Trainer Manual by ESSB_Rotterdam

Trainer Manual Intercultural Sensitivity & Competence Practical Module Master Programme Educational Sciences

Marieke Meeuwisse, Lonneke de Meijer, Aike Senna Dias-Broens and Rick Wolff

The design and development of the practical module was funded by the Comeniusprogramme (grant number 40518865250) (https://www.nro.nl/en).

Colophon Intercultural sensitivity and competence. Practical module Master programme Educational Sciences. Authors: Marieke Meeuwisse, Lonneke de Meijer, Aike Senna Dias-Broens and Rick Wolff ISBN 978 90 75289 35 0 October 2019 Publisher

Erasmus School of Social and Behavioural Sciences Department of Psychology, Education and Child Studies Erasmus University Rotterdam Design

Panart communicatie en mediadesign Print

De Bondt Grafimedia ESSB-EUR, Rotterdam, October 2019

Intercultural Sensitivity & Competence

Introduction The practical module ‘Intercultural sensitivity and competence’ was designed, developed and implemented in the Master programme Educational Sciences. This trainer manual can be used to train students’ intercultural sensitivity and competence. The manual is written in the form of four lesson plans, which can be used to execute four 3-hour sessions that focus on different elements of intercultural sensitivity and competences. The aim of the practical ‘Intercultural sensitivity and competence’ is to support students and give them tools to become aware of, develop and strengthen their own intercultural sensitivity and competences in society, and in the daily practices within education. The practical will contribute to this aim in multiple ways. Firstly, students will work on the ability to observe cultural differences, to be aware of them and the views they have about this topic and to evaluate these views. They will make and use video-logs of intercultural incidents they encountered themselves and they will reflect on these encounters together. In this way, the (inter)cultural environment of the student is used as a starting point in the process of becoming aware of and developing intercultural sensitivity and competences. Next, students will investigate dilemma’s professionals may encounter via qualitative research. In particular, students will interview professionals working in the field of education in the urban context. Finally, the students will apply the gained knowledge and skills regarding acting sensitive and competent in intercultural settings in practice in two types of case-study situations: firstly they will work together as part of an intercultural advisory board and give advice about a certain case and secondly they practice their individual skills in a roleplay situation. This manual also contains important points from the evaluation (with students) on this practical afterwards, and suggestions for adaptations or focus points.

Practical Module Master Programme Educational Sciences

Intercultural Sensitivity & Competence

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 General information about the practical module ‘Intercultural sensitivity and competence’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson plan session 1 - Awareness of diversity and (in)equality ��10 Lesson plan session 2 - Cultural relevant experiences . . . . . . . . . . . . . . . . . . . . . . 14 Lesson plan session 3 - Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lesson plan session 4 - Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Practical Module Master Programme Educational Sciences

General information about the practical module ‘Intercultural sensitivity and competence’ Educational Goals Following completion of the practical module, students are expected to be able to do each of the following: • Be aware of/perceive cultural differences in society and daily practice in education; • Describe and evaluate their own frame of reference and the consequences of their actions in an intercultural setting; • Act sensitive and competent in intercultural situations (i.e., act in an intercultural-appropriate way); • Investigate possible challenges professionals in the urban educational context may encounter by means of qualitative research.

Presence For this practical module there is a 100% presence requirement. Students need to be present during all the practical sessions and make the necessary preparatory assignments. If students miss one session they can make a substitute assignment. This is only possible once, due to the presence requirements.

Substitute assignment In order to make sure that students who are not present during a meeting keep up with the development throughout this practical, it is advised to develop a substitute assignment that closely resembles the content of the session that was missed.

Assessment The final grade for this practical module consists of the grade for a self-reflection report (50%) and the grade for an interview assignment (50%). This grade will be given in case all of the following conditions are met: 1. Students meet the presence requirement. 2. The grade for the self-reflection report is 5.5 or higher. 3. The grade for the interview assignment is 5.5 or higher.

Literature Book chapters and articles: Appel, M. & Kronberger, N. (2012). Stereotypes and the achievement gap: Stereotype threat prior to test taking. Educational Psychology Review, 24, 609-635. Hernandez, F. & Kose, B. W. (2012). The developmental model of intercultural sensitivity: A tool for understanding principals’ cultural competence. Education and Urban Society, 44, 512-530. Hughes, P. C. & Baldwin, J. R. (2002). Communication and stereotypical impressions. Howard Journal of Communication, 13, 113-128. Leeman, Y. (2006). Teaching in ethnically diverse schools: teachers’ professionalism. European Journal of Teacher Education, 29, 341-356.

Suggested reading: Boeije, H. (2009). Analysis in qualitative research. Sage publications. Chapter 5, 6 and 8. Kvale, S. (2008). Doing Interviews. Sage. - Chapter 5: Conducting an Interview.

Intercultural Sensitivity & Competence

Appendices Appendix 1 –

Preparation assignment session 1: Examples of diversity

Appendix 2 –

Preparation assignment session 2: Video-log

Appendix 3 –

Final assignment 1: Self-reflection report

Appendix 4 –

Final assignment 2: Interview

Appendix 5 –

Subscales Questionnaire on Intercultural Sensitivity and Competences

Appendix 6a –

Interview consent form English

Appendix 6b –

Interview consent form Dutch

Appendix 7 –

Observation form vlog

Appendix 8 –

Interview set-up and execution

Appendix 9 –

Questions for discussing interview experiences

Appendix 10 –

Cases to use for session 3

Appendix 11 –

Observation form role play

Appendix 12a –

Scenes role play English

Appendix 12b – Scenes role play Dutch

Practical Module Master Programme Educational Sciences

Lesson plan session 1 - Awareness of diversity and (in)equality Main theme of session: Awareness of diversity and (in)equality (Possible) literature to review for students: Appel, M. & Kronberger, N. (2012). Stereotypes and the achievement gap: Stereotype threat prior to test taking. Educational Psychology Review, 24, 609-635. Hughes, P. C. & Baldwin, J. R. (2002). Communication and stereotypical impressions. Howard Journal of Communication, 13, 113-128. Preparatory assignments for students: Prepare one PowerPoint or Prezi slide in which you discuss an example of diversity and (in)equality within the media or learning environment for example. Specific requirements for this assignment are found in Appendix 1. Please note that the deadline for uploading this preparation assignment is [insert date]. Composition of the group: Max. 12 people, as diverse as possible (e.g., gender, age, migration background, preparatory training). During exercise 2 students are divided into pairs. Initial affective situation for this session: No previous training in this specific theme. Dutch students have experience with reflection, international students possibly not. Initial cognitive situation for this session: Depends on bachelor programme. Learning objectives for this session: At the end of this session students are… • able to reflect critically on a presentation assignment about intercultural materials which are found in media, (learning) environments et cetera. • able to listen actively, participate in dialogue and represent the views and perspectives of another student in a just way from an intercultural perspective.

Notes

Intercultural Sensitivity & Competence

Programme [3 hours in total]

To do list beforehand: • Make a PowerPoint integrating all the information below; • Put all the preparatory assignments that students uploaded the evening before in the PowerPoint for session 1 before the start of the session; • Calculate the mean score and the standard deviation on the Intercultural Sensitivity and Competences (ISC) questionnaire for the three subscales for the whole group + calculate the individual score for every student on the three subscales; • Make a group composition for the interview pairs for the interview assignment. Make sure every international student is matched with a Dutch student; • Contact the training actors. Time

Activity

Explanation

Materials

Notes for trainer

Introduction

Introduction of trainer +

PowerPoint

Mention the following ‘ground rules’ to create a safe

practical

discussion of the goals of the

session 1

space for students:

module

practical module.

