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Leadership, Development & Learning (The Class Film as case study)

Leadership, Development & Learning (The Class Film as case study). 15 June 2011 AAC& U HIPS “The most distinctive mark of a cultured mind is the ability to take another’s place, and see life and its problems from a point of view different from one’s own.” --A.H.R. Fairchild.

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Leadership, Development & Learning (The Class Film as case study)

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  1. Leadership, Development & Learning (The Class Film as case study) 15 June 2011 AAC& U HIPS “The most distinctive mark of a cultured mind is the ability to take another’s place, and see life and its problems from a point of view different from one’s own.” --A.H.R. Fairchild

  2. Knowledge Areas: Cultural Difficulties & Misunderstandings 1. Work: • 2. Time & Space: • 3. Language: • 4. Roles: • 5. Values: • Bases of Cultural Differences • 1. Categorization: put into a group • 2. Differentiation: reason for groups • 3. Learning Styles:

  3. Personal Skill LevelsModel by Sherwood Smith (modified from Gloria Yamato) 2007 Unconscious Conscious Incompetent Competent Preconscious competency

  4. Bennett’s Model of Intercultural Development ETHNOCENTRIC STAGES ETHNORELATIVE STAGES

  5. Extremes of Community Responses: • BEING RIGHT UNDERSTANDING • SILENCE ATTENTION • IGNORANCE KNOWLEDGE • FEAR OF IDENTIFICATION WITH • SEPARATENESS INTERDEPENCE • SHUNNING APPRECIATION • DEMEAN IMPORTANCE • INSENSITIVITY EMPATHY • AVOIDANCE APPRECIATION

  6. Interactive Styles & Cultural Model Information Processing Style Human-Relational Style Managerial Style & Workplace Dynamics Communication Style Learning Style

  7. Non-Western Emphasize group cooperation Achievement as it reflects group Value Harmony with nature Time is relative Accept affective expression Extended family Holistic thinking Religion permeates culture Accept world views of other cultures Socially oriented Western Emphasize individual competition Achievement for the individual Must master and control nature Adhere to rigid time schedule Limit affective expression Nuclear family Dualistic thinking Religion distinct from other parts of culture Feel their world view is superior Task oriented Some Fundamental Dimensions of Non-Western vs. Western World View

  8. Kolb Learning Style Theory Concrete Experience (Interpersonal) Accommodating Diverging Active Experimentation (Action) Reflective Observation (Information) Converging Assimilating Abstract Conceptualization (Analytical)

  9. Some Learning Style Issues A person’ s learning style may be defined in part by the answers to five questions: Type of information preferentially perceive by the learner: sensory – sights, sounds, physical sensations, or intuitive – memories, ideas, insights Modality is sensory information most effectively perceived: visual – pictures, diagrams, graphs, demonstrations, or verbal – sounds, written and spoken words and formulas? Organization of information which is most comfortable for the learner: inductive – facts and observations are given, underlying principles are inferred, or deductive – principles are given, consequences and applications are deduced?

  10. 4. How does the student prefer to process information:actively – through engagement in physical activity or discussion, or reflectivity – through introspection?5. How does the student progress toward understanding:sequentially – in a logical progression of small incremental steps or globally – in large jumps, holistically?From: “Reaching the Second Tier: Learning and Teaching Styles in College Science Education.” by R. M. Felder, 1993, Journal of College Science Teaching. 23 (5) p. 286

  11. Culture can be like an iceberg,… So that much of the mass is often ignored. The influences of cultural elements need to be explicitly explored rather than taken for granted or ignored. LANGUAGE ARTS LITERATURE DRAMA MUSIC DRESS DANCING GAMES SPORTS COOKING /////\\\\\\//////\\\\\//////\\\\\\//////\\\\\////\\\\\///////\\\awareness level NOTIONS OF MODESTY CONCEPTS OF BEAUTY EDUCATION CHILD RAISING RULES OF DESCENT COSMOLOGY RELATIONSHIP TO THINGS, ANIMALS & PLANTS COURTSHIP PRACTICES CONCEPT OF JUSTICE MOTIVATION TO WORK CRITERIA FOR LEADERSHIP DECISION MAKING PROCESSES DEITIES IDEAS OF CLEANLINESS LOCUS OF CONTROL THEORY OF DISEASE PHYSICAL SPACE ROLES IN RELATION TO STATUS BY AGE, GENDER, CLASS, KINSHIP, OCCUPATION, RELIGION,.... CONVERSATIONAL PATTERNS IN VARIOUS SOCIAL CONTEXTS, CONCEPTION OF TIME AND SPACE, LIFE, GENDER, DEFINITION OF SANITY, FRIENDSHIP, LOVE, MURDER, GENDER, EXPRESSIONS 11

  12. TYPES OF RESISTANCE 12

  13. Resources : • Intercultural Communication: Bennett, M. (1998) Basic Concepts of Intercultural Communication. Intercultural Press, ME Nakayama, T.K. & Martin, J.N. (Eds.) (1999). Whiteness: The communication of social identity. Thousand Oaks, CA: Sage Publications, Inc. Multiculturalism Rosenblum, K.E. & Travis, T.C. (2006). The meaning of difference: American constructions of race, sex and gender, social class, and sexual orientation (3rd Ed.) Boston, MA: The McGraw-Hill Companies, Inc. Rothenberg, P.S. (2002). White privilege: Essential readings on the other side of racism. New York, NY: Worth Publishers. Social Justice Adams, M., Bell, L.A. & Griffin, P. (Eds.) (1997). Teaching for diversity and social justice: A source book. New York: Routledge.

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