afs intercultural link 3/2012 internal

AFS Intercultural Link | VOLUME 3 - ISSUE 3 - JULY/AUGUST/SEPTEMBER 2012 | 1

Do you work in Support?See Concepts & Theories, p.3 and the LSO, p.7

VOLUME 3 - ISSUE 3 - JULY/AUGUST/SEPTEMBER 2012

IN THIS ISSUE

Intercultural Learning: State of the AFS Networkby Roberto Ruffino and Rosario Gutierrez

Concepts & Theories: Creative Conflict Managementby Marianella Sclavi Page 3

Did You Know?AFS’ Intercultural Learning Guidelinesby Anna Collier Page 5

Book Review: Enhancing Global Interconnectednessby Laura Schaack Page 6

Learning Session Outline (LSO)Creative Conflict Management in Practiceby Anna Collier Page 7

Beyond AFS ICL News:Interview with Stella Ting-Toomeyby Anna Collier Page 8

Network & Partner InitiativesAFS Egypt and ICLby Paul Edinger Page 10

Educational Relations at the Institutional Level: AFS Australia’s New Leading Role in the Educational Systemby Laura Schaack Page 11

Educational Relations at the Grassroots Level: AFS USA Partners with Schoolsby Tonya Muro Phillips Page 12

Enhancing Intercultural Learning Through Volunteeringby Anna-Maria Hass Page 13

AFS China’s Theoretical Analysis of Intercultural Learningby Lingyan Jiang Page 14

Incorporating ICL into the Caribe Regional Meetingby Manuel Delgado Espino Page 15

Conference Update: What are the Current “Hot Topics” in ICL? Page 16

2nd Annual Learning Program Qualifying Trainers Workshopby Charlotte Steinke Page 17

Intercultural Learning: State of the AFS NetworkMELISSA LILES, CHIEF EDUCATION OFFICER, AFS INTERNATIONAL

Melissa Liles is currently on sabbatical. In her absence, Roberto Ruf!no (Secretary General of Intercultura) and Rosario Gutierrez (Partner Director of AFS Colombia), both members of the Network ICL Work Group, have shared their views on the state of ICL in the Network with Anna Collier. The following is a combined summary of their input.

AFS is moving quickly in the right direction for ICL. Partners across the Network have acknowledged that it is an important topic and many already have established (or have begun working on) a National ICL Strategy. More and more, it is being seen as the core value of our programs and not just the “cherry on the top.” However, once we start using the vocabulary and we understand the concepts, we still have to learn how to deliver intercultural learning to our different audiences. Intercultural Learning, like any learning, has to be seen within a context, which means that we must take into account differences such as learning styles, school conditions, ages, and life experiences. We should not have the illusion that ICL is the same for everyone and every context.

Continued on page 2

YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORK

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In 2010, AFS International announced the Network ICL Strategy, Ensuring

our Expertise. This was a very ambitious plan, but we are seeing results

and we are accomplishing our goals. The basics are now well de!ned, the Learning Program is in its second year, the last two AFS World Congresses and the upcoming AFS Academy prominently feature(d) ICL, there are

ICL materials available such as the Intercultural Link Newsletter and the ICL …for AFSers series, and the AFS Digital ICL Library is steadily growing.

At the Partner level, while we are also going in the right direction, we encounter different types of challenges related to the size of the Partner, the type of volunteerism that exists in the country, and the Partner’s internal organization. For example, if you want to introduce new educational developments, an organization with 50 volunteers is very different from one with 5,000. Also, volunteers who are university-age are academically oriented, which is not necessarily the case for volunteers in their 50s and 60s. The situation at the national level is so different, one scheme can’t !t all.

As in all processes within AFS, diversity is a central factor. Each Partner has its own rhythm, priorities and resources, but what is undeniable is that ICL is our differentiator. We need to work to make it more visible and give it the importance it deserves.

Nowadays, there are many organizations and companies that offer both youth and adults the opportunity to travel. This is why AFS needs to recover its identity as an educational

organization that provides people with intercultural learning experiences.

We have recovered the momentum for ICL that we had in the 70s and 80s, and we need to work to keep it. We want to be recognized as educators, leaders in the development of intercultural competence, and if we wish to accomplish this, we need to stop focusing solely on the numbers and logistics. Rather, we need to focus on developing intercultural competence in others through structured learning and re"ection. This distinguishes us as an educational organization, while also offering something new, attractive, and experiential yet full of content.

It is a source of great satisfaction that ICL has once again become a priority in the AFS Network and that we are working collectively to become leaders in intercultural learning by the year 2020.

Warmly,

Roberto & Rosario

Learn about management and transformation of conflict across cultures from

Tatsushi Araiat the AFS Academy; Istanbul, Turkey

19 September 2012

Register now at www.afs.org/afs-academy

This issue of the Intercultural Link Newsletter emphasizes Partner ICL initiatives from

around the Network.

The Intercultural Link Learning Program is one

of the ways AFS engages internal audiences in intercultural competence development.


Marianella Sclavi is an Italian sociologist and professor of Ethnography and Art of Listening at the Politecnico University in Milan. She has published eight books related to her specialization in con"ict management and active listening, and has also been involved in urban renewal projects for low-income neighborhoods across Europe.

This is an adaptation of Dr. Marianella Sclavi’s article “Why humour matters in Active

Listening?” (2005). For the original article in either English or Russian, visit the ICL Library (http://icllibrary.afs.org/cms/index.php/en/).

Before talking about what Creative Con"ict Management means, a few points must be made clear. First, Creative Con"ict Management is an important part of successful intercultural communication; second, an intercultural approach is necessary when confronting any dif!cult con"ict; and third, even in a situation where the con"ict is not obviously intercultural, if you perceive it as intercultural, the con"ict can be approached as one. More and more often we !nd intracultural

con"icts that are more intercultural than a lot of intercultural con"icts.

Think of a con"ict with a mother-in-law, which, not by chance, so often becomes the focus of jokes and cartoons, and you are already in the presence of a typical intra/intercultural con"ict. That is: a con"ict that, only if approached with an intercultural eye, can be transformed, perhaps, in a way that both parties may judge positively.

Active Listening is the very foundation for Creative Con"ict Management. To explain this, the parable of the wise judge is useful: two citizens bring their case before a judge who listens to the !rst man with all his attention before responding: “You are right.” Then, the judge listens to the second man with the same amount of attention and says: “You are right.” Someone from the crowd is confused: “Your honor, how can they both be right?” The judge pauses for a minute before responding, “And you too are right.”