(min) 5

- Everything that is discussed stays in this classroom; - There are no right or wrong answers, being honest about your awareness and competences is the most important; - Listen and be interested in another’s points of view, even if they clash with yours. Don’t judge each other; - If things get too personal or uncomfortable, please let the trainer/the group know and set your own boundaries.

Introduction

Every students introduces

students

him/herself by presenting their

(5 minutes per

preparatory assignment.

Appendix 1

1-2 questions (if there is time), otherwise ask questions PowerPoint

yourself. Make sure student introduce themselves next to presenting their topic.

student) 5

After every presentation, encourage students to ask

PowerPoint

Highlight important dates/assignments, the interview

Introduction

Mention overall practical

programme

programme, programme of

assignment and the possibility to start with the reflection

this session, final assignment

assignment after this first session.

(see Appendix 3 and 4). 20

Exercise 1:

Students get their

Individual

Highlight that the z-score is in comparison to the group.

Calculating

personal scores on the ISC

ISC scores of

If the mean score of the group is relatively high, a low

z-score

questionnaire + calculate the

students

z-score does not mean that a student does not have any

questionnaire

z-score in comparison to the group.

respect for example. PowerPoint

BREAK

Practical Module Master Programme Educational Sciences

Time

Activity

Explanation

Materials

Notes for trainer

Exercise

1. Students watch short film,

PowerPoint

Walk around and make sure students follow the steps, so

(min) 60

21: Watch

the film is paused 2 times

that every student has time to discuss all the answers they

short film

(at 01:28 and 07:23) and

gave. When students are finished, encourage a critical

Underground

students answer reflective

discussion about what stood out to them.

questions during those The reflective questions to use when pausing the short

pauses – 15 min

film are as follows:

2. Students answer reflective

- What feelings arose while watching the scenes and why

questions after short film

do you think this happened?

finishes – 5 min

- How do you think the main characters feel during the

3. Students make pairs and

scenes and why?

discuss their answers:

- Do you think the main character has prejudices? And

first student 1 discusses

what behaviour that you saw made you think that?

answers and student 2 only

- What prejudices do you have about the main characters?

listens and asks clarifying

Are these prejudices confirmed during the scene or

questions/paraphrases.

contradicted (please name examples)?

Then student 2 discusses answers and student 1 only

The reflective questions to use after watching the short

listens/clarifies/paraphrases

film are as follows:

– 30 min

- How do you feel after watching the end of this film and why do you think that is?

4. Plenary discussion of what

- Were the prejudices you had about the main characters

was discussed – 15 min.

confirmed or contradicted? And what do you think about that? 15

Closing

Watch 2 example vlogs for

exercise: watch

discussing a critical incident

2 example

(for preparatory assignment 2):

vlogs

https://www.youtube.com/

do not need to pay attention to design etc. of the video,

watch?v=Uwp0qNSI7F4&t=393s

the content should have the focus. Ask students what

Appendix 2

Show at least one of the two example vlogs, if there is time you can show both. Mention that especially the

PowerPoint

first vlog is by a professional vlogger, and that students

incidents they have in mind, and help them think about This vlog by Ari Fits is only shown

situations they could discuss.

from 4:31 to 6:30. https://www.youtube.com/ watch?v=62P3AVBTfEI Discuss how vlogs should be uploaded in Panopto

1 This exercise was inspired by an exercise from: Lee, A., Poch, R., Shaw, M., & Williams, R. (2012). Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. ASHE Higher Education Report, 38(2). New Jersey: John Wiley & Sons.

Intercultural Sensitivity & Competence

Possible peculiarities: students might be uncomfortable when starting the practical module session and may find it difficult to be critical. Especially during the plenary discussion of the short film, students might find it hard to be honest about the prejudices they (may) hold. Try to create a safe space (see ‘ground rules’ in the notes for the trainer above) for them to share, discuss and reflect.

Reflection point for future use: The short film did not bring about the critical discussion that we hoped for in this particular group, therefore it is advised to find a different short film/scene that is more general and less staged, where students can have different views on what happened and what stereotypes they hold. Suggestions for other videos are as follows (depending on your group): 1. Short film ‘Reversed stereotypes’, access via: https://www.youtube.com/watch?v=ePlriYalzPY With this video you could focus your questions on how it makes students feel to see the world reversed when looking at gender stereotypes. You could ask what points stood out and what points did or did not match with the gender stereotypes the students hold. 2. Short film ‘Nadia’, access via: https://www.youtube.com/watch?v=ffqp6f0_rzw. This video is less specifically focused on stereotypes, but could be used for multiple interpretations and focus points. Questions could be about the ideas students have about the different students and teachers they see in the beginning, what they think is going on with Nadia beforehand and if this matches with what turns out to be her situation. Also, questions could be focused on how this made them feel and how it links to their stereotypes and first impressions.

Practical Module Master Programme Educational Sciences

Lesson plan session 2 - Cultural relevant experiences Main theme of session: Cultural relevant experiences Literature to review for students: Leeman, Y. (2006). Teaching in ethnically diverse schools: Teachers’ professionalism. European Journal of Teacher Education, 29, 341-356. Suggested reading: Kvale, S. (2008). Doing interviews. Sage. – Chapter 5 Preparatory assignments for students: • Read the literature (suggested reading is not obligatory); • Make a video-log of 2-3 minutes about a cultural relevant experience (critical incident) you had in the past. Make sure to include a description of your experience, what happened and how you responded/ what you felt/what you thought and your reflection about the experience and your own actions. Specific requirements for this assignment are found in appendix 2. Please note that the deadline for uploading this preparation assignment is [insert date]. Composition of the group: during the first exercise, the group of 12 students is divided into two groups of six students. Make sure the groups of six are as diverse as possible. During the second exercise, students are divided into pairs. Activities during the previous session: students focused on awareness of their own intercultural sensitivity, stereotypes and (in)equality in society. Learning objectives for this session: At the end of this session students are… • aware of their own intercultural experiences by means of making a video-log; • able to draw up an interview overview by using the perspective of Leeman (2006), which focuses on intercultural sensitivity and competences within an urban context; • able to use the interview overview in an intercultural appropriate way to conduct a semi-structured interview with a professional within an educational urban context.

Notes

Intercultural Sensitivity & Competence

Programme [3 hours in total]

To do list beforehand: • In order for students to upload their vlogs, you need to make separate folders in Panopto and make sure the settings are safe so that no one besides you and the student of the vlog has access to it. To make sure Panopto works sufficiently and you are able to add all the students to a folder, take enough time beforehand to familiarise yourself with this programme and the options for your students; • Print out the observation forms so that for every student, two other students can fill in the form (or for a more environmental friendly option: make sure all the students take their laptops with them or have access to a computer so they can fill in the form on their computer); • Make a group composition for exercise 1. Make sure the group composition is as diverse as possible. Time

Activity

Explanation

Materials

Notes for trainer

(min) 5

Introduction

PowerPoint

learning

session 2

goals and programme overview 100

Exercise 1:

1. Introduction assignment +

Discuss vlogs

information about giving

on critical

feedback

incidents

2. Video-logs are shown and

PowerPoint session 2

and mention that this information is needed for the assignment;

Panopto

2. Explain what the components are for doing this assignment. Use the reflective questions of the

discussed in two groups (85-90 minutes)

1. Give information about ways of giving feedback

Appendix 7

assignment (Appendix 2) to discuss every vlog; 3. Hand out the observation forms, divide the groups and

3. Plenary discussion

name who will be in which classroom;

(10 minutes)

4. As a trainer you will have to open your Panopto account in both classrooms as students need to access their videos and you can only be in one classroom at a time AND make sure you have 12 observation forms for each subgroup (two per student). You can alternate after each video, or after two videos, whatever you feel like yourself; 5. Make sure the observation forms are given to the ‘vlogger’ after the group discussion; 6. When everyone is finished, gather the two subgroups and have a plenary discussion about what has been discussed and learned about the awareness of intercultural experiences. 15

BREAK

Time

Activity

Explanation

Materials

Notes for trainer

Exercise 2:

Trainer introduces the first

Appendix 4

When introducing the final assignment, make sure you

Make interview

final assignment, students

set-up

make interview set-up in pairs

(min) 50

mention all the elements. Explain that this interview is Appendix 5

this are mentioned in the

theory-based, and that students need to combine the article with the STAR-technique in developing questions.

of two. The steps for doing Appendix 6

PowerPoint. Appendix 8 PowerPoint 10

Preparations

Discuss doing the interview

next week

and writing the transcript.

PowerPoint

Make sure you mention the deadlines and the division of writing the transcript, and that the transcripts need to be anonymous (no names, names of schools etc.).

Practical Module Master Programme Educational Sciences

Possible peculiarities: students might be too focused on appearance during exercise 1, encourage a critical and reflective discussion amongst students.

Reflection points for future use: 1. The level of critical reflection when discussing the vlogs can greatly differ per group. Attention needs to be paid to this reflection, possibly by using a story telling working method or looking into other ways of reflecting that challenge a critical discussion between students. 2. An important addition to the guidelines for the interview, is that students need to interview someone with a different cultural or ethnic background than themselves. Also, the interview assignment in this form is theory-based and specifically focused on the Dutch context, but it is possible to use another theoretical framework for students to base their interview and interview set-up on. The article by Leeman (2006) is quite complex to use for an interview set-up, and did not always seem to lead to a critical discussion about diversity in the classroom, so it is advised to closely look at the article you will use for this assignment. Important note: In the Master programme in which the practical module as described and explained in this trainer manual was implemented doing qualitative research is an end term. The interview assignment in its current form (see Appendix 4) turned out to lead to a relatively heavy work load for students. Therefore it is advised to take out or change the final interview report assignment if it is not a requirement from your institution to focus on doing qualitative research. However, we do recommend to keep the assignment of doing an interview as students can then practice their intercultural skills.

Intercultural Sensitivity & Competence

Lesson plan session 3 - Reflection Main theme of session: Reflection Preparatory assignments for students: Conduct an interview (30-45 minutes) with a professional in an educational setting together with your interview partner. Please see exercise 2 in session 2 for the content requirements. Transcribe and upload an anonymised version of the interview in a word-file on Canvas and upload the consent form that is signed by the interviewee (Appendix 6). Please note that the deadline for uploading this transcript is [insert date]. Composition of the group: during exercise 1, students are divided in two groups so that every group consists of one student from each interview pair. During exercise 2, the groups are mixed again so that students work together with other students than during the previous exercises. Activities during the previous session: students watched vlogs and made an interview setup. Learning objectives for this session: At the end of this session students are… • able to present their interview-findings in a clear and non-judgmental way within a small group setting; • able to reflect critically on their own behaviour during the interview; • able to apply their knowledge and experience, which they gained during this practical, to a case study with an intercultural issue. During this case study the students are able to work together in a collaborative way, listen and have a constructive discussion.

Notes

Practical Module Master Programme Educational Sciences

Programme [3 hours in total]

To do list beforehand: • Make an overview of all the anonymous transcripts that every student needs to use to make the final interview assignment. Make sure no student receives the same combination of interviews. • Share the anonymous transcripts with every student before the start of session 3. • Make a group composition for exercise 1 and 2, make sure these are different from the group composition of session 2. • Print out the different cases. Time

Activity

Explanation

Materials

Notes for trainer

Introduction

PowerPoint

Mention that the anonymous transcripts are sent to

learning

session 3

everyone by email.

Appendix 9

Make sure you walk around and inspire students to

(min) 5

goals and programme overview 60

Exercise 1:

1. Students discuss their

Discussing

interview experiences in 4

interview

groups by using questions

experiences

from Appendix 9. Every

have a critical discussion about their own experience, PowerPoint

awareness and possible blind spots (such as white supremacy, colour blindness etc.).

interview duo is divided over the groups (30 min). 2. There is a plenary discussion about the interview experiences and what was memorable/ important (30 min). Time

Activity

Explanation

Materials

Notes for trainer

(min) 15

BREAK

100

Exercise 2:

1. Students are divided into

A printout of

Make sure you check if every group understands the case

applying

groups of 3-4 and are

the different

correctly, and afterwards answer questions if necessary.

knowledge to

assigned a case (5 min.).

cases

If students say they are done, encourage them to find

(Appendix 10)

literature to strengthen their answers. After 50 minutes,

a case

2. Students have 55 minutes to

mention to every group that they have 10 minutes left to

give an answer to the case and make a PowerPoint

PowerPoint

finish the PowerPoint and send it to you.

slide about it. 3. Every group has 10 minutes to present their case and answer possible questions (40 min). 1

Preparations

There are no preparations,

next week

students can work on their final assignment and can read the literature, but this is not obligatory and will not be used during the session.

Intercultural Sensitivity & Competence

Possible peculiarities: students might find it strange that they do not need to use the case study for their final self-reflection assignment. Although they do not need to reflect on this specific activity in their reflection report, we think the case study is a very relevant and informative exercise for students to learn to apply their knowledge to a real-life case.

Reflection points for future use: 1. Similar to the reflection on the vlogs, the reflection on the interview experiences did not bring about a lot of learning experiences and/or critical reflection. The way of reflecting should change, or possibly be taken out. 2. The exercise about the advisory board case seemed to work really well, this exercise could possibly be added to the final self-reflection assignment in some way, so that students also use this experience in their critical reflection. There was a shortage of time, especially during the presentations, as students sometimes wanted to discuss the theme of the cases further while there was no more time to do so. 3. We noticed that the possibility for students to bring in their own scene for the role play worked really well. If you want to give students time to think about a scene they would want to play out, you should mention this at the end of session 3.

Practical Module Master Programme Educational Sciences

Lesson plan session 4 - Practice Main theme of session: Practice (Possible) literature to review for students: Hernandez, F. & Kose, B. W. (2012). The developmental model of intercultural sensitivity: A tool for understanding principals’ cultural competence. Education and Urban Society, 44, 512-530. Suggested reading: Boeije, H. (2009). Analysis in qualitative research. Sage publications – Chapter 5, 6 and 8 Composition of the group: this is a whole-group session where students are individually assigned to different scenes. Activities during the previous session: students discussed interview experiences and applied the gained knowledge to a case. Learning objectives for this lecture: • At the end of this session, students gained experience in enacting specific intercultural sensitive scenes together with a professional training actor. Students are able to reflect upon their own behaviour, amongst other things by means of the developmental model of intercultural sensitivity.

