Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action

  • Emily Spitzman Bridgewater State University
  • Michael Waugh Johnson & Wales University
Keywords: critical intercultural communication, identity, intercultural competence, microaggressions, race

Abstract

This article describes the origin and curriculum of Identity Dialogues, a program which facilitates conversations about power and privilege among international and domestic students. It was developed as a result of findings from an ethnographic study of an unstructured conversation partner program at the same institution. The study found that power-laden issues were influencing the interactions and confirmed that intercultural competence development has to be actively facilitated (Bennett, 2009). Identity Dialogues sessions start with an examination of participants’ own cultural histories and then they are guided to analyze stereotypes and microaggressions. Finally, participants create action steps for fostering intercultural competence in their communities.

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Author Biographies

Emily Spitzman, Bridgewater State University

EMILY SPITZMAN, PhD, is an Assistant Professor in the TESOL Program at Bridgewater State University. She researches critical intercultural communication and language learning across a variety of teaching and learning contexts.

Michael Waugh, Johnson & Wales University

MICHAEL WAUGH, MA, is the Director of the BRIDGE Center at Johnson & Wales University. He develops and facilitates intercultural programming in higher education.

Published
2018-07-01
How to Cite
Spitzman, E., & Waugh, M. (2018). Structured and Critical Intercultural Programming: Faculty and Staff Collaborate to Put Research into Action. Journal of International Students, 8(3), 1337–1345. https://doi.org/10.32674/jis.v8i3.57
Section
Research Articles