FaceIt: European Diversity

European diversity groupEuropean diversity group

Marjolein, Mara, Diana, Aynur, Marjolein, Mara, Diana, Aynur, JanisJanis

30th, November,200730th, November,2007

Reading

Listening

Seeing/hearing demonstration

Talk about the issue

Doing / perfoming

Explaining to others

Glassers learning pyramidThe teacher is active, he speaks and explains.

The pupils are inactive

The pupil active, the teacher is a facilitator.

Seeing/hearingAudiovisual material

Diversity in European society Diversity in European society ethnicity (Latvian, Finnish, Russian)ethnicity (Latvian, Finnish, Russian) -social-economical status-social-economical status (higher, lower) (higher, lower) -religion-religion (Christian, Muslim, Buddist) (Christian, Muslim, Buddist) -way of life-way of life (alternative lifestyles) (alternative lifestyles) -language (inclusive dialect, accent)-language (inclusive dialect, accent) -address-address ( (urban, countrurban, country)y) -interests-interests -abilities/skills-abilities/skills/health (people with special needs)/health (people with special needs) -talents-talents -gender-gender (man/woman) (man/woman) -age-age (young/old) (young/old) -personal history-personal history

Intercultural education, Intercultural education, different emphasis:different emphasis:

ICE is aimed at all children, not only children ICE is aimed at all children, not only children with migrant background. with migrant background.

““Culture” is defined in a broad way, that is, Culture” is defined in a broad way, that is, all classes are multi all classes are multi - - cultural.cultural.

To deal with diversity in generalTo deal with diversity in general, not only , not only ethnical diversityethnical diversity..

Different teaching methodsDifferent teaching methods

The main aims of intercultural The main aims of intercultural education theories & education theories &

methodsmethods::That pupils learn to be intercultural That pupils learn to be intercultural

competent.competent.

That pupils learn how to deal with That pupils learn how to deal with diversity in general.diversity in general.

That pupils discover the That pupils discover the advantagesadvantages of of diversitydiversity

Intercultural educationIntercultural education

Is Is not a specific subject or a special way of not a specific subject or a special way of education.education.

Covers all levels of the school system and is Covers all levels of the school system and is like a red wire through practice. like a red wire through practice.

Presupposes that students will learn from Presupposes that students will learn from each other through interaction with each each other through interaction with each

other and not only from the teacher. other and not only from the teacher.

NewNew teaching methods teaching methods

Key concepts of intercultural Key concepts of intercultural education are:education are:

Diversity Diversity

InteractionInteraction

The main criteria of ICEThe main criteria of ICE

The provision of equal opportunities to The provision of equal opportunities to communicate and cooperate in communicate and cooperate in

heterogeneous groups;heterogeneous groups;

The provision of equal opportunities for The provision of equal opportunities for participation in classroom interaction:participation in classroom interaction:

The curriculum reflects the reality of the The curriculum reflects the reality of the multicultural societymulticultural society

Teaching MethodsTeaching Methods

Experiential learning (drama, field work)Experiential learning (drama, field work)

Awareness building (identification circle)Awareness building (identification circle)

Dancing, musicDancing, music

Films , videoFilms , video

Media and other discourse analysisMedia and other discourse analysis

Story tellingStory telling

Cooperative learningCooperative learning

Activities & Games (education through Activities & Games (education through experience)experience)

Complex instruction (C.I.)Complex instruction (C.I.)

One way of cooperative learningOne way of cooperative learning

Developed by Eliszabeth Cohen, sociologist at Developed by Eliszabeth Cohen, sociologist at Stanford UniversityStanford University

Cohen's aim: “that every child learns”Cohen's aim: “that every child learns”

Students “status” influences their access to the Students “status” influences their access to the learning process.learning process.

CLIM CLIM (Cooperative learning in multicultural (Cooperative learning in multicultural

groupsgroups

CLIM is a Flemish version of C.I.CLIM is a Flemish version of C.I.

CLIEC: Cooperative Learning in European CLIEC: Cooperative Learning in European contextscontexts

Preparation on four fieldsPreparation on four fields

CooperationCooperation – the pupils need to learn and – the pupils need to learn and practice to work togetherpractice to work together

The rolesThe roles – the pupils need to have – the pupils need to have opportunity to practice the roles and to opportunity to practice the roles and to

take them take them seriouslyseriously

Pupils need to learn new school behaviour and Pupils need to learn new school behaviour and skills (skill builders) skills (skill builders)

They need to learn new attitudes and values. They need to learn new attitudes and values.

Self-assessmentSelf-assessment

Have you studied intercultural Have you studied intercultural educatioeducationn in your teacher training? in your teacher training?

Do you know what intercultural Do you know what intercultural competence is? (provokes curiosity, to competence is? (provokes curiosity, to find )?find )?