Notes

Intercultural Sensitivity & Competence

Programme [3 hours in total]

To do list beforehand: • Print out the observations forms • Make group compositions for the whole year/practical programme (and not within your group of 12 students): if you are dealing with a group of international and Dutch students, it is a possibility to separate them so the Dutch students can speak their first language during the role play (Note: most international students cannot speak their first language, so this does create differences between groups). This is not in line with the idea to maximize diversity in the groups, but as scenes are very culturally dependent, next to the language, different scenes seem suitable for international compared to Dutch students (see the division in Appendix 12a and 12b). • Match the different cases with the different students, and print out the different roles for each student separately. Also print out a document with the whole scenes, roles and goal for every scene, and use this as a reminder for yourself and the training actor(s). Time

Activity

Explanation

Materials

Notes for trainer

Introduction

The trainer explains the

actor and role-

programme, the role of

play exercise

the actor, what happened

- Mention that the roles students get assigned might not be

the weeks before and the

what their personal opinion is on a topic, and that this is

application of the gained

not a problem. The goal is to act intercultural sensitive (so

knowledge and skills today

respond to the other people in an intercultural sensitive

and explains what is expected

way), and not to act out your ‘role’ as well as possible. But,

of the students.

tell students to keep in mind the professional role/goal/

(min) 10

- Stress the fact that this session is about intercultural sensitive acting in a professional context.

responsibility they have in the decisions they make. Time

Activity

Explanation

Materials

Notes for trainer

Role play

Every scene (max. 6 scenes)

Different

- Mention that for every student, 1-2 students fill in an

takes +/- 15 minutes, including

scenes and

a plenary reflection and

roles printed

discussion afterwards

out for every

(min) 90

student

observation form which the student can use for the reflection afterwards. - Students only receive information about their own role, and not about the other roles nor the goal of the scene.

Observation form (Appendix) 11, 2 per student

- During the plenary reflection/discussion of each scene the following is discussed: 1. What was it like for the student and how did it make him/her feel? 2. What was it like for the actor and how did it make him/ her feel? 3. The group gives a short reflection about what they saw and learned from the scene.

BREAK

Role play

Students have the opportunity

Observation

of students’

to bring in their own scenes

form (Appendix

scenes

and act this out

11, 2 per student)

Post-test ISC

Students fill in the ISC

ISC printed out

questionnaire

questionnaire for the second

for the post-

time

test for all the students

Evaluation

Possible questions to ask during reflection:

/ time for

- What was it like to work with the different exercises?

questions

- What did you learn? - What went well and what could improve? Thank the students for their effort during this practical!

Practical Module Master Programme Educational Sciences

Possible peculiarities: this is a very important but also an exciting and intense session. It is especially important during this session that there is safety in the group, and students need to be able to pause a scene if it becomes too intense.

Reflection points for future use: 1. In general, this was the favourite element of this practical module according to most of the students. They were very enthusiastic that they had the opportunity to actually practice their intercultural sensitivity in real life scenes. 2. One important element that we kept in mind was that the actors who worked in this session, had a migration background. And this seemed to be appreciated by the students as the scenes seemed to feel more authentic to them. Think specifically about the characteristics of the training actors that would work well for your specific group. 3. For the international students, it was apparent that the different scenes that were used did not fit well with all the students. For example, Chinese students mentioned that they had a lot of difficulty with the power dynamics in the scenes, as it is not a real possibility to go against your boss or manager during an interview or meeting according to their real-life experiences. This needs to be taken into account, and possibly together with international students and/or colleagues, different scenes that take into account the international context need to be developed for your specific context.

Intercultural Sensitivity & Competence

References Appel, M. & Kronberger, N. (2012). Stereotypes and the achievement gap: Stereotype threat prior to test taking. Educational Psychology Review, 24, 609-635. Boeije, H. (2009). Analysis in qualitative research. Sage publications Ltd. Chen, G. M. & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 3-14. Gibbs, G. (1998). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit. Hernandez, F. & Kose, B. W. (2012). The developmental model of intercultural sensitivity: A tool for understanding principals’ cultural competence. Education and Urban Society, 44, 512-530. Hughes, P. C. & Baldwin, J. R. (2002). Communication and stereotypical impressions. Howard Journal of Communication, 13, 113-128. Kvale, S. (2008). Doing interviews. Sage publications Ltd. Lee, A., Poch, R., Shaw, M., & Williams, R. (2012). Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. ASHE Higher Education Report, 38. New Jersey: John Wiley & Sons. Leeman, Y. (2006). Teaching in ethnically diverse schools: Teachers’ professionalism. European Journal of Teacher Education, 29, 341-356. Stinson, K. M. (2007). Diversity Awareness Profile (DAP): Facilitator’s guide. New Jersey: John Wiley & Sons.

Practical Module Master Programme Educational Sciences

Appendices - Appendix 1 Preparation assignment session 1: Examples of diversity and (in)equality For this assignment we ask you to gather one or multiple examples of (a lack of) diversity or (in)equality in the university learning environment (Canvas, study materials such as papers, study books, work methods during class, interaction with teachers et cetera), the media, books, folders, videos, policy papers or other examples you encounter. Diversity and (in)equality can be within these areas: cultural or ethnic diversity, gender, sexual orientation and physical or psychological impairment. It would be helpful if you have a visual representation of this example, such as an image, a screenshot of a page/article et cetera, to support your presentation. Please make sure you meet the following criteria: • Your example can be put in a PowerPoint presentation of 1 slide • You are able to present your example in about 3-5 minutes and answer at least these (or more similar) questions: 1. Why did you choose this specific example? 2. What do you think is negative/positive about this example if you link it to diversity and/or (in) equality and why? 3. W hat is your critical analysis of this example? What did you learn from this example and the negative/positive aspects you named and is there anything you would change? • You upload your PowerPoint slide before [date].

Intercultural Sensitivity & Competence

Appendix 2 Preparation assignment session 2: video-log For this preparatory assignment we ask you to make a video-log of 2-3 minutes about a cultural relevant experience (or a critical incident) that you had. Making a video-log means that you film yourself while you talk to the camera and talk about your experience. The focus does not have to be on the visual aspects of the video, you do not need to edit a video and make an intro for example. Of course you are free to add visual elements or effects as long as it does not distract from the content that you talk about. Please make sure you meet the following criteria: â&#x20AC;˘ Your video lasts between 2-3 minutes and within this time you answer at least these (or more similar) questions: 1. What happened during your experience and who were involved? 2. What did you think, notice, feel when you experienced this? 3. Why do you think this is an example of a cultural relevant experience? 4. What did you learn from it and what would you like other people to learn from this experience? 5. How did your experience affect your way of thinking/behaviour afterwards? â&#x20AC;˘ Your video is uploaded before [time and date]. You can upload the video in Panopto. To access Panopto you need to login with your student credentials using this url: [fill in url for your institution]. Your trainer will invite you to a specific folder by sending you a link. You can only get access to this folder via this link, only you as an individual student and your trainer will have access to it unless you share the link with others.

