Curricular Weaving: Intercultural Communication, Reconciliation and Online Learning Learning at Intercultural Intersections March 7-9, 2017 Simon Fraser University Burnaby, BC 73% chance two randomly chosen people will be of a different ethnicity 18% of SFU students come from International pathways, but also need to consider Permanent Residents and diversity within Canadians SFU is on unceded Coast Salish Territory; the traditional territories of the Musqueam, Squamish and Tsleil-Waututh Nations Thread One: Intercultural Communication • Needs analysis: Developmental Model of Intercultural Sensitivity (Bennett, M. 1986) • Survey to students: 799 responses measuring in the minimization to acceptance range • Ongoing review of literature • Curricular development framed by Janet Bennett’s (2003) ‘frog theory of change’ and Darla Deardorff’s (2011) Model of Intercultural Development Thread Two: Reconciliation • Truth and Reconciliation Council’s Call to Action (63) • San’yas Indigenous Cultural Safety Training through Provincial Health Services Authority (2015) • Collaborative relationships • UBC MOOC: Reconciliation Through Indigenous Education (2017) Thread Three: Curricular Design and Delivery • Online – asynchronous, student mobility & scheduling • • • Visually based (2015, Underwood, J and Farrington-Flint, L ) Infographics: bite sized information, sourced for those who want to go deeper Videos: theoretical, contemporary, popular culture • • 6 weeks Co-curricular, self-selected, free Effective Intercultural Communication • increase your awareness as to how your cultural influences can affect your intercultural interactions • actively regulate your response or to be mindful of your communication style in the face of feeling stressed or challenged • deepen your appreciation of and curiosity about cultural diversity • understand the impacts of colonialism on Indigenous cultures in Canada Post-Pre Methodology (Heibert, B. & Magnusson, K. ) BEFORE Unacceptable Acceptable AFTER Exceptional Unacceptable Acceptable Exceptional 0% 19% 12% 42% 58% 69% Student Reflection of Learning This course has taught me to be more self-aware of my assumptions and unconscious biases that sometimes leads me to miscommunication in my everyday life. By reflecting on my own values and cultural perspective I can be more aware of how my mind filters the world around me. By being aware of other's different cultural dimensions, stories and communication styles I can reduce my communication barriers and work towards creating more inclusivity in my communities. This is important because by working on my intercultural communication I can be more conscious of the harmful effects of stereotypes, biases and the colonial mindset. I also learned that it is important to accept and be open about the uncomfortable truths be it my own culture or other cultures. This is especially important in terms of reconciliation and intergenerational healing for our Indigenous communities and fellow Canadians. I have struggled with these uncomfortable stories but it is important to seek truth telling to remove the barriers within our cultures. I will be sure to practice empathy, mindfulness, active witnessing and all that I have learned to engage my diverse communities with inclusion, respect and understanding. I am thankful that this course has helped decolonize my mind! Questions to investigate: What supports are needed institutionally at SFU to create more equity and inclusion? What are models of success in creating inclusive learning and social environments at post secondary institutions? References Bennett, J. M (2003). Turning Frogs Into Interculturalists: A student-centred developmental approach to teaching intercultural competence. In R.A. Goodman, M.E. Philips & N. Boyacigiller (Eds). Crossing Cultures Insights From Master Teachers. New York: Routledge. P. 157-170. Bennett, M.J. (1986) A Developmental Approach to Training for Intercultural Sensitivity. International Journal of Intercultural Relations, v 10, pp. 179-196 Deardorff, Darla K (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education (10) pp.241-266 Hiebert, B., & Magnusson, K. (2014). The power of evidence: Demonstrating the value of career development services. In B. C. Shepard & P. S. Mani (Eds.), Career development practice in Canada: Perspectives, principles and professionalism (pp. 489-530). Toronto: Canadian Education and Research Institute for Counselling. Hofstede, Geert (2001). Culture's Consequences (2nd Ed). Thousand Oaks, California: Sage Le Baron, Michelle and Pillay, Venarshri (2006). Conflict Across Cultures. Boston: Intercultural Press SFU Institutional Research and Planning (2013, 2014) Fall Undergraduate Student Survey: Highlights. Retrieved www.sfu.ca/irp/surveys.html November 2016 Todd, Douglas (2015). “There’s Diversity, the there’s super-diversity, Burnaby style’. The Vancouver Sun. Retreived January 2016 http://www.vancouversun.com/life/there+diversity+then+there+super+diversity+burnaby+style/11482044/story.html Truth and Reconciliation Commission of Canada (2015). Truth and Reconciliation Commission of Canada: Calls to Action. Winnipeg: Truth and Reconciliation Commission of Canada. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf