE UPDATE

What are the current “Hot Topics” in ICL?

Anna Collier, AFS

International, presented a

poster at this year’s NAFSA

conference. The poster

provided AFS’s definition of

Intercultural Competence

and examples of how it can

be developed. It described

the AFS Intercultural Link

Learning Program and listed

sample activities from the

program and curriculum.

The poster also offered

information about the AFS

Intercultural Link Initiative at

large, of which the Learning

Program is only a part, and

its relevance in the contexts

of organizational

development and the greater

Intercultural Education field.

If you will be attending a conference related to intercultural learning and would like to contribute to our

updates, please contact us at [email protected].

mailto:[email protected]



YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORK Intercultural Learning Work Group

Johanna Nemeth

Rosario Gutierrez Annette Gisevius Irid Agoes Melissa Liles, Chair Lucas Welter

Roberto Ruffino

Newsletter Editor: Melissa LilesNewsletter Manager: Laura SchaackDesign & Graphics: AFS Branding & Marketing Team

Contributing Writers: Anna Collier

AFS members are invited to submit proposals for

articles, news items and intercultural activities with

accompanying graphics or photos for consideration in

future issues of AFS Intercultural Link. Submissions can

be AFS-specific or part of the larger Intercultural

Learning (ICL) field. Simply send your submissions to

us at AFS International: [email protected]

Call for Submissions

Questions or [email protected]

© 2012 AFS Intercultural Programs, Inc. All rights reserved.

August September October November

Summer Academy on Intercultural Experience; 30 July–10 August; Karlsruhe, Germany http://summeracademy-karlsruhe.org/ AFS is organizing

Intercultural Rhetoric and Discourse Conference; 9-11 August; Indianapolis, Maryland, USA http://liberalarts.iupui.edu/icic/conference/2012_conference

Cross-Cultural Europe-Asia Summer Academy; 27 August–7 September; Bangi, Malaysia http://summeracademy-malaysia.org/ AFS is organizing

Connecting Commonwealth Education and Cultures; 27-31 August; Republic of Mauritiushttp://www.stakeholdersforum.org/programme/connecting-commonwealth-education-and-cultures/

Young SIETAR (Society for Intercultural Education, Training, and Research) Annual Conference; 6-9 September; Belfast, Ireland http://www.youngsietar.org/events/upcoming-ys-events/13th-young-sietar-congress-in-belfast/ AFS is attending

Peruvian Society for Educational Research (SIEP); 13-15 September; Lima, Peruhttp://www.siep.org.pe/web/html.php?id_wnoticia=22&t=wnoticia&p=0

European Association of International Education (EAIE) Annual Conference; 14-19 September; Dublin, Ireland www.eaie.org/dublin/

13th University on Youth and Development; 16-23 September; Mollina, Spain http://www.uyd.me/

European Congress on Global Education; 27-28 September; Lisbon, Portugal http://www.gecongress2012.org/

Society for Intercultural Education, Training, and Research (SIETAR) Forum: Global Integral Competence: Mind, Brain, Culture and System; 27-29 September; Berlin, Germany http://sietar-forum-2012.de/

Intercultural Horizons; 4-5 October; New York, NY, USA http://www.geneseo.edu/oip/intercultral-strategies-civic-engagement

Society for Intercultural Education, Training, and Research (SIETAR)-USA; 17-20 October; Minneapolis, MN, USA http://www.sietarusa.org/AFS is presenting

IOSTE XV (Science and Technology Education for Development, Citizenship, and Social Justice); 28 October–3 November; Yasmine Hammamet, Tunisiahttp://www.inedp.org/?conference=ioste-XV&schedConf=Thematic&schedConf=Thematic

Third Annual Global Education Conference; 12-16 November; Streaming live online in partnership with iEARN http://globaleducation.ning.com/

International Internet Symposium: Education and ethnic relations: the development of multicultural education in the aspect of safety; 14-16 November; Moscow, Russiahttp://www.practic.childpsy.ru/conference/28016/

Citizenship Education and Democracy in Times of Change; 21-24 November; Córdoba, Spainhttp://www.bpb.de/veranstaltungen/netzwerke/nece/135886/participation-now-citizenship-education-and-democracy-in-times-of-change

ICL Field Conferences & Event Updates

If you are aware of upcoming conferences in the intercultural area, please advise us at [email protected]






http://summeracademy-karlsruhe.org/




http://liberalarts.iupui.edu/icic/conference/2012_conference






http://summeracademy-malaysia.org/




http://www.stakeholdersforum.org/programme/connecting-commonwealth-education-and-cultures/










http://www.youngsietar.org/events/upcoming-ys-events/13th-young-sietar-congress-in-belfast/






http://www.siep.org.pe/web/html.php?id_wnoticia=22&t=wnoticia&p=0




http://www.eaie.org/dublin/

http://www.eaie.org/dublin/

http://www.uyd.me/

http://www.uyd.me/

http://www.gecongress2012.org/

http://www.gecongress2012.org/

http://sietar-forum-2012.de/

http://sietar-forum-2012.de/

http://www.geneseo.edu/oip/intercultral-strategies-civic-engagement










http://www.sietarusa.org/




http://www.inedp.org/?conference=ioste-XV&schedConf=Thematic&schedConf=Thematic












http://globaleducation.ning.com/




http://www.practic.childpsy.ru/conference/28016/






http://www.bpb.de/veranstaltungen/netzwerke/nece/135886/participation-now-citizenship-education-and-democracy-in-times-of-change














AFS Intercultural Link Global

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Transcript of AFS Intercultural Link Global