Practical Module Master Programme Educational Sciences

Appendix 3 Final assignment 1: self-reflection report The final grade of the practical skills module Intercultural Sensitivity and Competences is built up of two assignments, which will be graded separately. Below is described what is expected of you regarding the first final assignment. For this assignment you need to answer the following main question: What things have you learned or discovered about your own intercultural sensitivity and competences through the activities and assignments of this practical? To answer this question, please use the following steps: 1. Retrieve your individual scores on the three subscales of the intercultural sensitivity and competences measure2 (week 1). Use the interpretation of your individual scores on these subscales to reflect on. For instance, did you or did you not recognize yourself in the survey scores? 2. For each subscale, choose at least one activity from the practical module (i.e., (watching) the short film, the vlog, the interview and the training session) to use in your reflection report. Illustrate each of the three aspects of your intercultural sensitivity and competence (as reflected in your scores on the particular subscale) by means of your feelings, experiences and behaviour during the activities. Please make sure that you use different (combinations of) activities in your reflection on your intercultural sensitivity and competence, and that you use all four activities from the practical in your reflection at least once. To meet this minimal requirement, you thus need to use two activities in reflecting on one of the aspects of your intercultural sensitivity and competence. Explain how you felt about your intercultural sensitivity and competences in connection to the various activities of this practical and how you look at them now. 3. When reflecting on a subscale by using the practical activities as examples, please make sure you follow all the steps of Gibbs’ Reflective Cycle (1988). These steps are: A. Description – what was the activity and how did you act (please make sure to describe what you did in general but also the specific elements of your actions that link to the subscale that you chose)? B. Feelings – what were you thinking and feeling? C. E valuation – what was ‘advanced’ and ‘limited’ about your behaviour during these activities in terms of intercultural sensitivity and competence (please make sure you also use the observations/ comments from the group during this step)?

2 The questionnaire that was used is based on the Intercultural Sensitivity Scale by Chen and Starosta (2000).

Intercultural Sensitivity & Competence

D. Analysis – look critically at what you have written down so far (especially within the evaluation section). What did you learn from the situation and from what you did well and/or what you could improve on? E. Conclusion – what else could you have done now that you reflected on your own behaviour? F. Action Plan – if the activity happened again, what would you do? Repeat the cycle once for every practical activity in connection to one of the three subscales of the Intercultural Sensitivity Scale.

4. Finally, write an overall conclusion at the end of your reflection, summarizing what you have learned and discovered about your intercultural sensitivity and competences during the practical module, integrating all the information that is discussed previously. Next to the necessary content listed above, the report should also meet the following criteria: • Student name, student ID and name trainer • Less than 10 spelling and language mistakes • No plagiarism • Length of 1500-2500 words (excluding references) • You name your individual score on the three subscales of the intercultural sensitivity and competences measure and you discuss all the four activities of this practical that can be used for reflection • Well-structured and clear lay-out, including an introduction and a conclusion, headings and page numbers • Make sure you combine all the elements listed in point 1-4 in a narrative (and not a list of separate points e.g.) • Correct APA referencing (according to the 6th edition of the APA Manual, less than 10 mistakes) • The assignment is handed in before [insert time and date]. Important: To complete the first assignment you need your personal test scores on the different subscales of the filled in questionnaire on Intercultural Sensitivity and Competences. You receive your personal scores during the first practical meeting. Information about the subscales can be found in Appendix 5. Sources: Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 3-14. Gibbs, G. (1998). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit.

Practical Module Master Programme Educational Sciences

Appendix 4 Final assignment 2: Interview The final grade of the practical skills module Intercultural Sensitivity and Competences is built up of two assignments, which will be graded separately. Below is described what is expected of you regarding the second final assignment. The second assignment consists of different elements that will together be combined into an interview report. The preparation of this assignment will be done in groups pairs of students, during and after session 2 of this practical. The final interview assignment will be handed in individually. The information that is needed for the first part (the group assignment) is discussed during session 2. For the individual interview report, students will individually process and analyse the interview data which are gathered during and after session 2. The documents that will be analysed are the transcript of the interview that was done by the student him/herself and four other transcripts from other student-pairs. These five interviews are analysed by using Atlas.ti. Based on five interviews with urban educational professionals, write an individual report in which you answer the following question: What are the challenges for educational professionals who teach or work in a cultural diverse setting?3 This report should have the following elements (see broader description of each element below): an introduction of the assignment, a method section, a results section and a conclusion. A. Introduction of the assignment • A description of the complete interview assignment that was central during the practical • What is the content of this report (including the main question that is being answered) B. Method • Design • Sample • Description of procedure: • Recruitment (this only needs to contain information about the interviewee that you recruited and interviewed yourself; please include information about the way you recruited the interviewee and information about the profession of the interviewee) 3 This is the main question from Leeman, Y. (2006). Teaching in ethnically diverse schools: Teachers’ professionalism. European Journal of Teacher Education, 29, 341-356.

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• Ethical aspects (consent, anonymity) • Interview topic list • Data gathering (information about the actual experience of the interview that took place with the interviewee that you recruited and interviewed yourself) • Transcripts • Clear description of theoretical framework (Leeman, 2006) • Explanation of how data was analysed (Atlas.ti) and why • The code list/codebook accompanied by the following: • Explanation of the code list • Description of the development of the code list (the choices that were made and why (for example: is it data-driven or theory-driven?)) • Clustering of codes in groups plus arguments for this way of clustering C. Results • Informative presentation of main findings on the used dilemma’s (Leeman, 2006) • The main findings include relevant and complete results (use at least 3 quotes) • Correct use of data-analysis for these findings • A logical structure in the presentation of the results • Clear and correct interpretation of results D. Conclusion • Short conclusion including the answer to the main question Finally, next to the necessary content listed above, the report should also meet the following criteria: • Student name, student ID and name trainer • Less than 10 spelling and language mistakes • No plagiarism • Length of 1500-2500 words (including codebook, excluding quotes and references) • Well-structured and clear lay-out, including an introduction, headings and page numbers • Writing style to-the-point and adapted to intended audience • Reference list • Correct APA referencing (according to the 6th edition of the APA Manual, less than 10 mistakes) • The assignment is handed in before [insert time and date]. Source: Leeman, Y. (2006). Teaching in ethnically diverse schools: Teachers’ professionalism. European Journal of Teacher Education, 29, 341-356.

Practical Module Master Programme Educational Sciences

Appendix 5 Subscales Questionnaire on Intercultural Sensitivity and Competences Herewith, you receive some information regarding the three subscales of the questionnaire: •

Interaction engagement & enjoyment (IEE): Your feelings towards participation in intercultural communication and your reaction towards communicating with people from different cultures.

A high IEE-score means that you like to participate in intercultural communication, that you often participate intercultural communication, and that you make an effort to understand someone from another culture. A low IEE-score means that you are anxious to participate in intercultural communication, that you avoid to participate in intercultural communication, and that you find it difficult to understand someone from another culture. • Respect for cultural differences (RD): how you orient to or tolerate someone from another culture and their opinion. A high RD-score means that you highly understand and respect the values, behaviour, and opinions of people from another culture and that you like to be with people with another cultural background than yourself. A low RD-score means that you do not understand and respect the values, behaviour, and opinions of people from another culture and that you avoid to be with people with another cultural background than yourself. •

Interaction confidence (IC): how you perceive your confidence in an intercultural setting.

A high IC-score means that you know what to say and do when interacting with people from another culture and that you feel confident when interacting in intercultural settings. A low IC-score means that you are insecure about what to say or do when interacting with people from another culture and that you do not feel confident when interacting in intercultural settings. Source: Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 3-14.

Intercultural Sensitivity & Competence

Appendix 6a Interview consent form English Undersigned gives consent for the following: • Execution and audio-recording of the interview for the use of a study assignment of the student(s) listed below. • Access to the anonymous transcript of the interview for the teachers and the students who are part of [fill in details of your programme and institution]. • Storage of the transcripts for five years. This aligns with the retention period of the exam results of the student(s) listed below. When giving consent, the following is taken into account: • The involved student(s) has/have informed you properly about the nature and the context of this assignment. • During the interview, two or three students will be present. • When access to the transcripts is given to teachers, the information in the transcripts will be anonymized. • The transcripts will not be used for other educational purposes.