Gregory Bateson’s theory helps us to understand this parable. His ideas are about “frames,” or contexts. There are many things we consider when we make a decision. These things can be

within the same frame (or context), or they can change their context completely. When the context is changed completely, we have to work harder to understand the situation. More speci!cally, we have to examine ourselves. If we examine ourselves, we are able to be aware of the existence of these frames, or contexts.

Remember that what we see depends on our point of view. It is necessary to accept the possibility of two viewpoints existing for the same situation that are both correct. If a student wants his teacher to change the deadline for an essay, and the teacher will not, one person might view the teacher as in"exible. However, another person might view the student as trying to break the rules and see this action as unacceptable.

People around the world have a tendency to think their context is the best and because of this they can sometimes develop a “context blindness,” which means they deny or ignore the context. This phenomenon is more common in Western

cultures than Eastern cultures due to Westerners’ emphasis on there being one single truth and striving for objective perspectives. However, these practices limit one’s communication

CONCEPTS &THEORIES

Creative Conflict ManagementMARIANELLA SCLAVI

Conflicts involve multiple, incongruent

perspectives.

“More and more often we !nd intracultural con"icts that are more intercultural than a lot

of intercultural con"icts.”


and con"ict resolution skills when it is the perspective of the context itself that is the problem. In this case, Westerners could have more dif!culty managing a con"ict because the basis of the con"ict is outside their perception.

To be an Active Listener, you must always be thinking that the other person is right and that it is you who is not able to understand them. This causes you to 1) respect the other person and 2) assume they are intelligent. It is important to keep in mind that one thing can have two completely opposite meanings when in different cultural contexts. You must keep in mind that misunderstandings, frustration, and especially awkwardness and vulnerability are natural feelings to experience during intercultural communication and Creative Con"ict Management.

Sigmund Freud describes a set of steps experienced by Active Listeners: Phase 1: Bewilderment (and annoyance) at something that at !rst appears to make no sense. Phase 2:

First Illumination, suddenly we understand the hidden meaning. Phase 3: Second Illumination, when

we realize that something has been able to fool us, or was beyond our immediate understanding. This third phase is where humour is important. As an Active Listener, you will realize your mistake, which allows you to laugh at yourself and your confusion. At this moment, your self-awareness is an essential part of Active Listening and Creative Con"ict Management. These three things (Self-Awareness, Active Listening, and Creative Con"ict Management) are essential qualities for good intercultural communication and they are

interconnected and related to one another.

When Active Listeners think about a situation, they are keeping the entire context in mind. They try to think of

how things are related and interdependent, and they are always examining themselves and trying to be self-aware. With these strategies, they are able to communicate well in environments with many contexts, or “frames.”

From all this information, we can understand that the most effective way to communicate is to be conscious of the context you are in, be self-aware, and be an Active Listener. These three qualities are the ingredients for effective intercultural communication.

Roberto Ruffino!is the

Secretary General of!Intercultura. He is also the Secretary of the

Intercultura Foundation (established in 2007) that promotes research and

experimentation in educational exchanges. Upon assigning him an honorary doctoral degree

in Educational Sciences, the University of Padua defined him as “an

entrepreneurial leader in the field of intercultural education, to which he has

contributed by introducing it into the schools; the merit of his work in the field of educational

exchanges is recognized and valued internationally.”

Meet one of the AFS Network Intercultural Learning Workgroup Members:

Roberto Ruffino

How well do you know yourself?

Self-Awareness, Active Listening, and Creative Con"ict

Management are essential qualities for good intercultural

communication.


BACKGROUND

In 2003, the Board of Trustees, together with AFS International, introduced Policy Governance to the organization. In many cases, this was very useful both on the Partner and Network levels in regard to organizing the work between the volunteers, the Boards, and Partner Directors/AFS International President (and staff). This approach defined the roles of the different internal constituencies through two types of policies: ends policies and means policies. The ends policies help steer the organization in the right direction, and the means policies are the tools to get us to our goals. The ends policies encourage our leadership to ask themselves: Why are we here? What is the purpose of this organization? What is guiding the Board?

The following text is an excerpt from the Global Ends of AFS, approved by the Board of Trustees in 2003. These Global Ends policies are derived from the AFS Mission and are an attempt to bring the mission to the forefront of what we do.

OVERVIEW OF THE GLOBALENDS OF AFS

The Global Ends of AFS policy provides that people and organizations impacted by AFS act as responsible global citizens striving to create a just and peaceful world. They do so by:

1. Acknowledging that peace is a dynamic concept threatened by injustice, inequity and intolerance.

2. Affirming faith in the dignity and worth of every human being and of all peoples and cultures; respecting human rights and fundamental freedoms without distinction as to race, sex, language, religion or social status; and valuing respect for differences, harmony, sensitivity, and tolerance.

3. Using their knowledge of other cultures and their global perspective to the benefit of their home communities:

thinking globally and acting locally.

4. Forming relationships with people and organizations from other cultures.

5. Demonstrating a sense of commitment, courage and responsibility to the world and its people.

POLICY 1) KNOWLEDGE, SKILLS AND UNDERSTANDING

The educational intercultural experience leads to the development of knowledge, skills and understanding in four

dimensions, also known as the AFS Educational Goals:

1. Personal

2.Interpersonal

3.Intercultural

4.Global

POLICY 2) PEOPLE AND ORGANIZATIONS IMPACTED BY AFS

The people and organizations impacted by AFS encompass all those who learn from their experience with AFS, and include sojourners who travel on an intercultural learning experience, host and

natural families, volunteers, schools, community project organizations, and employers offering vocational placements. As responsible global

citizens, they in turn have an impact on society at large.

POLICY 3) EDUCATIONAL INTERCULTURAL EXPERIENCE

For sojourners, the AFS educational intercultural experience involves:

a) immersion in another culture by temporarily leaving their home environment, actively experiencing daily life in a host community and being exposed to its social norms and its underlying values, assumptions and patterns of thought.

b) dealing with challenges of varying dimensions, but with good advance preparation and assurance of support and guidance.

Other individuals and organizations impacted by AFS benefit from an educational intercultural experience that does not usually involve leaving their home environment. They are exposed to other cultures and, through that, to many challenges, but usually to a lesser degree than sojourners. Their experience also entails good preparation, as well as support and guidance as required.

These policies were created in order to provide guidance to the AFS Network on what we want to accomplish regarding intercultural learning. We invite you to reflect on these Global Ends and ask yourself:

What is my vision for AFS around ICL? Is it in line with the Global Ends of AFS? How do I exercise my leadership (in my current role in AFS) to promote ICL?

