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Aleya James

Aleya James . HCT Dubai Women’s Campus AIE Conference: Educational Futures; Innovations & Aspirations Doha, Qatar October 20 th -22 nd 2012 . Moving to the Right . Moving to the Right . Shifts in Intercultural Attitudes through Community Interactions. Moving to the Right.

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Aleya James

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  1. Aleya James HCT Dubai Women’s Campus AIE Conference: Educational Futures; Innovations & Aspirations Doha, Qatar October 20th -22nd 2012

  2. Moving to the Right

  3. Moving to the Right Shifts in Intercultural Attitudes through Community Interactions

  4. Moving to the Right Part 1: Theory Intercultural Intelligence • A quote • Two theories Part 2: Practice Community Interactions • Background context – city and students • Ethnocentric tendencies • 2 way exchange between school and college • Impact

  5. Moving to the Right The global leader is one who embraces differences and has achieved a state of ethno-relativity. Cultures teach us to be ethnocentric, to think of our own cultures as central in the universe and providing the “natural” way of doing things. The default position of people is to be ethnocentric, and yet the global leader cannot fall into the default setting but must move well beyond ethnocentricity. (Deardorff2004)

  6. Moving to the Right Many Ways One Way My way is the only valid way. I refuse to adjust. There are many valid ways. I am prepared to adjust. Based on Peterson (2004 p.100) in Cultural Intelligence

  7. Moving to the Right Many Ways Ethnocentrism Committed Ethno-relativism One Way My way is the only valid way. I refuse to adjust. There are many valid ways. I am prepared to adjust. Based on Bennett in Peterson (2004 p.102) in Cultural Intelligence

  8. Model of Intercultural Competence (Based on Gertsen 1990)

  9. Moving to the Right

  10. Moving to the Right

  11. Moving to the Right • Would community interactions have a positive impact on the intercultural intelligence of our students?

  12. Context

  13. Diverse Communities

  14. College community Tertiary Institution – Post secondary Emirati Women Career-related programs in Business IT Health Sciences Education Applied Media Offers 4Y Bachelor’s Previously a strong focus on vocational Diplomas

  15. The ethnocentric default Critical issues that foster ethnocentric tendencies in our students: • Demographics • “Preferred” National Identity • Ineffective Education System • Urban Planning • Societal/cultural pressure to conform

  16. Ethnocentric Contributors Demographics

  17. Ethnocentric Contributors Government Education System

  18. Our Students & Course Diploma Students – Applied Business and Technology 4 semesters Off-sync group made up of Late entry low-level students Returning students after health issues Failed Higher Foundation students 35 students – 2 class Two teachers (1 Business, 1 English) Project based – integration between courses

  19. Students on Diploma program were limited in their engagement with the multi-national, culturally diverse community that makes up the 92% of the Dubai community Our Concern

  20. to use the opportunity of a small cohort of students to create opportunities to meet with peers from the international expatriate community of Dubai Our Aim

  21. A move to the right Our Intended Impact

  22. Project Sequence

  23. How did it happen? • Personal connections between teachers at DWC and Royal Dubai School (RDS) • RDS = international British Curriculum school • At the time - Foundation to Y9 • GEMS group • Environment – common thread

  24. Environmental Projects • DWC • Research & produce an information literacy portfolio • Organic Products • Fair Trade • Recycling • Create an information brochure using MS Publisher • Give an oral presentation • RDS • Green week activities • Culminating in a Green Fashion Show

  25. Exchange event 1: DWC meets RDS

  26. Reactions: On Tour Wait! I want to take a photo! Wow! Who painted this! We never had anything like this in our schools! The kids here are so lucky! Did they do that themselves?

  27. Reactions: Getting Lost They invited us in to help! Miss! We got lost! We found some children getting ready for the show. It was amazing! Such fun! What they did with rubbish!

  28. Reactions: The Show The children are so well-behaved. They sit still! I helped her get her dress ready! She was really nervous! Fantastic! Such fun!

  29. Exchange event 2: RDS visits DWC

  30. Breaking the Ice Would you like a drink?

  31. Pre-Presentation Anxiety Do we have to do it? I’m so nervous Miss! But English is their language Miss!

  32. Post-Presentation Euphoria I wish I’d done more practice, because I proved I could do it! Wow! We did it! They were amazed we could do it in English!

  33. Tour of the College

  34. Tour of the College

  35. Tour of the College

  36. The impact? Communicative Dimension

  37. The impact? Affective Dimension

  38. The impact? Cognitive Dimension

  39. Moving to the Right: a process Many Ways One Way My way is the only valid way. I refuse to adjust. There are many valid ways. I am prepared to adjust.

  40. Thank You Shaikha Al Mayassa Al Thani: TEDx Doha

  41. References Deardorff, Darla K. (2004) The SAGE Handbook of Intercultural Competence Gertsen, M.C. (1990) Intercultural competence and expatriates. The International Journal of Human Resource Management 1 (3), 341362. Peterson, Brooks 2004. Cultural intelligence: A guide to working with people from other cultures New York: Intercultural Press, Nicholas Brealey Publishing 99-104 Shaikha Al MayassabintHamad Al Thani (2010) http://www.ted.com/talks/sheikha_al_mayassa_globalizing_the_local_localizing_the_global.html http://www.thenational.ae/arts-culture/film/from-new-york-to-doha http://www.thenational.ae/news/uae-news/education/must-try-harder-dubai-and-northern-emirates-school-told http://www.thenational.ae/news/uae-news/education/two-in-five-emiratis-still-leave-school-with-no-exam-pass http://www.thenational.ae/news/uae-news/education/schools-fail-to-prepare-emiratis-for-workplace

  42. Contact Details aleya.james@hct.ac.ae

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