Place and date: ……………………………………………………………………………

Name:………………………………………………… Signature:…………………………………….

Name student(s):……………………………………………………………………………….

Practical Module Master Programme Educational Sciences

Appendix 6b Interview consent form Dutch Ondergetekende geeft hierbij toestemming voor: • Afname en het opnemen (audio opname) van het interview ten behoeve van een studieopdracht van onderstaande student(en). • Inzage van het anonieme transcript van het interview door de docenten en studenten van de [fill in details of your programme and institution]. • De transcripten worden vijf jaar lang bewaard. Dit komt overeen met de bewaartermijn van de tentamenresultaten van onderstaande student(en). Bij het geven van deze toestemming is rekening gehouden met de volgende punten: • De betrokken student(en) heeft/ hebben u naar tevredenheid geïnformeerd over de aard en context van de opdracht. • Bij het interview zullen twee of drie studenten aanwezig zijn. • Inzage van de transcripten door docenten gebeurt anoniem. • De transcripten zullen niet gebruikt worden voor andere dan onderwijsdoeleinden.

Plaats en datum: ……………………………………………………………………………

Naam:………………………………………………… Handtekening:…………………………………….

Naam student(en):…………………………………………………………………………..

Intercultural Sensitivity & Competence

Appendix 7 Observation form vlog Instruction: please use this anonymous form to write down what you observed while watching your classmates’ vlog which is shown during this practical. Please state if you encountered the given statements and give feedback on the (non)existence of these statements (what you think about it, if something is missing etc. ) As you give this form to your classmate afterwards, please remember the rules of giving feedback (state your own point of view, give constructive feedback etc.)

Observation form vlog

Name student-‘vlogger’

Specific focus while watching as indicated by ‘student-vlogger’

Reflection

Present

Absent

Unclear

Explanation/Examples:

Present

Absent

Unclear

Explanation/Examples:

Present

Absent

Unclear

Explanation/Examples:

The student describes what he/she thought, noticed or felt during the experience The student reflects on own intercultural behaviour The student clearly states what he/ she learnt and what the overall message is The student shares their own opinion on the issue that is presented and supports this with arguments The student explains if, how and why their way of thinking/behaving changed afterwards Overall content There is a clear connection to the topic of intercultural communication The student is critical towards the named event Overall content The student supports his/her story with non-verbal cues such as……

Possible reflective questions that arise when watching this vlog (from the observer):

Practical Module Master Programme Educational Sciences

Appendix 8 Interview set-up and execution PART ONE– THE INTERVIEW SET-UP (GROUP ASSIGNMENT) To answer this question, students make an interview set-up for a semi-structured interview during session 2. Below two types of information is listed: 1. First, information about the structure of the questions that the students ask and what elements of the questions should be included (by using the STAR-technique) is given (see under section ‘A’ below) 2. Second, information about the content that the students need to focus on is discussed by using the theoretical framework of Leeman (2006) (see under section ‹B› below)

PART TWO – THE INTERVIEW (GROUP ASSIGNMENT) In pairs of two or three students, you need to plan and execute a semi-structured interview with a professional, working in an educational setting (for example: a teacher (primary, secondary, or higher education), a policy worker, a researcher, a designer of educational materials). Important: the interview needs to take place between [fill in dates]. The interview should last between 30 and 45 minutes and you need to make an audio recording.

A. The following STAR-technique may be used to set-up the different elements that you want to discuss during the interview: • C an you describe a specific situation that you found challenging while teaching in a culturally diverse classroom/working in a culturally diverse setting? • What did you have to do /what was your task? • How did you act in this specific situation? • What where the results of your actions? How did the people that were involved react? What went well? What could have been done better? B. The interview set-up needs to contain different elements from the theory of Leeman (2006). Important: as you will be given a codebook with main codes, you will need to use the relevant topics that are listed below. 1. To start the interview, please ask your interviewee to explain what they think about the culturally diverse society and what they think the moral task of the school/their organization is in this. 2. Leeman makes a distinction between actors and values. If an interviewee does not describe a specific situation (often interviewees describe more generally what they find challenging, instead of describing a specific situation), use Leeman’s values to ask additional questions. Keep in mind that you need to answer the main question which is listed above.

Intercultural Sensitivity & Competence

The listed values are as follows: • Justice: challenges in discussions between teachers/employees on the one hand and pupils/students/ the target group on the other hand about issues such as (in)equality, fair treatment, fair judgement et cetera. For example: a teacher explains what he/she feels about being accused of discriminating a pupil. • Respect for school/the organization and the teacher/employee: challenges in pupils/students/ colleagues treating each other (dis)respectful, the teacher/employee treating the pupil/student/ colleague (dis)respectful and vice versa, following the (school) rules of the organization et cetera. • Personal autonomy: challenges in difficult situations when individual pupils/students/colleagues choose loyalty to the group while the teacher/employee thinks the pupil/student/colleague should act more autonomous, the existence of freedom to make autonomous decisions or choices et cetera. • Diversity-communality: challenges in group differences (based on ethnic-cultural background f.e.), what are the communalities within a group and when do differences need to be taken into account. For example: when deciding on a way to work on a project/school assignment for pupils, do you choose to work in a democratic way (with collaboration, dialogue) or more individual. Leeman also makes a distinction between different actors. Examples of actors (besides the interviewee him/herself) are: pupils/students/the target group, colleagues, parents and people outside the school/ organization.

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Appendix 9 Questions for discussing interview experiences 1. Preparation: How did I… Recognize and challenge the biases that affect my own thinking? Avoid using language that reinforce negative stereotypes?

2. During the interview How did I… Think about the impact of my comments and actions before speaking? Respond to jokes or comments that are derogatory to any group, culture or sex if there were any?

3. Reflection afterwards After having the interview and before listening to the recording, what do you feel went well when thinking about your intercultural competence? What do you think you could have done better? After listening to the recording, what would you add to the above comments? What do you think the difference may be between audio-recording and video-recording an interview, both in terms of your own behaviour and the behaviour of the interviewee.

Source: Stinson, K. M. (2007). Diversity Awareness Profile (DAP): Facilitator’s guide. New Jersey: John Wiley & Sons.

Intercultural Sensitivity & Competence

Appendix 10 Cases to use for session 3 1. There is a new head teacher at a primary school. In this school there has always been the notion that everyone can only speak Dutch. In the past this was communicated to the teachers, the parents and the children. The school board does not have a clear vision on this matter. In the first week of the new head teacher, he/she reads a letter from a couple of the parents (mainly parents with a migration background). In this letter they mention that they do not agree with this policy and that they want to discuss this with the new head teacher.  You are an advisory board that specializes in intercultural communication and sensitivity. What would you advice this head master (make sure you use relevant literature to support your advice). 2. A tutor just started with a new practical as part of educational sciences. This practical has a lot of active work methods. Earlier in the year this tutor already observed the group he/she will be working with and he/she saw that there was lot of diversity amongst the students. The tutor also noticed there was a difference of amount of input from these students. During the first educational meeting they discuss the different ways of learning, how this differs between countries and cultures and how education can respond to this. The tutor notices that some students say a lot while others don’t say anything.  You are an advisory board that specializes in intercultural communication and sensitivity. What would you advice this tutor to do in this situation/the next sessions (make sure you use relevant literature to support your advice). 3. Within the Rotterdam Council a new group of trainees started and they just received their first assignment. In this assignment they need to develop a project which is about promoting parent involvement in secondary schools. The trainees in this programme are very diverse, there is a trainee that is very religious, a trainee that is very openly gay and one trainee does not speak Dutch, only their mother tongue and English. This group of trainees will first have a couple of training sessions about getting to know each other, working together and also one session that is focused on setting up the first elements of the project plan.  You are an advisory board that specializes in intercultural communication and sensitivity. You were hired to set up these first training sessions. How would you advice the council to set up these sessions (content etc.)? Make sure you use relevant literature to support your advice.