Learn more about the AFS Educational Goals in the document by this name in the

ICL Library (www.iclliibrary.afs.org)

Sojourners and host families are just some of the audiences impacted by AFS.

The ends policies encourage our leadership to ask themselves: Why are we here? What is the

purpose of this organization? What is

guiding the Board?

DID YOU KNOW?AFS’ Intercultural Learning GuidelinesANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL


Laura Schaack is interning at AFS International as Project Manager for the Intercultural Link Newsletter. She has just returned to the United States after a year spent abroad in Madrid, Spain, where she taught English and worked at a humanitarian non-profit agency. She is pursuing a degree at New York University, USA, in Global Liberal Studies with a concentration in

Politics, Rights and Development, as well as a minor in Media, Culture and Communication.

BOOK REVIEW

Enhancing Global InterconnectednessLAURA SCHAACK, PROJECT MANAGER OF THE INTERCULTURAL LINK NEWSLETTER,AFS INTERNATIONAL

A Warm Welcome to the Newest Members of the ICL Team

Nadiya Gladun is our new ICL Research Assistant. She will be volunteering in the ICL department for the next 6 months. Nadiya has a Master’s degree in Organizational Psychology from Columbia University, USA, and is currently pursuing a second Master’s degree in Management at New York University, USA. Over the past 3.5 years, Nadiya has worked as a consultant for a global talent management firm with

assignments both in the U.S. and in Europe. Her native language is Ukrainian, and she also speaks Russian and English fluently.

In their new book, Intercultural and Multicultural Education: Enhancing Global Interconnectedness (2011), Carl A. Grant and Agostino Portera offer a very diverse collection of essays and case studies. The book opens with a pair of essays to address the sometimes-overlooked clari!cation between multiculturalism and interculturalism. Portera begins his essay by citing Marshall McLuhan’s famous “global village” concept in order to provide the setting in which intercultural and multicultural theory is developed.

Part II is devoted to the subject of intercultural education. The themes of the essays and case studies in this section range from “The Council of Europe” to

“Post-Communist countries and the World Crisis,” among others.

Part III’s collections on multiculturalism do not disappoint the more creative intercultural thinkers. The collection of essays covers topics such as color-blind societies, the “other” in Pakistani policies and politics, and a number of case studies in countries including Malaysia and South Africa.

Finally, the collection closes with a synthesis of the two subjects, examining

contexts with both multicultural and intercultural qualities.

Grant and Portera’s book offers something for a variety of audiences and

interests. Every article featured provides you with an insightful theory, as demonstrated by a unique and relevant case study and written by a passionate and knowledgeable author. Yet,

in addition to the range of essay themes, authors, and regions represented, the focus on multiculturalism and interculturalism is kept sharp and the essays complement each other well.

“...the sometimes-overlooked clari!cation between multiculturalism and

interculturalism.”


LEARNING SESSION OUTLINE (LSO)Creative Conflict Management in PracticeANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL

Effectively resolving conflicts is directly related to being a good listener, according to Marianella Sclavi (see Concepts & Theories, pg. 3). By actively listening to others, we are able to take their perspective on the conflictive situation, which can often lead to a solution that satisfies both sides. This new Learning Session Outline (LSO) from our education department puts Sclavi’s theory into practice via a simple, yet challenging exercise.

Session Goal

This session aims to increase one’s active listening skills and ability to take another person’s perspective on an issue.

Learning Objectives

After this session, participants will be able to:

• Apply Creative Conflict Management to conflictive situations

• Describe why Active Listening is an effective tool in conflict resolution

• Use a Venn Diagram as a tool for taking another perspective

Space Requirements

Any room arrangement, with a flipchart or white board visible to all participants

Participants

This session can be conducted in a group, or individually (adapt activities accordingly)

Necessary Materials

Flip chart (and flip chart pages) or white board

Colored pens/markers

Blank sheets of paper

Pens or pencils

Handouts

Two Habits of Thought, M. Sclavi (see lower left corner of this article)

Step-by-Step Session Description

INTERACTIVE SESSION (up to 120 minutes total, depending on number of participants)

PART 1: OUR POINT OF VIEW (30 MIN)

1.1 Trainer writes the following statement from Gestalt psychology on the flipchart and invites participants to discuss its meaning and practical application: What we see depends on our point of view.

1.2 In pairs, participants share examples of conflicts they have experienced recently that were caused by differing points of view. Each person should try to think of one intercultural and one intracultural conflict.

1.3 Trainer introduces the Venn Diagram (see image) as a way of viewing conflictive situations. Each circle represents one perspective of the situation. The area where they overlap is the aspect of the situation that is being perceived from the two different points of view.

1.4 Participants 1) select one of their conflicts, 2) identify what element of the situation is being perceived differently by the two parties and is thus causing the conflict (A&B, see Venn Diagram), and 3) fill in their own perceptions of the situation (A, see Venn Diagram).

1.5 In their same pairs, participants share their answers.

PART 2: THE OTHER’S POINT OF VIEW (30 MIN)

2.1. Trainer writes elements of Active Listening on a flipchart:

- ask open-ended questions (not yes/no questions)

- ask clarifying questions

- encourage elaboration

- seek to understand (not advise, critique, criticize)

- paraphrase (restate the information) to confirm that you understand

2.2. In their pairs, participants take turns describing their conflictive situations from the perspective of the other person involved. While one person is speaking, the other actively listens and takes notes. Then, the notes are read aloud and together the pair fills in the other person’s perspective in the Venn Diagram (B, see Venn Diagram).

PART 3: SEEING BOTH PERSPECTIVES (60 MIN)

3.1. Trainer reviews how applying Creative Conflict Management (Sclavi) via the Venn Diagram is useful for distinguishing different perspectives, and how it requires that one accept that both parties involved in the conflict are intelligent and, from their own perspective, correct.

3.2. Participants work individually to identify solutions to their conflicts that are acceptable and appropriate for both parties.

3.3. Participants are invited to share their solutions with the group and receive feedback from their peers, as well as from the trainer.

Reference

Sclavi, M. (2005). Why humour matters in active listening? An intercultural approach to conflict transformation. ESSEC Business School – Paris & PON, Harvard Law School Special Conference: “New Trends in Negotiation Teaching: Toward a Trans-Atlantic Network” November 14-15, 2005.

