A Developmental Journey. Developmental Themes/Phases A Japan-based childhood & pre-college education A sense of dissatisfaction with psychology “as is”

A Developmental Journey

Developmental Themes/Phases A Japan-based childhood & pre-college education A sense of dissatisfaction with psychology “as is”Course revisions & international “modules,”

development of a multicultural psychology course (early 1990s)

Travel-study experiences (including sabbatical) & development of relationships with “sister” institutions

Transnational collaborations with colleagues from AsiaJapan Study Resident Director (1-year appointment)Short-term study abroad (3 1/2 weeks), cross-

institutional & interdisciplinary collaborationA campus-based course on Asian Psychologies

A Talk/Discussion in 3 PartsPreparation & lifelong learning & scholarship of faculty members

Frameworks & tools for internationalizing our teaching

The “who” (our students) and the “how” (approaches to teaching)

Common themes from documents on internationalizing psychologyPractice reflexivity &“positionality.”

How am I “positioned” in society and how do my values & experiences of privilege and disadvantage influence my perspectives and worldview?

Provide a critical analysis of Western psychological perspectives. How are power and privilege structures within

psychology reflected in theory, research, practice, & attitudes toward diverse cultures & peoples?

Common themes from documents on internationalizing psychologyFrame human behavior within ecological,

contextualized, interdisciplinary frameworks.Emphasizing behavior in ecological framework

decreases the likelihood “context stripping,” or treating human diversity as a set of “nuisance variables.”

Promote a holistic, inclusive “culture of evidence.”Methodologies: a combination of traditional

psychological methods (e.g., quantitative experimental methods) & qualitative methods (e.g., case study, ethnography, participatory action frameworks).

Some Important Aspects of Context: A Sample

1. societal values and belief systems2. family and work structures3. economic & socioeconomic realities 4. religion and spirituality5. educational practices 6. government and legal policies7. multiculturalism, ethnic diversity and/or conflict8. colonialism, war, or other human rights themes9. gender-related roles & privileges/oppressions10. intersections of social identities & statuses

Common themes from documents on internationalizing psychologyNurture intercultural skills by

facilitating knowledge of cultural practices, values, and psychologies as understood by individuals who live them. Support “frame-shifting” and “behavioral code shifting” skills (the ability to see issues and practices from multiple perspectives).

Promote knowledge of global and social justice issues, and foster appreciation for diverse, culturally-sensitive ways of addressing these concerns.

Take advantage of being a faculty member at a liberal arts college.Campus-based interest groups & service

rolesCampus programming for international

students & other diverse student groupsConsortium committees and advisory boardsShort-term study & travel grantsResearch and teaching exchange possibilities

(e.g., institutional exchanges)External awards (e.g., Fulbright awards,

FaCE)Language skill development

International scholarshipDevelop collaborative relationships with colleagues from other countries.Make sure that all parties benefit.

Participate in professional networks & organizations that foster international, global, transnational perspectives.

Define psychology broadly and inclusively.

Faculty members as life-long learners: QuestionsWhat types of life & academic experiences,

“critical incidents,” and serendipitous events have contributed to your interest in internationalizing psychology?

What support & professional networks have been useful to you as you pursue international scholarship & teaching?

What faculty development opportunities have been most helpful to you?

How do you build institutional/departmental support for international scholarship?

Options for internationalizing the teaching of psychology1. Integrate international/global perspectives in

existing courses and expand from that foundation.

2. Integrate a critical analysis of Western psychological perspectives in all courses.

3. Teach campus-based and/ or off-campus courses that centralize content about another region of the world.

4. Emphasize interdisciplinary scholarship, frameworks, and content.

5. Teach about social justice/global issues

Psychology of Women/Gender:Evolution of a course

“Standard” course with international examples Women’s Roles & Movements in Japan (Tokyo)Psychology of Women & Gender in Cultural Context

(Korea)Gender, Culture, and Public Policy in Japan (cross-

listed with Sociology, & linked to Colorado College course: Gender, Literature, and Culture in Japan)

Asian & Asian American Psychologies (substantial emphasis on gender issues)

Psychology, Social Justice, and Public Policy (emphasis on linking domestic and international issues)

StrategiesExploring general dimensions relevant to

cultural variations (e.g., communication, collectivism, uncertainty avoidance)

Identifying topics that lend themselves to respectful cultural comparison while maintaining an emphasis on culture-specific factors (e.g., body image , violence against women, feminist activism)

Pairing N. American & country-specific sourcesUsing interdisciplinary sources & perspectives

StrategiesExamining/critiquing Western concepts of feminism

& sexism (e.g., ambivalent & benevolent sexism)Using transnational examples that challenge Western

views of “hot topics” (e.g., mental health & abortion)Using field trips to diverse communities to illustrate

cultural values, practices, and variationsAllowing students to share insights in the service of

furthering intercultural understanding (while being mindful of the pitfalls of treating students as spokespersons or specimens of their cultures)

General tools: Some questions1. What courses have you created or revised

with the intention of internationalizing/globalizing psychology? What are the challenges/benefits?

2. What types of issues-oriented teaching lend themselves to a global/international perspective?

3. What types of interdisciplinary teaching & scholarship have you explored?

4. What teaching practices foster optimal learning about international/global issues?

Who and How IssuesHow do we help our students move toward integrated understandings of culture?

WHO and HOW issues1. Consider the developmental needs of

students. What types of experiences nudge students to “make the most” of their opportunities?

2. Use creative, experiential teaching methods to enhance students’ “hands on” learning.

3. Use guided self-reflection assignments.4. Foster student responsibility for their

learning.5. Be attentive to the whole person (affective,

cognitive, relational, and behavioral domains).

Intercultural Development Continuum, Hammel

Intercultural Competence Skills (Gudykunst, 2004)Mindfulness: A “process” focus, awareness of one’s

own communication & interactions with othersTolerance for ambiguity: “sitting with” lack of

clarity and/or uncertainty without becoming overly anxious

Cross-cultural empathy: The ability to participate in another person’s experience (“thinking it intellectually and feeling it emotionally”)

Cognitive flexibility: The ability to create new categories rather than “stuffing” information into existing categories, frame-shifting

Behavioral flexibility: The ability to adapt behavior to circumstances

Using experiential and creative teaching methods

Experiential Learning Model: DavidKolb

What assignments & experiences promote self-reflection?

Questions: The Who and HowWhat types of activities, roles, and

assignments promote optimal development? The ability to engage in “frame shifting” and “behavioral shifting” skills?

If intercultural learning is a developmental process, what sequence of courses/experiences is likely to contribute to students’ development?

What can we do to minimize the likelihood that ethnocentric or monocultural attitudes are reinforced?

Some useful sourcesArnett, J. J. (2008). The neglected 95%: Why

American psychology needs to become less American. American Psychologist, 63, 602-614.

Gudykunst, W.B. (2004). Bridging differences: Effective intergroup interaction (4th ed.). Sage

Marsella, A.J. (1998). Toward a “global-community psychology:” Meeting the needs of a changing world. American Psychologist, 12, 1282-1291.

Wessells, M. G. (2009). Do no harm: Toward contextually appropriate psychosocial support in international emergencies. American Psychologist, 64, 842-854.