Practical Module Master Programme Educational Sciences

4. During a team meeting of an international research institute, a colleague talks about the movement of making universities more inclusive, especially when looking at physical impairment. She shares that, as a person who herself struggles with physical impairment, she has difficulty with Dutch fellow citizens who avoid talking about this issue in the Netherlands. And she notices that people often say that itâ&#x20AC;&#x2122;s not a problem and that people in the Netherlands are very inclusive. There is one Dutch colleague who remembers a conversation about this topic with the colleague who brought up the issue and the example she used was about your conversation. The team notices the tension. ď&#x2026;¸ You are an advisory board that specializes in intercultural communication and sensitivity. You were hired to be present at team meetings to advice and if necessary guide the behaviour. How would you guide the conversation in this team meeting (content etc.)? Make sure you use relevant literature to support your advice. 5. A school board of several Dutch primary schools made a design for a new policy they want to introduce to all the schools. The idea is that it is important for all schools that they need to focus on the fact that everyone is equal within the organization. Tolerance is the new key word. The idea is not to talk about things that are different (religious, cultural, sexual differences for example) but things that are similar and that everyone agrees on. Things such as the organizational culture. Before finalizing this policy the board sent this idea to you. ď&#x2026;¸ You are an advisory board that specializes in intercultural communication and sensitivity. What would your advice be for this new policy and how would you communicate this back to the school board? Make sure you use relevant literature to support your advice.

Intercultural Sensitivity & Competence

Appendix 11 Observation form role play Instruction: please use this anonymous form to write down what you observed while watching your classmatesâ&#x20AC;&#x2122; role-playing session during this practical. Please state if you encountered the given statements and give feedback on the (non)existence of these statements (what you think about it, if something is missing etc. ). As you give this form to your classmate afterwards, please remember the rules of giving feedback (state your own point of view, give constructive feedback etc.)

Observation form role play

Name observed student:

What role does the student play in the scene?

Element of the role play

Presence

How? / Feedback

(1: not at all - 5: very much) Behaviour

Student gets upset during the interaction

Student listens to other person(s) (which is shown in the response they give) Student is aware of and responds to subtle-meanings (such as non-verbal cues) Student comes across as confident while interacting with the other person(s) Student seems to enjoy the interaction

Student seems to accept that the other person can have different views Student seems to have prejudices towards the other person Student realizes once they hurt the other person and responds to this Students shows that (s)he understands the other person(s) by the use of (non) verbal cues

Reflective questions that arise when watching this role play:

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Appendix 12a Scenes role play English 1st setting – work context (teacher room): 1. Student 1: you are a head teacher/principal and you are on a lunch break in the teacher lounge in your (very culturally mixed) primary school. You are discussing what type of religious holidays you think there should be with two other colleagues who are there. You know the other two colleagues feel that Ramadan and Diwali (Hindu festival of lights) should not be part of these holidays as this would mean that school would not have a holiday during Easter. You are not a religious person so you do not really care, you just don’t really understand why you would change things that are working perfectly fine unless someone can convince you otherwise. After 10 minutes another colleague walks in who you know feels differently about this, this colleague is a conservative Hindu. 2. Student 2: you are a remedial teacher and you are on a lunch break in the teacher lounge in your (very culturally mixed) primary school. You are discussing what type of religious holidays you think there should be with two other colleagues who are there. You think that Ramadan and Diwali (Hindu festival of lights) should not be part of these holidays as this would mean that school would not have a holiday during Easter. You’ve noticed that a lot has changed since you started working for this school 10 years ago, there have already been a lot of elements of Dutch culture that have disappeared and you do not like this at all. You feel you send out the wrong message if you would also change the school policy about religious holidays. After 10 minutes another colleague walks in who you know feels differently about this, this colleague is also a conservative Hindu. 3. Student 3: you are a year 7 primary school teacher and your are on a lunch break in the teacher lounge in your (very culturally mixed) primary school. You are discussing what type of religious holidays you think there should be with two other colleagues who are there. You don’t have a strong opinion about it yourself but you see that most of the children in your class would prefer it if non-Christian holidays would be celebrated as 1/3 of the children is Muslim or Hindu. Also, almost none of the children in your classroom celebrate Christian holidays such as Easter and Ascension day. You feel that what is best for your children, is also best for you. After 10 minutes another colleague walks in who you know feels strongly about this, this colleague is also a conservative Hindu. 4. Actor: you are a year 5 primary school teacher and you just walk into the teachers’ lounge. Your other colleagues that are already there are discussing what type of religious holidays they think there should be. Specifically, one colleague mentions that Ramadan and Diwali (Hindu festival of lights) should not be part of these holidays as this would mean that school would not have a holiday during Easter. You yourself are a conservative Hindu and would really like it if Diwali, amongst other religious holidays, would be a holiday in your school. The goal of this scene is reached when there is a relaxed atmosphere and respect amongst everyone despite the differences of opinions. This means that everyone lets each other finish their sentences and accepts that opinions about this topic do not have to be the same for the different colleagues. Both sides are also open to possible changes in opinions and a decision is made about the policy on what religious holidays should be include in the primary school year.

Intercultural Sensitivity & Competence

2nd setting â&#x20AC;&#x201C; job application in a Christian school board 1. Student 1: you are a school principal of a primary school that is part of a Christian school board. You just performed a job interview round together with your colleague (remedial teacher) for a new teacher who will work at your school. You talked to a couple job applicants and the best person for the job during this application round is gay (this was discussed during the conversation by coincidence). From your school board you know that it is not desirable if the new colleague you hire is gay. Because of this reason you chose another job applicant, with a Curriculum Vitae (CV) that was less impressive/ appropriate than the gay job applicant. You have not told your decision to the different job applicants yet. The gay job applicant found out your decision and that being gay had an impact on your decision through a friend of his who works at your school. Therefore he requested to have a conversation with you about this and you agreed to this. You asked your colleague (the remedial teacher) to be present during this conversation as well. The job applicant just knocked on your door. 2. Student 2: you are a remedial teacher of a primary school that is part of a Christian school board. You just performed a job interview round together with your colleague (the school principal) for a new teacher who will work at your school. From your school board you know that it is not desirable if the new colleague you hire is gay. You talked to a couple job applicants and the school principal thinks another colleague should be chosen for the job than you. You disagree because you feel, based on the Curriculum Vitae (CV) and the conversation, that another job applicant is the better person for the job. The best person for the job during this application round (according to you) is gay (this was discussed during the conversation by accident) and you suspect that this is the reason why the school principal thinks you should choose someone else. You find this a difficult situation because one of your best friends is gay and you know how much she struggles with her sexual preference. The gay job applicant found out the decision and that being gay had an impact on this decision through a friend of his who works at your school. Therefore he requested to have a conversation with the school principal about this and he/she agreed to this. The principal asked you to be present during this conversation as well. The job applicant just knocked on your door. 3. Actor: You are a job applicant for a job as a teacher at a Christian primary school. You have more than 10 years of experience and according to your colleagues you are very suitable for this job vacancy. You had your job interview and according to you this went very well. You found out, through a friend who works at this school, that you will not be hired for this job due to your sexual preference (you are gay). Because you find this ridiculous, you requested to talk to the school principal about this. The principal agreed to this conversation and said the remedial teacher, who was there during the job interview, will also be present. You just knocked on the door of the principal. The goal of this scene is reached when there has been a relaxed and respectful conversation where the opinion of the actor is heard and taken into account to make the final decision.