Simple System Complex System

The “same things” have the same meaning

The “same things” have different meanings

Same implicit premises (frames of reference)

Different implicit premises (frames of reference)

What we take for granted helps us to communicate

What we take for granted prevents us from communicating

I’m right, you’re wrong (and vice versa). Not everyone can be right

Everyone is right

First-degree control (ability to foresee the range of possible expected reactions)

Second-degree control (ability to transform unexpected reactions into knowledge)

Mono-cultural world Pluri-cultural world

TWO HABITS OF THOUGHT (Sclavi, 2003)

A BbothA & B

VENN DIAGRAM


Dr. Stella Ting-Toomey is one of the leading experts on intercultural conflict management and multicultural identity development. She grew up in Hong Kong, studied in the United States, and currently is a professor of Communication Studies at California State University- Fullerton, USA. She has published thirteen books and is most noted for the development of the Face-Negotiation Theory. We had the pleasure of speaking with her about her path into the intercultural field and her research interests.

How did you get involved in the intercultural !eld? I got involved in this !eld through my interest in human communication studies, principally interpersonal relationships and con"icts. The communication research studies at that time were drawn heavily from the U.S. perspective, and it was this dissatisfaction with existing research that drove me to develop my own research lens in the area of

interpersonal-intercultural con"icts and eventually led me to develop new theories, as well. At the beginning in the early 80s, there really wasn’t a coherent intercultural communication !eld, so I took a two-pronged approach: developing my own intercultural-based research interest and developing a comprehensive intercultural teaching curriculum in my early teaching posts.

What academic !eld was your entry into intercultural studies?When I came to the United States as an international student from Hong Kong more than 35 years ago, I landed in the middle of Iowa corn!elds. I was totally lost, disoriented, and confused. I experienced very intense culture shock coming from Hong Kong, a big city, to the University of Iowa, Iowa City. However, I did persevere and completed my undergraduate and master’s degrees in mass

communication. At !rst, I was interested in television directing, but through my master’s coursework I realized that I was in love with theory. I went on to earn my PhD from the University of Washington on marital con"ict communication. In my doctoral program, there were few intercultural courses so I did many

independent studies. My own journey of change and identity is re"ected in my professional work as I moved from an

international student status to an immigrant to becoming a U.S. citizen. My professional intercultural studies have also strongly in"uenced my personal life.

Which aspect of intercultural learning or communication has your work focused on?One of my more known theories is called Con"ict Face Negotiation Theory, which has central concepts such as self-face saving, other-face consideration, mutual-face respect, plus face-losing and face-honoring issues. My current research focuses on identity negotiation, speci!cally bicultural and multicultural identity negotiation issues. Whether teaching, researching, or doing professional or volunteer services, I enjoy crossing boundaries and not limiting reading or researching in one particular domain. The !eld is wide open for multidisciplinary thinking and creativity.

What do you wish more people understood about intercultural work?Those doing intercultural work need to acknowledge the importance of linking theory and research with practice. And good intercultural learning practices must be supported by sound research and theory. The triangle of theory-research-practice needs to be informed by the interdependent nature of theory, research, and application. Sound intercultural theories and research work need to provide reasonable explanations and evidence that can be bridged and applied to real-life intercultural practical issues. This takes a lot of head work, hard work, and heart work!

BEYOND AFS ICL NEWSInterview with Stella Ting-ToomeyBASED ON AN INTERVIEW WITH ANNA COLLIER, MANAGER OF INTERCULTURAL LEARNING SERVICES, AFS INTERNATIONAL

“Sound intercultural theories and research work need to provide

reasonable explanations and evidence that can be bridged and applied to real-life intercultural

practical issues.This takes a lot of head

work, hard work, and heart work!”


What would you suggest for people new to the ICL !eld to read as they get started?Everyone should read William Gudykunst’s edited volume, Theorizing about Intercultural Communication (2005, Sage). Also, Dan Landis, Janet Bennett, and Milton Bennett’s edited book, Handbook of Intercultural Training (2004, Sage), provides an overview of the history, theories, and application issues of the intercultural communication !eld.

If you are looking for a more recent publication at the foundational level, readers can check out the book I just co-authored with Leeva Chung, Understanding Intercultural Communication, 2nd edition (2012, Oxford University Press).

There are also professional development opportunities like the Summer Institute for Intercultural Communication (SIIC, www.intercultural.org) which takes place in Portland, Oregon, USA each July. They offer more than forty amazing workshops that cover the most updated

theories and practices in a variety of intercultural contexts. Finally, everyone should sit down every day and do some systematic intercultural writing--whether it is for a newsletter, an internet forum, a conference, or a refereed-professional journal. Through disciplined writing, you clarify and solidify your own thinking and stretch the boundary of your own imagination and creativity

further.

What are the hot topics in ICL these days?There are quite a few important themes now-a-days. These are: multicultural identity negotiation issues, bicultural/biracial identity and code-switching, forgiveness and transformation processes, identity diversity and harnessing creativity, intercultural ethics and meta-

ethics, multicultural health care communication, global social justice, social ecological frameworks, and the intercultural in"uence of social media and the dialectics of localization and globalization.

How has the ICL !eld changed since you entered it?I think there is a more critical mass now, compared to the early 80’s. There are more intercultural communication

textbooks and handbooks, more groups doing good intercultural work, more application of the theories, and more rigorous theorizing

and researching efforts. There has been very constructive, positive change in the !eld. There are more resources available and more professionals to talk to.

What#steps do you recommend AFS take to continue to distinguish itself as an exchange provider in the ICL arena?I would suggest that AFS sponsor more visible activities to promote what AFS is doing. For example, more training programs for host families and the training of global youth leaders, with an intercultural social justice focus. AFS could bring the theorists and researchers from multiple disciplines together with the practitioners to create more dialogue forums about intercultural theory-research-practice-applied contexts topics. There should be more connection between what AFS does and current or controversial intercultural issues that need more attention.

“There should be more connection

between what AFS does and current or

controversial intercultural issues

that need more attention.”

Mirella Simeonova has worked as the Intercultural Learning Expert at AFS Interkulturelle Begegnungen e.V. (our AFS Partner organization in Germany) since September 2011. She holds a degree in Psychology from the Technical University of Dresden and studied Cultural Psychology at the University of British Columbia in Vancouver, Canada. She also completed postgraduate studies in “Intercultural Competencies” in Japan.

Mirella has worked on university projects comparing cultures, as well as at a German consulting company in the intercultural field, where she gained experience in planning, organizing and conducting intercultural training.

Mirella was born in Sofia, Bulgaria, and has lived in six countries. During her life, she has developed a strong interest in Intercultural Learning and is excited to apply her knowledge and previous experiences from the intercultural field to her work at AFS Germany.

