Intercultural Facilitation

ePortfolio Prompt: For a faculty or staff member who is unfamiliar with this concept, explain what it means to be an intercultural facilitator at UCBA? What can you expect students to be responsible for? What is expected for the instructor? Synthesize these ideas to present why this apparently non-curricular concern is important for our classrooms and student services? 

Intercultural facilitation is important because we need to build a bridge between the culture of the home setting (or previous setting) and UCBA culture. We cannot assume that the norms, values and practices are clear. When I looked at the reading  and the reference to providing challenge, the notion of Vygotsky’s Zone of Proximal Development (ZPD) or the distance between what a learner can do independently or what can be done with assistance came to mind. If someone can do something independently he or she should have the opportunity to. When it is too easy he or she may become bored. When it is too difficult it becomes frustrating and he or she might quit.

 

We need to make learning challenging, but achievable. We discussed the portion of the text that explained approaches we all experienced in graduate school that were equated with hazing. “If I suffered others should suffer. ““Figure it out.” Rather than creating a disaster and waiting for students to fail, why not provide needed supports? We provide the content and skills needed for classes or using student services. Why not provide the tools and dispositions to successfully interact in the UCBA culture and with the “other.” The role of the faculty or staff member is to create an environment where learning about interacting with those who are different and learning the content from a course or activity can occur. Those things cannot be separated. The beginning, middle and end must be designed by the instructor as an intercultural facilitator. How will you welcome all students? How will you engage them? How can they debrief and reflect? What happens when some students come in the middle of the process? How are they welcomed? Not all students are in the same place at the same time, but they all need the same opportunities to go through the process. Having the tools is not enough. We need to show students how to use them. We need to be able to show we are willing to learn alongside them. The way I survived graduate school was to partner with peers. We didn’t really just “figure it out.” We had the assistance of each other.

BaFa Activity

Each group in the Ba Fa activity had a different focus.  I don't remember the names of the groups. My group was focused on obtaining currency. In some ways that was helpful because it provided a shared task and a context. In other ways that was negative because we clung to that context. It was difficult for me to learn the language. I found it to be stressful and anxiety inducing. There was one right way. When someone approached me for a card, I would attempt to count and understand and when there was a challenge was told no or that I was counting wrong. The focus was not on helping others understand, but on meeting individual needs. I was concerned when I couldn't help others. I also obtained one straight and stopped. I had already met my goal. It is not part of my actual culture to get as much as I can. There was some rapport and comfort over time that developed in the group. We were able to use humor. The rules shifted a bit and people tried different ways to make themselves understood. They began showing cards and trying a bit more to share with others. The focus was still very individualistic. I am glad that I didn't have to go to another group because I was still getting used to the rules of mine.  When visitors came to the group I was not helpful, none of us really were. Helping others was not part of our task. Overall the goal seemed to be obtain as much currency as you can, any way you can with the language as a starting point.

It is difficult to identify the social constructions as they were mediated by our own lived experiences, preferences and personalities. As a first generation American who is not fluent in the languages of either of my parents, not understanding the language is not a new experience for me. The difference is someone usually makes an effort to be inclusive. As family the focus is on belonging. I will make attempts at the languages. Someone will translate when needed. As an introvert, extended communications in a new way after teaching all day and before facilitating open house was a challenge as well.

I didn't observe the other group. I merely heard about it. I think the physical closeness would be uncomfortable. The focus of that group seemed to be sharing and learning about others.

The skills of cultural observing and learning play out in reality at UCBA when there are opportunities to sit back and learn the values and expectations in different groups and committees.  I can listen before speaking and learn the perspectives of others. While there are opportunities to interact and get involved in our college they all require either taking initiative to do so or being invited to do so. There aren't natural, organic ways to meet people or learn about the college and the roles.  If I see new people, I can reach out and see what help they may need. I can be the one to extend the invitations.

What is the IDI and how can it be useful?

The Intercultural Development Inventory is a tool that provides a snapshot of beliefs and behaviors regarding cultural differences and commonalities. It can be useful in learning about diversity because it can prompt personal reflection about how we perceive ourselves and our actual development. It is interesting that I may view myself one way, but in reality am behaving in another way.  This is important because my actual developmental orientation will impact interactions with students and colleagues. I overestimated my intercultural competence and found that surprising. I am eager to learn what I can do to close that gap. The important notion is that there is room for learning and growth.

Welcome

This is my first blog. I am participating in a faculty learning community that focused on diversity. I am looking forward to reflecting and learning from others in order to be more culturally competent.