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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

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

knowledge areas cultural difficulties misunderstandings
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:
personal skill levels model by sherwood smith modified from gloria yamato 2007
Personal Skill LevelsModel by Sherwood Smith (modified from Gloria Yamato) 2007

Unconscious Conscious

Incompetent Competent

Preconscious competency

bennett s model of intercultural development
Bennett’s Model of Intercultural Development

ETHNOCENTRIC STAGES ETHNORELATIVE STAGES

extremes of community responses
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
slide6

Interactive Styles & Cultural Model

Information Processing Style

Human-Relational Style

Managerial Style & Workplace Dynamics

Communication Style

Learning Style

some fundamental dimensions of non western vs western world view
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
kolb learning style theory
Kolb Learning Style Theory

Concrete Experience (Interpersonal)

Accommodating

Diverging

Active Experimentation (Action)

Reflective Observation (Information)

Converging

Assimilating

Abstract Conceptualization (Analytical)

some learning style issues

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?

slide10

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

culture can be like an iceberg
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

resources
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.