MEET AN ICL RESPONSIBLEMirella SimeonovaINTERCULTURAL LEARNING EXPERT, AFS GERMANY


Over the past 12 months, AFS Egypt has focused on enhancing ICL opportunities for its participants, volunteers and staff as part of the organization’s strategic plan for promoting intercultural learning in a practical, yet context-conscious way. As a result of this hard work, AFS Egypt ran its !rst national ICL training earlier this year and has deepened its focus on education.

Staff and Volunteers: The staff at AFS Egypt has made ICL a priority. In order to reach all of their audiences, the staff is working to translate various ICL materials into Arabic. The volunteers have also demonstrated dedication to advancing intercultural learning, including eight trainers who can now facilitate on ICL content. AFS Egypt has tailored ICL concepts and theories to Egyptian and Islamic audiences, and they articulate many ICL concepts through the use of stories, parables and !lm. As a result, AFS Egypt is developing intercultural learning strategies that are effective and appropriate to their context, especially given that their audience is predominantly people of an Arab Muslim heritage.

First National ICL Training: This event was an important milestone in AFS Egypt’s development as an educational organization. This two-day training took place on 1-3 March and was attended by more than 60 volunteers and staff. The six workshops offered during the training focused on values, perceptions of identity and change, con"ict management, power, and communication styles. The event contained many experiential games to allow for an interactive learning experience, which was very well received. Through this training, AFS Egypt provided its audiences with an introduction to ICL concepts and theories and enhanced its audiences’ practical knowledge of how to bring intercultural learning strategies into our work at AFS.

Online: AFS Egypt has an intercultural learning section of their website that is prominently displayed on their homepage (www.afs-egypt.org). It offers a simple and concise explanation of the concepts behind intercultural learning within an AFS education-based context. The website also contains downloadable ICL materials. AFS Egypt is making considerable progress by using the concepts and practices of intercultural learning to bring positive change at the organizational level and beyond, demonstrating its commitment to being an education-focused organization.

NETWORK & PARTNER INITIATIVES

AFS Egypt and ICLPAUL EDINGER, INTERCULTRAL LEARNING INTERN, AFS INTERNATIONAL

Advice from Sherifa Fayez, Partner Director AFS Egypt, for Partners starting to develop ICL opportunities in their

organizations:

“Go for it without hesitation!!You will

realize that adopting ICL in all activities is a

natural step that should have been done ages

ago! The volunteers and students will appreciate ICL and use it for AFS and also in their lives

and work.”

A human sculpture constructed person-by-

person by AFS Egypt volunteers and staff to demonstrate power relations.

Two AFS Egypt volunteers playing Barnga during the March ICL training.

For a copy of AFS Egypt’s ICL Training Agenda, visit the ICL Library: www.icllibrary.afs.org

AFRICAN REGION


In May and June, Partners in the Andean and African Regions began work on their National ICL Strategies, joining the many Partners

around the Network that either already have a board-approved

National ICL Strategy, or are currently working on developing one. At the 2012 AFS World Congress, delegates voted that each Partner organization should have a National ICL Strategy not only developed, but approved by their board by the end of 2012.

At their respective workshops, led by Melissa Liles of AFS International, delegates from Andean and African Partners began to

define their organizational vision in terms of ICL. Discussions

included where Partners want their organizations to be three years from now in terms of ICL, tools for advancing their ICL strategies

within their organizations, and communicating these strategies to

internal and external audiences in an effective manner.

On the Path to ICL Strategies

On 26 April, AFS Australia joined with the Australian Curriculum, Assessment and Reporting Authority (ACARA) to conduct an Educational Leaders’ Roundtable on Intercultural Understanding and Asia Literacy. The Roundtable’s purpose was to identify strategies for implementing these elements of the new Australian Curriculum in schools. As result, AFS is gaining increased recognition from educators and government for its insights and practical experience in intercultural learning, enabling AFS Australia to reposition itself as an important partner of the Australian education system.

Vincenzo Morlini, President of AFS Intercultural Programs, made a major presentation sharing AFS’s experience and research in intercultural learning. The Roundtable also received

presentations from Mr. Robert Randall, Deputy CEO and General Manager, ACARA; Mr. John Denton, a member of the task force developing a Government White Paper on Australia in the Asian Century; Ms. Kathleen Kirby, Executive Director of the Asia Education Foundation; Sheree Vertigan, President, Australian School Principals Association; and Dr. Sherryl Saunders, President of the Australian Federation of Modern Language Teachers’ Associations. Representatives from schools and the Australian Department of Foreign Affairs also participated.

The Roundtable initiative will be ongoing, with participants agreeing to form an alliance that will support the implementation of intercultural learning in Australian schools. A second meeting took place on 19 July 2012.

The Roundtable was successful in building engagement from educational leaders, re"ecting several important challenges:

Rapid economic transformation of countries in the Asia Paci!c region, and the realization that Australians need to strengthen ties in the region if Australia is to participate fully;

Social change within Australia, as the result of large scale migration, requiring greater focus on intercultural understanding to ensure social harmony;

The need to create greater intercultural curiosity and Asian language capability among young Australians to ensure their future bene!t from the transformation of the Asian Paci!c region.

EDUCATIONAL RELATIONS AT THE INSTITUTIONAL LEVELAFS Australia’s New Leading Role in the Educational SystemLAURA SCHAACK, PROJECT MANAGER OF THE INTERCULTURAL LINK NEWSLETTER, AFS INTERNATIONAL

Delegates at the Educational Leaders’ Roundtable .AAI REGION

Sherifa Fayez, Partner Director of AFS Egypt,

supports delegates from the African Region through the process of developing a National


EDUCATIONAL RELATIONS AT THE GRASSROOTS LEVEL

AFS USA Partners with SchoolsTONYA MURO PHILLIPS, DIRECTOR OF SCHOOL OUTREACH AND EDUCATIONAL PARTNERSHIPS, AFS-USA

Introducing the new School Outreach and Educational Partnerships (SOEP) Unit at AFS-USA!

Hello, everyone! My name is Dr. Tonya Muro Phillips and I’m the new Director of School Outreach and Educational Partnerships (SOEP) at AFS-USA. It’s been wonderful to join the AFS family. Our new unit has three strategic priorities to help further AFS’ important ICL goals.

First, we are working to position AFS-USA as a thought leader in the U.S. global education community by raising the level of understanding of global competency and intercultural learning, as well as reinforcing them as being complimentary both internally among our volunteers and staff and externally with educators and administrators. The way we are doing this is by following educational trends so that we can meet global educators’ needs more effectively. Second, we are working closely with the ICL and New Programs units at AFS-USA to upgrade and create resources and tools for educators to use in their

classrooms in accordance with national core curriculum standards and 21st century educational skills (creativity, critical thinking, collaboration and communication). Moreover, SOEP is upgrading AFS-USA’s presence and involvement in

content delivery at external events, such as professional development seminars for teachers and conferences that educators, school administrators and guidance counselors attend.

