Prize-winning Creative Tourism Documentary “creatour.pt – creative tourism in Portugal” is available for classroom viewing. Prepared by the Centro de Estudos Sociais da Universidade de Coimbra, Coimbra, Portugal.
At 38 minutes in length, the documentary is freely available online for viewing, with subtitles in English and in Portuguese, on the CES YouTube channel.
The documentary was developed to provide an inspiring and informative profile of Creative Tourism development in small cities and rural areas, as explored and implemented within the CREATOUR research-and-application project in Portugal. It may be a useful complement for tourism courses, addressing topics such as experiential and cultural tourism, sustainable and responsible tourism, and tourism and rural development.
Culture Buff Games, created by Culture Games, an EdTech developer of interactive games on different cultures, offer games for intercultural trainers (some free, others cost).
The games leverage visual culture scenarios to help foreign students understand how country-specific culture values manifest in contemporary everyday life and are informed by historical events. Designed by interculturalist trainers, these learner driven interactive games emphasize problem solving and practical application of cultural knowledge. Our games can be trainer facilitated or used as self-directed learning tool. There are multiple sets of games for American Values, British Values, Chinese Values and Indian Values.
CID would like to make available on this site a collection of exercises on topics related to intercultural dialogue, and designed to help people learn to engage in intercultural dialogues.
As a reminder, intercultural dialogue has been defined on this site as “the art and science of understanding the Other” (courtesy of Peter Praxmarer, as explained here).
The goal is to first gather a number of such exercises and, second, make them available to all those who follow this site. This request may be interpreted broadly, both in terms of content (so that intercultural competence, conflict resolution, conflict management, negotiation, peacekeeping, etc. would all be appropriate foci), and in terms of type of exercise (not only discussion but also writing, video, interview, graphic design, etc. could all be relevant examples).
Please send examples, and/or questions, to Wendy Leeds-Hurwitz, via email.
Inclusive Teaching Practices Toolkit, Association of College and University Educators.
The Association of College and University Educators (ACUE) has just produced an “Inclusive Teaching Practices Toolkit” intended to help faculty copy with diverse classrooms. The guidelines are valuable in face-to-face courses, but are specifically intended for today, when so many faculty are suddenly required to teach online, without adequate guidelines. The toolkit is available free of charge on their website (follow the link above).
By implementing inclusive teaching practices, faculty create learning environments where all students feel they belong and have the opportunity to achieve at high levels.
The 10 practices included are:
- Ensure your course reflects a diverse society and world.
- Ensure course media are accessible.
- Ensure your syllabus sets the tone for diversity and inclusion.\
- Use inclusive language.
- Share your gender pronouns.
- Learn and use students’ preferred names.
- Engage students in a small-group introductions activity.
- Use an interest survey to connect with students.
- Offer inclusive office hours.
- Set expectations for valuing diverse viewpoints.
The Inclusive Teaching Practices Toolkit was developed by ACUE in collaboration with Dr. Marlo Goldstein Hode, Senior Manager, Strategic Diversity Initiatives, Office of Diversity, Equity and Inclusion, University of Missouri-St. Louis.
Intercultural Dialogue Series, British Columbia Council for International Education (BCCIE), British Columbia, Canada. Free Webinars 2020-21.
As part of their ongoing conversation around intercultural and international education, BCCIE will be hosting an inaugural fall and winter intercultural series, Intercultural Intersections in International Education: Reflective Practices through Dialogue, discussing intercultural issues facing the international education field today. Prior to attending these webinars, they ask that each participant takes time to review the Foundation Modules (120 minutes) to ensure everyone has a common foundation of intercultural understanding to build from, disrupt and, question.
Fall 2020: “Investigating the Self” (September – December).
Winter 2021: “Putting theory to practice” (January – May).
The first series will be held from 10:00–11:00 am on Sept 29, Oct 27, Nov 24, and Dec 15, as webinars, with recorded videos available on their website approximately one week after each event. September’s topic: A Conversation abut Intercultural and International Education’s Current and Future Direction.
