ICC Resources

Darla Deardorff's picture

This is the forum to list any and all resources related to intercultural competence development and assessment from a wide variety of disciplines and fields. Resources can include articles, books, book chapters, websites, You Tube clips, etc. These can be new resources and they can also be resources that you personally have found to be very helpful in your own work. Let's help each other know more about the ICC-related resources that exist around the globe!

Darla Deardorff's picture

IAIR Conference in New York in June - and ICC Global meeting!

Hello everyone! I'm curious as to who will be attending the IAIR Conference in New York in June... there will be an ICC Symposium there led by Lily Arasaratnam-Smith and myself, with presenters being some of the contributors to the forthcoming book "Intercultural Competence in Higher Education: International Approaches, Application, and Assessment" (Routledge, 2017). I think it would be really good if we can arrange an ICC Global meeting there.

"Applying Research to Improve Intercultural Relations"

June 25 through 29, 2017

http://www.csi.cuny.edu/iair/

Darla Deardorff's picture

IAIE

I'm curious to see if anyone in the ICC Global belongs to IAIE - the International Association for Intercultural Education - or knows anything about this organization:

http://www.iaie.org/1_events.html

What other organizations do ICC Global members belong to?

Joana Almeida's picture

New article on the intercultural intercultural effectiveness of European credit-bearing exchange programmes

Dear ICC Global colleagues,

Happy New Year.

I am pleased to share with you my most recent article, “Enhancing the intercultural effectiveness of exchange programmes: Formal and non-formal educational interventions” released by the Journal of Intercultural Education.
The paper centers on the need to design and deliver formal and non-formal pedagogical interventions to maximize the intercultural gains of exchange students whilst contributing to quality internationalization processes in higher education.

Darla Deardorff's picture

New Article on Assessing ICC in Higher Education - ETS Report

All - Here's a report from ETS that I just found - it's on assessing ICC in higher education. Thought this might be of interest to many of you. If you have any thoughts or reactions to this, it would be great if you could post those here - along with any other interesting ICC articles you've uncovered (and if the articles are not in English, it would be lovely if you could just a post a few sentences in English as to the key points of the article so that we can all at least learn a bit more that way.). Many thanks!! - Darla Deardorff

Darla Deardorff's picture

Welcome to ICC Global - 2015-2016 school year!

Welcome to all ICC Global members, especially to those who've just joined. We hope your 2015-2016 school year is off to a great start. Below are some profiles of some who've recently joined ICC Global (from around the world!) - this information is drawn from what was posted in the profile portion.

To all: You are encouraged to "start a new discussion" and (re)intrroduce yourself and your interests/questions around intercultural competence. As you'll see, we have members from all around the world and there's so much we can learn from each other. PLEASE DO POST AND SHARE WITH US!

Darla Deardorff's picture

Annotated Library on Intercultural Competence and Related Themes

Posted on behalf of Joana Almeida, ICC Scholar:

Annotated Library on Intercultural Competence and Related Themes

Dear ICC Global Members,
The Pestalozzi program (the Council of Europe training program for education professionals) has made available publications and resolutions by the Council of Europe on intercultural education and related themes through an online library. The publications are annotated and organized according to thematic collections.
The website is the following: https://pestalozziprogrammelibrary.wordpress.com/about/

Darla Deardorff's picture

ICC Resources list

All - Here is a list of ICC resources compiled by a doctoral student at Boston College. These are mostly US-based, so I'm curious what other non-US resources you'd add to this list? - Darla Deardorff

http://www.academia.edu/6087982/10_Resources_for_Faculty_Members_to_Faci...

Astrid Schnitzer's picture

Finalists for the 2014 Intercultural Innovation Award announced

Dear colleagues,

The finalists for the 2014 Intercultural Innovation Award have been announced, see press release below (more info at http://www.unaoc.org).

I know one of the initiatives - the card game "More Than One Story" from Sweden, which I think is a great tool for intercultural training (http://www.simrishamn.se/mtos/project). I thought you might be interested in the work of the finalists as well.

Astrid

--

BMW Group And United Nations Alliance Of Civilizations (UNAOC) Announce Finalists For The 2014 Intercultural Innovation Award

MaxRamseyer's picture

22. Social Adaptation and Cultural Integration - María Asunción Aneas Álvarez

Cultural integration is the means and capacities to maintain equilibrium between maintenance of one’s own proper identity and the functional performance displayed while being in different cultural groups. This point is interesting to note because the range of different cultural groups’ acceptance of a given social actors performance depends on the opinion of the dominant group. It’s also interesting to note the heavy language surrounding acting and performance.

MaxRamseyer's picture

21. Psychological Health and Incremental Professional Identity Development for Intercultural Citizenship - María Asunción Aneas Álvarez [Translated from Spanish]

Psychological health, in the intercultural context, refers to the harmonious and internal integration of diverse cognitive, affective, and behavioral components of the individual and of the environment. Incremental professional identity development: the influence of the cognitive, behavioral, and attitudinal domains along with the communication and relation of an other culture have an influential stake in the level of a given person’s competence and in his or her ensuing sense of identity with their professional environment.