The modules and curriculum tools that we are developing are intended to support AFS-

USA volunteers in their outreach to educators. Strengthening relationships with schools is a top priority for AFS-USA, as is reflected in our Business Plan, and training and supporting our volunteers in their outreach to schools is a key focus. We have recently relaunched our newsletter to educators: the Global Classroom. Anyone interested in receiving a digital copy can sign up at: http://www.afsusa.org/schools/global-classroom/.

SOEP has a lot of exciting plans being developed! We are in the

process of innovating the signature AFS “It’s Your World” presentation to create eLearning modules for educators, which will directly relate to global competency in the classroom. In addition, we are working with the New Programs team to create virtual exchange programs to launch in 2013 between AFS-USA classrooms and classrooms in AFS Partner organizations. We are also collaborating with other organizations to deliver pre-service teacher professional development trainings on global competency through ICL in the classroom. To highlight, a teacher training recently took place at DePaul University in Chicago at the end of May, along with a Global Education Open House, where AFS volunteers and staff, local teachers, and allied organizations in the Chicago area attended. Finally, SOEP will continue to develop as an educational thought leader by presenting at high-profile global education events, including a presentation at the end of June at the Asia Society Partnership for Global Learning conference in New York City, and a national Social Studies conference in Seattle, Washington in the fall.

We look forward to working with you!

Strengthening relationships with

schools and supporting our

volunteers in their outreach to schools is

a key focus.

Global Education Open House at DePaul University. Pictured from left to right: Chad Nico

Hui (YMCA); Mandy Sharp (TeachUNICEF); Dr. Gloria Alter (DePaul University College of Education); Sylvia Wong (Concern Worldwide US); Dr. Tonya Muro Phillips (AFS-USA);

Rachel Dimit (AFS-USA); Gabhy Villarreal (AFS-USA); Traci Larson Lee (AFS-USA); Lauren Knight (AFS-USA); Beth Morrissey (AFS-USA); and Angel Johnson (YMCA).

NORTH AMERICAN REGION


From 14th to 20th of May a group of 20 volunteers and staff from 13 European AFS Partner organizations met for the European Federation for Intercultural Learning’s (EFIL) seminar on “Enhancing Intercultural Sensitivity through Volunteering” in Delemont, Switzerland. Participants discussed how and if intercultural learning can be seen as a motivator to AFS volunteers. They also analyzed the AFS organizational culture and its relationship to the intercultural learning of volunteers.

Many participants shared the belief

that AFS needs to develop better means to enhance the intercultural sensitivity of its volunteers, which would also provide for a better learning

experience of program participants. As an educational organization, AFS should be sensitized to learning opportunities for everyone, at all levels and in all activities of the organization – not limited to structured learning settings such as training events. This seems to be particularly important when nurturing intercultural competences beyond the knowledge component: actual behavioral skills and attitudes.

During the last days of the seminar, participants had the chance to elaborate on the perfect learning environment for different volunteer pro!les. Among the most repeated guidelines, valid for every volunteer group, one could mention especially: regular

structured re"ection opportunities, peer coaching between volunteers, working in teams not only for accomplishing tasks but also explicitly for mutual learning, setting personal learning goals and monitoring them, and giving to volunteers more ownership and holistic responsibility for planning and implementing activities.

These guidelines were then used as a basis for planning tangible actions, to be implemented when back home. Some of the ideas will

require certain structural changes in organizing volunteer work, while others are concrete (pilot) projects, such as adding a simulated intercultural learning component to

working meetings or building in elements of cultural immersion in local communities within a framework of volunteer training events.

Now that all have returned home, the sharing of successes and mutual support continue in the seminar’s Facebook group.

For more details regarding the outcomes of the training, please contact Iza Jurczik ([email protected]).

“AFS should be sensitized to learning opportunities for

everyone, at all levels and in all activities of the organization”

Enhancing Intercultural Learning Through VolunteeringANNA-MARIA HASS, AFS GERMANY VOLUNTEER, PREP TEAM MEMBER OF ICL SEMINAR

Participants of the EFIL seminar

Edoardo Laurenti, AFS Italy, leads a session on developing actions plans.

EUROPEAN REGION


What 2012 AFS Intercultural Link Learning Program(In-Person Events)

m

When / Where September / AFS Academy Level 1: Leadership(Partner Directors, Program Directors & ODCs)

October / North America Level 1: Core CompetenciesQualifying Trainers

October / Asia-Pacific Levels 1 & 2: Core Competencies

November / Central America Levels 1 & 2: Core Competencies (en español)

November / Nordic Europe Levels 1 & 2: Core Competencies

Pre-registration Contact your local AFS organization or Lauralearn more.

a Kline-Taylor ([email protected]) to

What 2012 AFS Intercultural Link Learning Program (Distance events)Session 1.2: Case Study Analysis on Blackboard Collaborate

When / Where July

Who 2011 Participants

2012 CalendarStay tuned for exciting new additions which will bring

the Intercultural Link Learning Program to more AFSers in more parts of the world even sooner!!

AFS China has recently put much attention to organizing forums to promote awareness and discussion of intercultural learning. On 28 March, Dr. Ming Wu led a training on intercultural competence, “A Cultural Comparison between China and the West.”

The forum had three objectives:

1) To develop a quantitative method to analyze culture difference;

2) To develop a model to detect different cultural values;

3) To develop a new format for ICL training courses.

In order to meet these objectives, a quantitative analysis was conducted using the texts: Shih Chi’s Da Yu’s Successful Regulating of Floodwatersand the Bible’s Noah’s Ark. They both describe the same historical phenomenon: a great flood that covered the world, but one originates

in the West and the other in the East. The data that was compiled by AFS China answered questions like: How many times is family mentioned in the stories? and How many times is morality, nature, or society viewed negatively? Using an analysis system based on the intercultural tool, Describe, Interpret, Evaluate, clues like these that would give insight into a culture’s values were singled out, counted, and compared.

From the information gathered from the two stories, Dr. Wu was able to draw conclusions about the two different cultures. In the end, the profiles of the two cultures matched the results of Geert Hofstede’s Cultural Dimensions Theory. For the volunteers and staff of AFS China, this analysis

was an effective way to make clear and applicable the theories behind the intercultural curriculum that AFS China uses, because they are now able to see the development of Hofstede’s theory for themselves. Also, seeing how conclusions on intercultural understanding are made will foster this skill in AFS China volunteers and staff.

