international service-learning: the need for cultural preparation amanda sturgill, elon university...
TRANSCRIPT
International Service-Learning:
The Need For Cultural Preparation
Amanda Sturgill, Elon UniversityPhillip Motley, Elon University
Ananda Mitra, Wake Forest UniversityKim Dryden, Wake Forest University
Kristin Moretto, University of North Carolina—Greensboro
Cross-cultural Competence
• Recognition of when cultural norms affect behavior
• Effective interaction with people from other cultural perspectives
• Changing behaviors when necessary for successful interaction
Cross-cultural Competence
Cross-cultural competence is important for:• Working successfully with others• Resolving conflicts• Learning to deal with ambiguity
Cross-cultural Competence
Students may devalue cross-cultural competence:• Because they haven’t had to do it before
• Because they think of culture as being products like art and music instead of as interactions
• Because they don’t have the time to gain understanding
Summer Term Undergraduate Course
• Communication, Culture and India• Optional service-learning experience• 6-week summer session• 8 undergrad students• 1 documentary film grad student• 2 faculty
Preparing for Culture
• Pre-travel meetings• Pre-travel readings• Pre-travel contact with culture• Onsite contextualization of
experience• Onsite constant contact via the
‘ashram’ model
Preparing for the Environment
• Pre-travel medical and environmental discussion
• Onsite exposure to various types of environment
• Onsite monitoring of environmental effects
• Rapid response to environmental effects
Exposure Management
• Constant contextualization of experiences
• Being present to answer questions• Rapid response to student needs• Demonstrating environment-specific
best practices• Teaching the generalizability of
experiences
Student Perspective
Longitudinal Assessment
• Documenting the changes over time• Constant communication to assess the
effect of exposure• Capturing changes caused by exposure• Explanation of the logic of immersion and
exposure• Generalizability of student experiences• Developing strategies for contextualization
January Term Graduate Course
• Interactive Project for the Public Good• Masters in Interactive Media• Two projects in Costa Rica• Groups of 7-9 students• 1 faculty member• 1 staff member
Interventions
Pre-course Preparation
• On campus cultural events• Guest speakers
• Costa Rican Natives• Latin American Historian• Latin American Native
• Required readings
The Interview
4AJ33N
Pre-course Preparation
The PhotoEssay
Pre-course Preparation
This is a picture of a sign for a local restaurant. These restaurants are an example of cultural preservation for Latin Americans in Burlington.
Though it’s literal translation is “Flower Shop,” Tienda Flores is an ethnic grocery store in Graham, NC. It is just down the street from my house.
That pork and rice looks delicious. They also have great chips and salsa!
I was surprised they let us into the kitchen to take pictures.
Inside the store we find out the owner has lived in Burlington for 20 years and is from El Salvador.
Jalapeños, tomatoes and avocados are native to Central and South America and are a staple in the diet of the people who live there. The El Centro menu included these three ingredients in many of their dishes. They also told me that most of their produce comes from local growers, which I thought was a great way to support their community.
Large advertisements for Jarritos, a popular Mexican soda, lines the back wall of the Guzman’s Market parking lot.
A newspaper box in Spanish for the Burlington community. This community is strong and far reaching, meaning there are publications specifically tailored for them.
Reflection Opportunities
The value of reflection:• Used to unpack unique cultural
experiences• Helps students move towards
competence• Allows faculty to see patterns of student
motivation and action
Community Partner Perspectives
Victor HernandezBoruca Costa Rica
What do you want students to learn?
Victor: We want them to know our traditions... When they learn to understand us, it motivates respect.
Victor: They leave trash all over the community. They don't believe in our legends and they tell us we are lying to them. They say we are crazy. They complain about our lifestyle.
How do student visits benefit you?
Victor: Sometimes students come and do projects for our community. They paint, they do instructional murals in the school.
How do student visits benefit you?
How can professors help?
Victor: Preparing students to understand our way of life. What the houses are like. What we cook. What we eat. How our families work together.
Nancy AitkenProyecto CampanarioCosta Rica
What do you want students to learn?
Nancy: The students know they’re going to get to study ecology and the rain forest but it’s also a whole change of lifestyle, a hidden curriculum.
What things do the interactive media students learn?
Nancy: They’re working on a website for a real life organization, and not a simulation. They have to learn how people live in these out of the way places.
How do student visits benefit you?
Nancy: A website is our window to the world. That brings in more student groups and gives out information to the world as to what is down here in the rainforest.
What challenges do you have with the students?
Nancy: There are often two or three students who just aren’t ready for this kind of program. Their mind is not with the program. Their attitudes end up affecting the entire group.
How can professors help?
Nancy: More discussions on cultural sensitivity. What’s it like with Costa Ricans. What’s going to happen when they visit the Indians.
Discussion
• Does cultural preparation make service-learning more effective?
• Does the impact of preparation vary based on the strangeness of the environment?
• What are the cultural thresholds that students need to cross to be effective at the service site?