MaxRamseyer's picture

20. Psychosocial bases and effects for intercultural relations - María Asunción Aneas Álvarez

Said effects are social adaptation, cultural integration, incremental professional identity development and the psychosocial health, which also have concurrences with the proper exercise of citizenry. Resiliency becomes a central piece to intercultural competence as well as demonstrated by the individual’s volition to engage and overcome adverse situations, for which reasons Alvarez believes that intercultural competence is a personal attribute.

Question: What are your thoughts on the relationships between resilience, integration, and social adaptation?

MaxRamseyer's picture

19. Intercultural Competence from the Perspective of Qualifications - María Asunción Aneas Álvarez

The qualities integrate together, as posited by Bunck (1994), in a series of “knowledge, abilities and attitudes that allow a person to engage in their work or function like being able to overcome difficult work with flexibility and autonomy.

MaxRamseyer's picture

18. CONCEPTO DE COMPETENCIA INTERCULTURAL - María Asunción Aneas Álvarez

Underlying intercultural competence are the social, political, demographic, and economic processes that constitute the dimensions and implications of intercultural competence of our time. In the present article, intercultural competence is “the capacity of a person to respect the level of preparation, knowhow, knowledge, and expertise to engage in tasks and functions in professional multicultural contexts.” There are psychosocial qualifications that enable the individual to have effective intercultural competence, which affect the interpersonal and affective dimensions of the interaction.

MaxRamseyer's picture

17. COMPETENCIA INTERCULTURAL, CONCEPTO, EFECTOS E IMPLICACIONES EN EL EJERCICIO DE LA CIUDADANÍA (Intercultural Competence, Concept, Effects, and Implication in Practice of Citizenship) - María Asunción Aneas Álvarez, Facultad de Pedagogía

In the introduction, Alvarez relates how intercultural competence is pivotal for providing opportunities for minorities in the socio-labor context and for the proper integration and cohesion of civilization and true citizenship. Intercultural competence is more than just the language according to Alvarez, but it is also the cognitive and affective elements that relates to their identity, choices, in their individual context, but also in the relational context with another person as well.

MaxRamseyer's picture

16. Deeper Explanation of the Four Components of the Cultural Intermediary - Geneviève Zarate

Zarate begins by describing how “savoir être” (knowing how to be) is the primordial competence and refers to not only linguistic competence, but also the intangible transferrable competency independent of a given language that allows one to engage in intercultural communication effectively. Examples of this trait are looking at a document and being able to spot when the content is ethnocentric. The second most important one is savoir faire (knowhow), which are the skills involved during an intercultural exchange at the intersection of cultural and linguistic negotiations.

MaxRamseyer's picture

15. Conceptual Background for the Cultural Intermediary or Social Actor - Geneviève Zarate [Translated from French]

The cultural intermediary is someone that Zarate characterizes as the “social actor,” which is someone who is able to adeptly move between cultures, engaged not only in choices of languages, but also in choices of ways of living and choices of systems of values. She / he is also someone who also inherited a “national memory” (as conceptualized by Pierre Nora in Les lieux de mémoire). Not only is the social actor an inheritor of culture, but he/she is also a generational transmitter of cultural values and norms.

MaxRamseyer's picture

14. Le modèle de l'intermédiaire culturel (the model of the cultural intermediary) - Geneviève Zarate [Translated from French]

How can we take advantage of the opportunities presented Europe’s multilingualism and multiculturalism? Zarate posit her theory titled “Definitions, objectives, and evaluation of sociocultural competence” (Définitions, objectifs et évaluation de la compétence socioculturelle – Michael Byram and Genevieve Zarate) to answer this very question. What essentially emerges from her theory is the definition of the cultural intermediary. There are four competences related to the cultural intermediary model. They are:
1. Knowing how to be (savoir être)
2. Knowing how to learn (savoir apprendre)

MaxRamseyer's picture

13. La mise en relation pensée par rapport à une Europe pluri-culturelle et plurilingue (the relationship of “altérité” with a multicultural and multilingual Europe) - Geneviève Zarate [Translated from French]

The conversation begins by describing how republican regimes in France often resist to national multilingualism as seen by their constitutional opposition to regional and minority languages. Zarate then cites the example of how the French regional language called Breton became popularized when the youth began to take ownership of what used to be considered an outdated and antiquated language. The episode serves to demonstrate how multiculturalism can manifest retroactively and even on an intergenerational level.

MaxRamseyer's picture

12. La référence à la culture maternelle (On the Maternal Culture) - Geneviève Zarate [Translated from French]

There are two primary French manifestations of a maternal culture’s intersections with other cultures:
1. Intersections in which “other” cultures are made exotic or when they are marginalized negatively or violently. In either case, the “other” culture is distant from the maternal culture.
2. Intersections of “proximity” between the maternal and foreign culture.

Question: What intersections do you see emerge in the "mother" culture?

MaxRamseyer's picture

11. L'altérité, “un objet à concrétiser didactiquement” (a construct to define didactically) – Geneviève Zarate

The definition provided by Bourdieu-Gros is “savoir penser la différence” (learn how to think in difference). “Altérité” has also been constructed over the course of geopolitical evolutions such as the sharpened differentiations between East and West. From this point emerges the relationship between language and cultural engagement. For Zarate, there are two ways to conceptualize the relationship between language and culture.

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