For more information about this model of analysis, please contact Lingyan Jiang ([email protected]).

Dr. Ming Wu leading AFS China volunteers and staff in an intercultural comparative analysis.

AFS China’s Theoretical Analysis of Intercultural LearningLINGYAN JIANG, SECRETARY TO THE NATIONAL DIRECTOR, AFS CHINA

AAI REGION


Read the English version in the AFS Inbox or the Digital ICL Library (www.icllibrary.org)

La reunión anual de la Región Caribe tuvo lugar en la ciudad de Panamá a !nales del mes de abril con la participación de los Directores Nacionales y miembros de las Juntas Directivas de los países socios: México, Guatemala, Costa Rica, República Dominicana, Colombia, Venezuela y Panamá.

Como parte de la agenda del encuentro se incluyó una jornada completa de ICL y AFS Panamá, como an!trión, aprovechó la oportunidad para extender la invitación a un grupo de educadores, que estaban siendo entrenados en ICL por parte de voluntarios de AFS Panamá y el staff, y a líderes voluntarios de AFS Panamá.

Anna Collier, de AFS Internacional, fue la facilitadora del evento que incluyó temas como: conceptos de cultura, de!niendo y desarrollando competencia intercultural, cómo identi!carnos como organización educativa y la promesa de la marca AFS. A todas las personas

asistentes se les mostró cómo se pueden bene!ciar de ICL. Por ejemplo, al enfocar nuestros esfuerzos hacia la visión 2020, analizamos lo que estamos haciendo y lo que podríamos hacer para avanzar hacia la visión. También incrementamos nuestra conciencia y comprensión de cómo diagnosticar nuestra propia conciencia cultural. Este aspecto es altamente relevante debido a la naturaleza de nuestro trabajo diario, el cual requiere un agudo sentido de auto conciencia en relación con las diferencias culturales, de modo que podamos interactuar con personas de diferentes culturas de una forma efectiva y apropiada.

Los asistentes fueron divididos en tres diferentes grupos de trabajo para discutir cómo ICL afecta nuestras interacciones diarias y para aumentar la conciencia en cuanto a reacciones y prejuicios que pueden ser producto de las diferencias culturales.

Delegados de los países socios:

La experiencia del entrenamiento en ICL durante la Reunión Regional del Caribe despertó la curiosidad de los delegados de los países asociados y se discutieron los pasos que tomarán para promover ICL en sus organizaciones nacionales.

Educadores panameños:

El evento de ICL durante la Reunión Regional fue la quinta de seis jornadas

completas de sesiones de entrenamiento en ICL aportadas por AFS Panamá a educadores locales. Esta secuencia de entrenamiento para educadores nos ha dado una oportunidad única de aumentar nuestra presencia en diferentes escuelas –privadas y públicas- y tener educadores que comprendan mejor cómo interactuar con nuestros participantes. Tomando en cuenta que Panamá es un país multicultural, la diversidad en las aulas de clase es más que evidente y los 30 educadores que asistieron a la secuencia de entrenamiento en ICL sienten que su trabajo se ha facilitado y que tienen una mejor comprensión de las diferencias culturales y de cómo trabajar con ellas.

Voluntarios de AFS Panamá:

Algo similar a lo ocurrido con los educadores ha sucedido con nuestros voluntarios. Los voluntarios que han asistido a los talleres de ICL pueden ahora explicar conceptos básicos interculturales y utilizan el vocabulario que han aprendido a través de los entrenamientos para que actúen como informantes culturales – mejorando el vínculo entre los participantes y las familias an!trionas. Ahora ellos pueden comprender lo que han estado haciendo empíricamente a través de su trabajo práctico en AFS.

El día de ICL en la Reunión Regional del Caribe fue una gran oportunidad para interactuar entre tres diferentes audiencias que comparten un objetivo común: aumentar la auto conciencia mientras desarrollamos competencia cultural en todos los aspectos cotidianos de nuestras vidas.

Participants at the ICL Day during the Caribe Regional Meeting.

Incorporating ICL into the Caribe Regional MeetingMANUEL DELGADO ESPINO, ORGANIZATIONAL DEVELOPMENT COORDINATOR & ICL RESPONSIBLE, AFS PANAMA

“Incrementamos nuestra conciencia y comprensión de cómo diagnosticar nuestra

propia conciencia cultural. Este aspecto es altamente relevante

debido a la naturaleza de nuestro trabajo diario, el cual requiere un agudo sentido de

auto conciencia en relación con las diferencias culturales”.

CARIBE REGION


Since our last issue of the Intercultural Link Newsletter, AFS has been able to attend two more conferences to learn what are the current ICL “Hot Topics” in 2012.

The Association of International Educators (NAFSA) held its 2012 annual conference from 28 May to 1

June in Houston, Texas, USA. NAFSA is an international industry organization

committed to building the skills, knowledge, and competencies of its members in relation to international and intercultural education (ICL). The theme of their 64th annual conference was Comprehensive Internationalization: Vision and Practice.

With almost 9,000 attendees from around the world, topics that emerged as most relevant to ICL were:

1. Increased international collaboration for education: collaborative online courses, international service learning/internship opportunities, internationalization of home campuses.

2. Social media use in international education: e.g., youtube for language acquisition, blogging as marketing, constructive Facebook conversations among students inspiring intercultural re"ection.

3. Intercultural differences across generations: implications and necessary skills when several generations are working/interacting together.

4. Maximizing language and global competency development in short-term study abroad programs.

If you are interested in receiving conference materials, please contact us at [email protected].

The Partnership for Global Learning Network of the Asia Society, a leading educational organization dedicated to

promoting international understanding and partnerships, held its annual conference in New York City, USA from 29-30 June. The title of this year’s conference was Pathways to Global Competence, and the conference sessions and keynote speeches were focused on the meaning of education in a globalized world. Questions discussed included: How can we better use the internet for education? How can we improve the learning of young people? And, above all: What skills are most needed to succeed in our increasingly interconnected world?

The key issues discussed at the conference were:

• Technology and education

• Virtual youth exchange and contact programs

• The cooperation of schools with NGOs for fostering global learning

• Online tools and resources for learning

• Innovative learning and teaching

• Experiential learning

• How to build relevant student portfolios

CONFERENCE UPDATEWhat are the current “Hot Topics” in ICL?