Do you have experienc in working with Do you have experienc in working with multicultural groups?multicultural groups?

Do you feel you need to improve your Do you feel you need to improve your intercultural intercultural communication skills?communication skills?

Language competencesLanguage competences

English language at least at B2English language at least at B2

CLILCLIL

ObjectivesObjectives

to develop intercultural to develop intercultural communicative competnececommunicative competnece

Knowledge, conceptsKnowledge, concepts

Values (of democracy)Values (of democracy)

Attitudes, empathy (without humiliating)Attitudes, empathy (without humiliating)

Complexity, identification, Complexity, identification, representations representations

Communication skills: mediation, Communication skills: mediation, negotiation, active listening etc.negotiation, active listening etc.

Human rightsHuman rights

Knowledge of European migrationKnowledge of European migration

ReflectionReflection

Reflecting on what you have learned, Reflecting on what you have learned, portfolio, designing , adapting for your portfolio, designing , adapting for your

own context (students` age) , doing own context (students` age) , doing action rearch piloting the activities you action rearch piloting the activities you

created . created .

Watch the film .... then reflect, how could Watch the film .... then reflect, how could suchsuch

CollaborationCollaboration

European projectsEuropean projects

NetworksNetworks

Sharing materials, ideas , books , Sharing materials, ideas , books , sourcessources

Culture as civilizationCulture as civilization

The great achievements of people as reflected The great achievements of people as reflected in their history, social institutions, works of in their history, social institutions, works of art, architecture, music and literature (“big art, architecture, music and literature (“big C” culture); customs, traditions, practices C” culture); customs, traditions, practices that people carry out (“small c” cultures). that people carry out (“small c” cultures). Both views are culture-specific and use Both views are culture-specific and use nation as a frame of reference.nation as a frame of reference.

Culture as communicationCulture as communication

All that people of a particular culture All that people of a particular culture use to communicate- language, verbal use to communicate- language, verbal and non-verbal, including body and non-verbal, including body movements, eye contact,time, space, movements, eye contact,time, space, smells, touching and the use of the smells, touching and the use of the social situation.social situation.

Culture as an arena where groups or Culture as an arena where groups or communities interactcommunities interact

fighting for power, influence, authority fighting for power, influence, authority or dominance. The insiders and or dominance. The insiders and outsiders, the priviliged and the outsiders, the priviliged and the unpriviliged are seen as participants in unpriviliged are seen as participants in struggle to change or maintain the struggle to change or maintain the cultural status quo, the focus is social cultural status quo, the focus is social justice.justice.

Culture is the dynamic process of constructing (creating)

meanings, values, beliefs...while communicating with other people in a particular/unique social situation/ context.

Metaphors of cultureMetaphors of culture

Culture as an iceberg ;Culture as an iceberg ; Culture as an onion;Culture as an onion; Culture as an octopus,living, in motion;Culture as an octopus,living, in motion; Culture as a tree;Culture as a tree; Culture as a software of the mind Culture as a software of the mind

(G.Hofstede), software is designed by (G.Hofstede), software is designed by humans and elaborated by future usershumans and elaborated by future users

Metaphors of cultureMetaphors of culture

Culture as an iceberg

Culture as an onion

Culture as an octopus,living, in motion

CommunicationCommunication

is a loop. What we do influences the is a loop. What we do influences the behavior of other person. behavior of other person.

We can take responsibility for our part in We can take responsibility for our part in the loop. Succesful communication is the loop. Succesful communication is 95% information gathering followed by 95% information gathering followed by 5% action5% action

PERSON 1 PERSON 2

StereotypesStereotypes

get hold of a few `simple , vivid, get hold of a few `simple , vivid, memorable characteristics about a memorable characteristics about a person person

reduce everything about that person to reduce everything about that person to those traitsthose traits

exaggerate and simplify them, and fix exaggerate and simplify them, and fix them without change to eternity`them without change to eternity`

DiscriminationDiscrimination

When an individual or group of When an individual or group of people get worse treatment than people get worse treatment than others because of joint features others because of joint features like skin colour, ethnicity, like skin colour, ethnicity, nationality, religion or gendernationality, religion or gender

Discrimination=behaviourDiscrimination=behaviour

Individual, institutionalIndividual, institutional Direct (open violence, hate letters)Direct (open violence, hate letters) Indirect (hidden everyday insults, not Indirect (hidden everyday insults, not

obvious but noticed by...), for ex., isolation, obvious but noticed by...), for ex., isolation, exclusion, arrogance, talking down to exclusion, arrogance, talking down to people, physical , psychological assaults, people, physical , psychological assaults, bad service, irritance in communication, bad service, irritance in communication, distrust, suspiciondistrust, suspicion

Name groups dicriminatedName groups dicriminated

Mention situations (you, others)Mention situations (you, others) What is a stereotype about this What is a stereotype about this

group?group? Does this stereotype influence Does this stereotype influence

their life?their life?

““us” and “them”us” and “them”

All good people agree,All good people agree, All good people say,All good people say, All nice people, like us, are All nice people, like us, are WeWe And everyone else is And everyone else is TheyThey..

Language Language Critical discourse Critical discourse analysis (CDA) analysis (CDA)

studies the way text and talk may reproducestudies the way text and talk may reproduceor resist racism, abuse of social power, or resist racism, abuse of social power,

dominance and inequality. It looks atdominance and inequality. It looks at texts and talk in the social and political texts and talk in the social and political

context. context. CDA can provide a set ofCDA can provide a set of guidelines for guidelines for

interrogating an authentic text, so that interrogating an authentic text, so that learners engage withlearners engage with the content criticallythe content critically..

Language (Language (CDA) CDA) Implications and presuppositionsImplications and presuppositions e.g. 'the e.g. 'the best antidotebest antidote against immigration is…' against immigration is…'

implies that immigration is aimplies that immigration is a social illness against social illness against which society has to fight.which society has to fight.

Active and passive constructionsActive and passive constructions e.g. '32 immigrants deported to Africa' - no e.g. '32 immigrants deported to Africa' - no

mention of mention of whowho was responsible. was responsible. Rhetorical expressionsRhetorical expressions Metaphors and similes: 'Metaphors and similes: 'FortressFortress Europe'; 'an Europe'; 'an

avalancheavalanche of immigrants' of immigrants'

Language (Language (CDA) CDA) Us versus themUs versus them ourour democracy, democracy, ourour jobs, jobs, theirtheir religion, religion, theirtheir

culture.culture. mamakke critical analysis of the linguistic and e critical analysis of the linguistic and

stylistic features of thestylistic features of the press coverage of press coverage of immigrationimmigration. W. Wrriite an te an

account of account of youryour findings and findings and youryour feelings feelings about them.about them.

Matching language predicatesMatching language predicates

Listen carefully to partners` sensory Listen carefully to partners` sensory specific language.. and use language specific language.. and use language from the same representational system from the same representational system back to them. If you notice that another back to them. If you notice that another person is using a lot of visual person is using a lot of visual language, then, by using visual language, then, by using visual language yourself, you are maximising language yourself, you are maximising similarities and minimising differences similarities and minimising differences with them.with them.

Matching language predicatesMatching language predicates

If , `It doesn`t sound very clear to me`, If , `It doesn`t sound very clear to me`, you migh say, `Well let me spell it out you migh say, `Well let me spell it out for you.` (Both are auditory). But for you.` (Both are auditory). But mismatching predicates can lead to mismatching predicates can lead to less effective communication. What less effective communication. What systems are A and B using in the systems are A and B using in the following?following?

Matching language predicatesMatching language predicates

A I`m under a lot of pressure. I feel A I`m under a lot of pressure. I feel really weighed down by it all. really weighed down by it all.

B Can`t you see any light on the B Can`t you see any light on the horizon at all?horizon at all?

A No, it`s all on top of me at the A No, it`s all on top of me at the moment.moment.

Think: what makes a good listener?Think: what makes a good listener?

Jot down notes on the things a Jot down notes on the things a good listener says or does...and good listener says or does...and the things a good listener doesn’t the things a good listener doesn’t say or do.say or do.

Active Listening skillsActive Listening skills

Make an eye contact, encouraging facial Make an eye contact, encouraging facial expression; head nods; full attention;body expression; head nods; full attention;body matching; cross matching; body position matching; cross matching; body position (alert, leaning slightly forwards, (alert, leaning slightly forwards, etc.)empathetic noises such as ‘Mm’, ‘Oh’, etc.)empathetic noises such as ‘Mm’, ‘Oh’, ‘Ah’, interjections such as ‘Really?’, ‘Oh, ‘Ah’, interjections such as ‘Really?’, ‘Oh, dear’, ‘How awful’, ‘What a bummer!’; dear’, ‘How awful’, ‘What a bummer!’; repetition of key words-their original words, repetition of key words-their original words, not your interpretation of their words(this not your interpretation of their words(this needs to be done sparingly, but can needs to be done sparingly, but can sometimes be helpful)sometimes be helpful)

Active Active Listening skillsListening skills

The most important component of rapport is The most important component of rapport is the ability listen. We are very good at talking. the ability listen. We are very good at talking. Many of us are not so good at listening.When Many of us are not so good at listening.When someone is telling us about the dreadful someone is telling us about the dreadful experience they`ve just had, we`re very quick experience they`ve just had, we`re very quick to jump in and tell them about the even more to jump in and tell them about the even more dreadful experience that we`ve had. It`s more dreadful experience that we`ve had. It`s more helpful and respectful if we just, soothe, helpful and respectful if we just, soothe, empathise, reassure and...listen.empathise, reassure and...listen.

