Wiersma-Mosley, Jacquelyn and Butcher, Margaret Miller. (2021). Creating Cultural Competence [short book with 5 online videos]. Fayetteville, AR: University of Arkansas Libraries.
This book was written to provide an introduction to cultural competence. The book is broken into video chapters that focus on the five developmental orientations of cultural competence, based on the Intercultural Development Inventory (IDI). The videos utilize voices of students describing how they define and create cultural competence in their own communities. These videos are appropriate for high school and college campus initiatives and classes, organization, and community trainings.
Peace Direct has launched a new course for people wanting to learn more about peacebuilding. The course is available online and is free until the end of August during the test phase. The course is self paced, and takes on average between two hours and two weeks to complete. The course can be used by peacebuilders or anyone working in conflict situations, as a practical toolkit for peacebuilding. It is relevant to people working in fields such as: human rights, development, democracy, healing and environmental sustainability as well as other areas of work related to peace. Upon completion, participants should have a greater knowledge of the practical skills and techniques required to resolve conflict and build peace successfully at a local level.
The course consists of eight modules:
Perspectives and values
Self-awareness and learning
Influencing through relationships: conflict and power
Violence, peace and healing
Participative conflict analysis
Strategy and nonviolence
Exploring options from ourselves to building a movement
Sealey-Ruiz, Y. (2021). Racial literacy. A Policy Research Brief produced by the James R. Squire Office of the National Council of Teachers of English.
Racial literacy is a skill and practice by which individuals can probe the existence of racism and examine the effects of race and institutionalized systems on their experiences and representation in…society.
Those teaching intercultural dialogue may find this useful. It explains:
What is racial literacy?
Racial literacy in teacher education
Enacting racial literacy
Racial literacy development model for teaching and learning
The Smithsonian Institution’s Mother Tongue Film Festival celebrates cultural and linguistic diversity by showcasing films and filmmakers from around the world in Washington, DC, until May 31, 2021.
Through digital storytelling, the festival amplifies the work of diverse practitioners who explore the power of language to connect the past, present, and future. Since 2016, the annual festival has celebrated International Mother Language Day on February 21. The sixth annual festival will take place via a monthly online screening series from February 21 to May 31, 2021.
Many of these films would be valuable in teaching about cultural differences, if not intercultural dialogue explicitly. The theme this year is The Healing Power of Storytelling.
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).
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.
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.
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.