Anna Collier, AFS

International, presented a

poster at this year’s NAFSA

conference. The poster

provided AFS’s definition of

Intercultural Competence

and examples of how it can

be developed. It described

the AFS Intercultural Link

Learning Program and listed

sample activities from the

program and curriculum.

The poster also offered

information about the AFS

Intercultural Link Initiative at

large, of which the Learning

Program is only a part, and

its relevance in the contexts

of organizational

development and the greater

Intercultural Education field.

If you will be attending a conference related to intercultural learning and would like to contribute to our

updates, please contact us at [email protected].


The#2nd Annual AFS Intercultural Link Learning Program Qualifying Trainers Workshop#took place at the European Youth Center in Budapest from 28 May to 1 June. The event, hosted by AFS Hungary, was attended by 20 AFS Volunteers and Staff from 18 Partner organizations around the Network. The diversity of the group created a rich environment to discuss and to experience Intercultural Learning.#

Over the course of !ve days, the Quali!ed Trainer candidates explored the seven categories of the Learning Program curriculum, and observed and

practiced successful methods for delivering ICL content in regional, national and local AFS contexts. Through a train-back process of self-re"ection and peer and trainer feedback, attendees exchanged and re!ned their intercultural facilitation skills.

The 2012 Quali!ed Trainer candidates are currently working to design Learning Session Outlines (LSOs) from the curriculum - the second of three certi!cation activities. Upon successful completion of each of three

activities, candidates will obtain Quali!ed Trainer status for the Intercultural Link Learning Program. #

AFS International looks forward to the contributions this group will make in support of the ongoing design, delivery, and promotion of the Learning Program and to working with the 2011 and 2012 Quali!ed Trainer groups in the upcoming Learning Program regional events in the Northern European, Caribe and AAI regions of the AFS Network.

2nd Annual Learning Program Qualifying Trainers WorkshopCHARLOTTE STEINKE, INTERCULTURAL LEARNING SENIOR INTERN, AFS INTERNATIONAL

The 2012 AFS Intercultural Link Learning Program Qualified Trainer Candidates at the European Youth Center in Budapest, Hungary.

AFS Chile has taken Cultural Detective© tools and made them their own! Over the last few months, they have been working on a series of culture-specific pamphlets that incorporate Cultural Detective© core values, AFS descriptions of intercultural learning, and details about the corresponding countries’ history, geography, and population, as well as suggestions for more effective intercultural interactions. These pamphlets were designed for distribution to host families, but are also very informative for participants and volunteers.

For more information about the Cultural Detective© tools, contact Anna Collier ([email protected]).

AFS Chile’s Creative Cultural Detective-Based Materials

SOUTHERN CONE REGION

Snapshots from AFS Chile’s Thailand pamphlet.


YOUR SOURCE FOR INTERCULTURAL LEARNING IN THE AFS NETWORKIntercultural Learning Work Group

Johanna Nemeth (AUT)Rosario Gutierrez (COL)Annette Gisevius (GER)Irid Agoes (INA) Melissa Liles, Chair (INT)Lucas Welter (INT)Roberto Ruffino (ITA)

Newsletter Editor: Melissa LilesNewsletter Manager: Laura SchaackDesign & Graphics: AFS Branding & Marketing TeamContributing Writers: Anna Collier

AFS members are invited to submit proposals for articles, news items and intercultural activities with accompanying graphics or photos for consideration in future issues of AFS Intercultural Link. Submissions can be AFS-specific or part of the larger Intercultural Learning (ICL) field. Simply send your submissions to us at AFS International: [email protected]

Call for Submissions

Questions or [email protected]

© 2012 AFS Intercultural Programs, Inc. All rights reserved.

August September October November

Summer Academy on Intercultural Experience; 30 July–10 August; Karlsruhe, Germany http://summeracademy-karlsruhe.org/ AFS is organizing

Intercultural Rhetoric and Discourse Conference; 9-11 August; Indianapolis, Maryland, USA http://liberalarts.iupui.edu/icic/conference/2012_conference

Cross-Cultural Europe-Asia Summer Academy; 27 August–7 September; Bangi, Malaysia http://summeracademy-malaysia.org/!AFS is organizing

Connecting Commonwealth Education and Cultures; 27-31 August; Republic of Mauritiushttp://www.stakeholdersforum.org/programme/connecting-commonwealth-education-and-cultures/

Young SIETAR (Society for Intercultural Education, Training, and Research) Annual Conference; 6-9 September; Belfast, Ireland http://www.youngsietar.org/events/upcoming-ys-events/13th-young-sietar-congress-in-belfast/ AFS is attending

Peruvian Society for Educational Research (SIEP); 13-15 September; Lima, Peruhttp://www.siep.org.pe/web/html.php?id_wnoticia=22&t=wnoticia&p=0

European Association of International Education (EAIE) Annual Conference; 14-19 September; Dublin, Ireland www.eaie.org/dublin/

13th University on Youth and Development; 16-23 September; Mollina, Spain http://www.uyd.me/

European Congress on Global Education; 27-28 September; Lisbon, Portugal http://www.gecongress2012.org/

Society for Intercultural Education, Training, and Research (SIETAR) Forum: Global Integral Competence: Mind, Brain, Culture and System; 27-29 September; Berlin, Germany http://sietar-forum-2012.de/

Intercultural Horizons; 4-5 October; New York, NY, USA http://www.geneseo.edu/oip/intercultral-strategies-civic-engagement

Society for Intercultural Education, Training, and Research (SIETAR)-USA; 17-20 October; Minneapolis, MN, USA http://www.sietarusa.org/AFS is presenting

IOSTE XV (Science and Technology Education for Development, Citizenship, and Social Justice); 28 October–3 November; Yasmine Hammamet, Tunisiahttp://www.inedp.org/?conference=ioste-XV&schedConf=Thematic&schedConf=Thematic

Third Annual Global Education Conference; 12-16 November; Streaming live online in partnership with iEARN http://globaleducation.ning.com/

International Internet Symposium: Education and ethnic relations: the development of multicultural education in the aspect of safety; 14-16 November; Moscow, Russiahttp://www.practic.childpsy.ru/conference/28016/

Citizenship Education and Democracy in Times of Change; 21-24 November; Córdoba, Spainhttp://www.bpb.de/veranstaltungen/netzwerke/nece/135886/participation-now-citizenship-education-and-democracy-in-times-of-change

ICL Field Conferences & Event Updates

If you are aware of upcoming conferences in the intercultural area, please advise us at [email protected]

afs intercultural link 3/2012 internal

Documents

afs icl news

issue intercultural

state of icl

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incorporating icl

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practiceby anna collier