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Cultivating Intercultural Maturity

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Karl Turnlund

on 22 September 2016

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Transcript of Cultivating Intercultural Maturity

Cultivating Intercultural Maturity:

Are exposed to the concept and practice of intergroup dialogue

Are able to articulate ways in which intergroup dialogue can be incorporated into professional practice

Gain practical strategies, resources, and examples of action steps to cultivate a culture of intercultural maturity at your respective institutions

Theoretical overview
Introduction to intergroup dialogue
Intergroup dialogue simulation
Connection to professional practice
Theoretical Overview
Intergroup Dialogue Practice!
Exploring the intersectionality of identity development and cultural competency through the art of intergroup dialogue

Student Affairs in Higher Education graduate students
Virginia Engwall
Meghan Morris
Karl Turnlund
Jen Van Ewyk
Learning Partnerships Model
Intercultural Maturity
Intergroup Dialogue
We hope you...
Fishbowl Simulation
Baxter Magolda, M. B. (2004). Creating learning partnerships in higher education: Modeling the shape, shaping the model. In M. B. Baxter Magolda & P. M. King (Eds.),
Learning partnerships: Theory and models of practice to educate for self-authorship
(pp. 303 - 332). Sterling, VA: Stylus.

Baxter Magolda, M.B. (2008). Three elements of self-authorship.
Journal of College Student Development
(4), 269-284.

King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity.
Journal of College Student Development
(6), 571-592.

Zúñiga, Ximena. (2003). Bridging differences through dialogue.
About Campus
(6), 8-16.
"Demonstrating one’s intercultural skills requires several types of expertise, including complex understanding of cultural differences (cognitive dimension), capacity to accept and not feel threatened by cultural differences (intrapersonal dimension), and capacity to function interdependently with diverse others (interpersonal dimension)." (King & Baxter Magolda, 2005)
"Intergroup dialogue is a face-to-face facilitated conversation between members of two or more social identity groups that strives to create new levels of understanding, relating, and action"
(Zuniga, 2003).
Where are you from?
What do you do?
What are you hoping to gain?
In what ways can we use intergroup dialogue to encourage intercultural maturity?
How can you use intergroup dialogue in your specific context?
Structuring Dialogue
Step 1:
Creating an environment for dialogue

Step 2:
Situating the Dialogue: Learning
About Differences and Commonalities of Experience

Step 3:
Exploring Conflicts and Multiple
Perspectives: Dialoguing About “Hot” Topics

Step 4:
Moving from Dialogue to Action: Action Planning and Alliance Building
The Intergroup Dialogue
This approach starts with the proposition that meaningful dialogue and learning across race and other social group boundaries requires an educational practice that intentionally builds upon three interconnected pedagogical processes:

Sustained Communication
Critical Social Awareness
Bridge Building
Meghan Morris
Karl Turnlund
Virginia Engwall
Jen Van Ewyk

Thank you for your attention and participation!
What Dialogue IS...
There's no winners or losers
What Dialogue is NOT...
Does not have to have a conclusion
Is built on TRUST
Requires openness, vulnerability, and BRAVERY
Whose responsibility is it to encourage intercultural maturity in students?
Full transcript