international service-learning: the need for cultural preparation

International Service-Learning:

The Need For Cultural PreparationAmanda Sturgill, Elon University

Phillip Motley, Elon UniversityAnanda Mitra, Wake Forest UniversityKim Dryden, Wake Forest University

Kristin Moretto, University of North Carolina—Greensboro

Cross-cultural Competence

• Recognition of when cultural norms affect behavior

• Effective interaction with people from other cultural perspectives

• Changing behaviors when necessary for successful interaction

Cross-cultural Competence

Cross-cultural competence is important for:• Working successfully with others• Resolving conflicts• Learning to deal with ambiguity

Cross-cultural Competence

Students may devalue cross-cultural competence:• Because they haven’t had to do it before

• Because they think of culture as being products like art and music instead of as interactions

• Because they don’t have the time to gain understanding

Summer Term Undergraduate Course

• Communication, Culture and India• Optional service-learning experience• 6-week summer session• 8 undergrad students• 1 documentary film grad student• 2 faculty

Preparing for Culture

• Pre-travel meetings• Pre-travel readings• Pre-travel contact with culture• Onsite contextualization of

experience• Onsite constant contact via the

‘ashram’ model

Preparing for the Environment

• Pre-travel medical and environmental discussion

• Onsite exposure to various types of environment

• Onsite monitoring of environmental effects

• Rapid response to environmental effects

Exposure Management

• Constant contextualization of experiences

• Being present to answer questions• Rapid response to student needs• Demonstrating environment-specific

best practices• Teaching the generalizability of

experiences

Student Perspective

Longitudinal Assessment

• Documenting the changes over time• Constant communication to assess the

effect of exposure• Capturing changes caused by exposure• Explanation of the logic of immersion and

exposure• Generalizability of student experiences• Developing strategies for contextualization

January Term Graduate Course

• Interactive Project for the Public Good• Masters in Interactive Media• Two projects in Costa Rica• Groups of 7-9 students• 1 faculty member• 1 staff member

Interventions

Pre-course Preparation

• On campus cultural events• Guest speakers

• Costa Rican Natives• Latin American Historian• Latin American Native

• Required readings

The Interview

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Pre-course Preparation

The PhotoEssay

Pre-course Preparation

This is a picture of a sign for a local restaurant. These restaurants are an example of cultural preservation for Latin Americans in Burlington.

Though it’s literal translation is “Flower Shop,” Tienda Flores is an ethnic grocery store in Graham, NC. It is just down the street from my house.

That pork and rice looks delicious. They also have great chips and salsa!

I was surprised they let us into the kitchen to take pictures.

Inside the store we find out the owner has lived in Burlington for 20 years and is from El Salvador.

Jalapeños, tomatoes and avocados are native to Central and South America and are a staple in the diet of the people who live there. The El Centro menu included these three ingredients in many of their dishes. They also told me that most of their produce comes from local growers, which I thought was a great way to support their community.

Large advertisements for Jarritos, a popular Mexican soda, lines the back wall of the Guzman’s Market parking lot.

A newspaper box in Spanish for the Burlington community. This community is strong and far reaching, meaning there are publications specifically tailored for them.

Reflection Opportunities

The value of reflection:• Used to unpack unique cultural

experiences• Helps students move towards

competence• Allows faculty to see patterns of student

motivation and action

Community Partner Perspectives

Victor HernandezBoruca Costa Rica

What do you want students to learn?

Victor: We want them to know our traditions... When they learn to understand us, it motivates respect.

Victor: They leave trash all over the community. They don't believe in our legends and they tell us we are lying to them. They say we are crazy. They complain about our lifestyle.

How do student visits benefit you?

Victor: Sometimes students come and do projects for our community. They paint, they do instructional murals in the school.

How do student visits benefit you?

How can professors help?

Victor: Preparing students to understand our way of life. What the houses are like. What we cook. What we eat. How our families work together.

Nancy AitkenProyecto CampanarioCosta Rica

What do you want students to learn?

Nancy: The students know they’re going to get to study ecology and the rain forest but it’s also a whole change of lifestyle, a hidden curriculum.

What things do the interactive media students learn?

Nancy: They’re working on a website for a real life organization, and not a simulation. They have to learn how people live in these out of the way places.

How do student visits benefit you?

Nancy: A website is our window to the world. That brings in more student groups and gives out information to the world as to what is down here in the rainforest.

What challenges do you have with the students?

Nancy: There are often two or three students who just aren’t ready for this kind of program. Their mind is not with the program. Their attitudes end up affecting the entire group.

How can professors help?

Nancy: More discussions on cultural sensitivity. What’s it like with Costa Ricans. What’s going to happen when they visit the Indians.

Discussion

• Does cultural preparation make service-learning more effective?

• Does the impact of preparation vary based on the strangeness of the environment?

• What are the cultural thresholds that students need to cross to be effective at the service site?