Community Building Practices that Attend to Difference, with Taos Institute Associate Janet Newbury, Taos Institute/Positivity Strategist Podcast Episode 10.
How can community building practices be done in a way that attend to difference, and are genuinely committed to consider power relations and how they play out when working amidst differences? Community building comes with honor, privilege, and immense responsibility. Most challenging is to respectfully know when and how to show up, when is it useful to step back, create space, or bring someone along.
Janet Newbury, Ph.D., lives on Tla’amin territory, in British Columbia, Canada. She is a director on the board of the Powell River Division of Family Practice, a consultant who works on community-based initiatives, and an instructor in the School of Child and Youth Care at the University of Victoria. Her research and practice have focused on fostering the structural conditions that contribute to wellness for children, youth, and families – with particular interest in decolonization efforts.
Entire catalog of online courses tuition-free, United States Institute of Peace, Washington, DC. Deadline: December 31, 2020.
As the coronavirus pandemic forces us to change the ways in which we interact with one another and as people across the United States and the world demand racial justice, today’s peacebuilders are in need of increased access to resources and tools to support them in transforming conflict. To meet that demand, the U.S. Institute of Peace is offering its entire catalog of online courses tuition-free from now until the end of 2020.
Course topics include: civil resistance, conflict analysis, community-based dialogue, peacebuilding, negotiation, and more, as well as access to the game Mission: Zhobia.
Erasmus+ Virtual Exchange is a ground-breaking project enabling youth in Europe and the Southern Mediterranean to engage in meaningful intercultural experiences online, as part of their formal or non-formal education. The program has been running for several years, but is now being highlighted as a good way to expand intercultural dialogue during the pandemic.
Erasmus+ Virtual Exchange is part of the Erasmus+ programme of the European Commission, providing an accessible, ground-breaking way for young people to engage in intercultural learning. Working with Youth Organisations and Universities, the programme is open to any young person aged 18-30 residing in Europe and the Southern Mediterranean.
Through a range of activities, Erasmus+ Virtual Exchange aims to expand the reach and scope of the Erasmus+ programme through Virtual Exchanges, which are technology-enabled people-to-people dialogues sustained over a period of time. Erasmus+ Virtual Exchange offers a safe online community to participate in facilitated discussions, increasing intercultural awareness and building 21st Century skills through Virtual Exchange. The programme encourages and promotes intercultural dialogue, employability, and citizenship, strengthening the youth dimension of the EU neighbourhood policy.
For more information, click on the links above, or see: D’Arcy, Naoise. (2020, June 28). In a pandemic, a virtual Erasmus offers a new way of crossing cultures. University Times [Ireland].
de Luca, Antonio, & Riyait, Jaspa. (2020, June 6). What we look like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. New York Times.
The Times asked artists of multicultural backgrounds to draw self-portraits, and published the results. It’s an interesting exercise, and a good possibility for a Intercultural Communication course assignment. Most students have several cultural identities in their background after all, even if they and their parents were born in the USA.
As has been pointed out on this site, children who grow up with parents having different cultural backgrounds, and who learn to interact in multiple cultural contexts, often learn to be particularly good at intercultural dialogue. (For further discussion, see KC12: Third Culture Kids, and KC94: Cross-Cultural Kids.)
Platforms and Pathways in Social Innovation: Racial Equity, University of Cincinnati Press, Cincinnati, OH, USA.
The University of Cincinnati Press, established in 2017, is taking a different approach to open access for their publications than Cornell University Press and University of Minnesota Press. They are making multiple chapters from 11 of their books and/or journals available for free, with no expiration date, and encouraging conversation about the topics covered. Their statement says: “Platforms and Pathways for Social Innovation offers open content on a platform where author, reader and community members can come together to engage in thoughts, comments, and questions and share content and discussion with others. We believe open access content is a social justice right which provides equitable access to peer-reviewed writing, otherwise limited to those with academic privilege.”
Their titles include the journal Race & Society, and the books Rethinking America’s Past by Tim Gruenewald, and Across the Color Line by Mark Curnutte.