Empathetic responsesEmpathetic responses

Mm, Oh, Uh huh, Oh dear! Really? Poor you! Mm, Oh, Uh huh, Oh dear! Really? Poor you! Hard luck! Well done! Congratulations! Wow! Hard luck! Well done! Congratulations! Wow! How How terrible/awful/dreadful/embarrassing/mean/hterrible/awful/dreadful/embarrassing/mean/horrible/frightening!orrible/frightening!

How How wonderful/exciting/amazing/thrilling/fascinatiwonderful/exciting/amazing/thrilling/fascinating!What a shane/pity/dissapointment/terrible ng!What a shane/pity/dissapointment/terrible thing to happen!thing to happen!

The Chinese verb `to listen`The Chinese verb `to listen`

Ear...Ear... You...You... eyes,eyes, undivided attention...undivided attention... heartheart

RapportRapport

Is meeting others in their model of the worldIs meeting others in their model of the world Is matching the way you communicate to the Is matching the way you communicate to the

way the other person takes in way the other person takes in communicationcommunication

Increases the likelihood that the message Increases the likelihood that the message you send will be the one they receive.you send will be the one they receive.

Promotes trust and comfort between people.Promotes trust and comfort between people.

Key Rapport Skills:Key Rapport Skills:

When you pay attention to how you When you pay attention to how you engage with another person you can engage with another person you can refine your rapport skills and thus refine your rapport skills and thus enhance your relationship with them. enhance your relationship with them. This requires you to develop your This requires you to develop your sensory awareness and sensitivity. So sensory awareness and sensitivity. So you use your sensory skills to see, you use your sensory skills to see, hear, feel and then match the other hear, feel and then match the other person`s :person`s :

MatchingMatching

PosturePosture GesturesGestures Facial expressionsFacial expressions Energy level&moodEnergy level&mood Vocal tone, rhythms, speed & volumeVocal tone, rhythms, speed & volume Language and speech patternsLanguage and speech patterns BreathingBreathing

MatchingMatching

Beliefs&valuesBeliefs&values Going back over what has been said and Going back over what has been said and

done to make sure everyone has had the done to make sure everyone has had the same understanding - active listeningsame understanding - active listening

Matching sensory predicates [ e.g. See, hear, Matching sensory predicates [ e.g. See, hear, feel]feel]

Focusing conscious attention on the other Focusing conscious attention on the other person, rather than yourself, so their person, rather than yourself, so their experience is the most important during the experience is the most important during the interactioninteraction

Rapport (definition)Rapport (definition)

when people develop a channel of when people develop a channel of attention to each other through which attention to each other through which information can flow. To achieve information can flow. To achieve rapport it is necessary to create in the rapport it is necessary to create in the other person a belief and trust that other person a belief and trust that you have the interest, understanding, you have the interest, understanding, and desire to listen to, and engage and desire to listen to, and engage with them. It is about recognising and with them. It is about recognising and entering their model of the world entering their model of the world without judgement.without judgement.

The pillars of effective The pillars of effective communicationcommunication

Outcomes: knowing precisely what you Outcomes: knowing precisely what you want to achievewant to achieve

Rapport: maximazing similarities Rapport: maximazing similarities Sensory acuity: noticing what others are Sensory acuity: noticing what others are

communicating by observing carefully and communicating by observing carefully and not making quick judgementsnot making quick judgements

Flexibility: doing sth. different if what Flexibility: doing sth. different if what you`re doing isn`t workingyou`re doing isn`t working

IndiaIndia

No public affection between opposite sexes No public affection between opposite sexes (exception – westernized Indians)(exception – westernized Indians)

Indian men do greet each other with a Indian men do greet each other with a handshakehandshake

Traditional way- namasteTraditional way- namaste

EuropeEurope

Handshake – the basis of a greetingHandshake – the basis of a greeting Going more north- the greeting is just a Going more north- the greeting is just a

handshakehandshake Going more south the greeting can be Going more south the greeting can be

accompanied with a hug or a kiss on the accompanied with a hug or a kiss on the cheeks or just kissing the aircheeks or just kissing the air

How Men Around the World How Men Around the World React to Seeing a Pretty GirlReact to Seeing a Pretty Girl

The American lifts his The American lifts his eyebrowseyebrows

The Italian presses his The Italian presses his forefinger into his cheek and forefinger into his cheek and whistleswhistles

The Greek strokes his cheekThe Greek strokes his cheek The Brazilian puts an The Brazilian puts an

imaginary telescope to his imaginary telescope to his eyeeye

The Frechman kisses his The Frechman kisses his fingertipsfingertips

The Arab grasps his beardThe Arab grasps his beard

Thank you for your Thank you for your attention!attention!