Practical Module Master Programme Educational Sciences

3rd setting (work context: parent-teacher conversation at school) â&#x20AC;˘

Student 1: you are a primary school teacher in year 8/the 6th grade and you just gave a provisory advice for students who go to secondary school. You now have parent-teacher conversations about this decisions with the parents of the students in your class. The conversation you are in now is with a parent of who their child got an advice on a certain secondary school level (in this case: the lowest level of 3 levels). The children in your class also did a specific test, of which the result of this test can be classified and assigned to one of these 3 levels of secondary education. The student who is the child of the parents you will talk to now got a test result that can be placed between the lowest and the middle level of secondary education. You are now having a parent-teacher conversation with the parent of this student. â&#x20AC;˘ Actor: you are a parent of a student in year 8/the 6th grade and your child just received a provisory advice for the lowest level of secondary school. The test results (of the CITO test) of your child were between the lowest and middle level of secondary school. You are not satisfied with the advice the teacher gave your child. You will now have a conversation with the parent and this conversation will escalate at some point, because you blame the teacher for this (according to you) low advice. According to you, the responsibility for the school success of your child lies with the teacher and not the child/parent. Goal: both parties talk to each other in a respectful manner about the topic of this conversation and the parent or the teacher adapts their choice or opinion. The goal of this scene is reached when the student clearly substantiates the choice they made as a teacher in which the opinion/feelings of the parent are taken into account.

Intercultural Sensitivity & Competence

4th setting – job interview 1. Student 1: you are a job applicant for a position as a developer of education materials such as a teaching method for Mathematics at a secondary school. You are 28 years old and after doing your Master’s in Educational Sciences you gained some experience in working at an organization that develops teaching methods for primary schools. You are very motivated to work at this company as you have wanted to develop specific materials for Mathematics for a long time. You are now in your job interview with a potential new employer and one of his colleagues. 2. Student 2: You are the head of a department that develops educational materials for secondary school year 1 and 2. You are now in a job interview with a job applicant who applied for a job as a developer of educational materials for a secondary school in teaching methods for Mathematics. You will work with this person a lot. The director of this company is leading the conversation and asked you to join as you will work with this person a lot when she is hired. 3. Actor: you are the director of an organization that develops educational materials for primary and secondary schools. You are now in a job interview with a job applicant who applied for a job as a developer of educational materials for a secondary school in teaching methods for Mathematics. You asked her for a job interview because you know it is ‘according to the rules’ to invite women as well as men. However, you are convinced that Mathematics as a science subject, is something for men. Considering the job applicant is a woman, you indirectly let her know that due to her sex you think she is less suitable for the job. The goal of this scene is reached when the students show, in a professional way, that the remarks of the actor are not appropriate, both from the side of the job applicant as the employee.

Practical Module Master Programme Educational Sciences

Appendix 12b Scenes role play Dutch 1e setting – vergadering en te laat komen Student 1: jouw nieuwe collega uit Rotterdam heeft de gewoonte om vaak te laat te komen voor afspraken en vergaderingen. Dit gedrag trekt de aandacht van andere collega’s en dit wordt een steeds duidelijker probleem. Je bent op dit moment in een vergadering om 9.00 met een andere collega om nieuwe strategieën te bespreken om gelijkheid in het onderwijs te promoten bij beleidsmakers. Jouw nieuwe collega komt 15 minuten later dan de afgesproken tijd de vergadering binnen gelopen en doet net alsof er niets aan de hand is. Jij vindt op tijd komen erg belangrijk. Je hebt het gevoel dat je je collega moet aanspreken op het te laat komen, omdat jij niet met iemand samen kan werken die te laat komt. Student 2: jouw nieuwe collega uit Rotterdam heeft de gewoonte om vaak te laat te komen voor afspraken en vergaderingen. Dit gedrag trekt de aandacht van andere collega’s en dit wordt een steeds duidelijker probleem. Jij weet echter wat de reden is dat de collega steeds te laat is, hij heeft dit onder vier ogen met jou gedeeld en heeft gevraagd om deze informatie niet met andere collega’s te delen. De reden is dat de kinderen van zijn zus soms onverwachts bij hem slapen en hij ze vervolgens naar school moet brengen. Hun school ligt niet op de route naar werk en daarom is hij te laat bij vroege vergaderingen. Je bent op dit moment in een vergadering om 9.00 met een andere collega om nieuwe strategieën te bespreken om gelijkheid in het onderwijs te promoten bij beleidsmakers. Jouw nieuwe collega komt 15 minuten later dan de afgesproken tijd de vergadering binnen gelopen en doet net alsof er niets aan de hand is. Acteur: je bent al geregeld te laat gekomen bij vergaderingen omdat de kinderen van je zus soms onverwachts bij jou slapen en jij ze vervolgens naar school moet brengen. Hun school ligt niet op de route naar werk en daarom ben je te laat bij vroege vergaderingen. Omdat je vindt dat dit privé omstandigheden zijn die niets te maken hebben met de organisatie, wil je deze informatie niet delen met jouw collega’s. Je hebt het alleen gedeeld met een andere collega. Deze ochtend ben je 15 minuten te laat voor de vergadering die om 9.00 is gestart. Je wilt geen aandacht trekken en daarom ga je gewoon zitten en zeg je niets over het te laat binnen komen. Doel: op professionele manier om leren gaan met collega’s met verschillende (culturele) achtergronden door a) bewust te zijn van verschillende situaties en beweegredenen (die misschien verschillen van eigen cultuur)en b) door niet enkel op basis van getoond gedrag een conclusie te trekken. Wanneer geslaagd student 1: als de student geïnteresseerd is in de ander, open vragen stelt, er wel/niet achter komt dat er meer speelt bij de acteur en ermee om kan gaan dat de student wel/niet te weten komt wat er achter het gedrag van de acteur ligt. En dus een sensitieve oplossing zoekt voor het probleem. Wanneer geslaagd student 2: als deze sensitief omgaat met de persoonlijke informatie die met hem/ haar is gedeeld door de acteur.

Intercultural Sensitivity & Competence

2e setting â&#x20AC;&#x201C; Zwarte Piet discussie in de lerarenkamer Student 1: je bent het schoolhoofd van een cultureel gemixte basisschool en je bent aan het lunchen in de lerarenkamer. Samen met de IB-er en een leerkracht van groep 3 bespreek je wat je vindt van de Sinterklaas en zwarte piet discussie. Vorig jaar heeft de school nog zwarte pieten uitgenodigd op het schoolplein. Het maakt je niet zoveel uit of zwarte piet wordt afgeschaft (en er eventueel pieten met roetvegen / pieten met regenboogkleuren o.i.d. komen) of niet. Je weet alleen dat het nog wel wat organisatorische veranderingen met zich mee brengt om de zwarte piet af te schaffen dus je wilt wel overtuigd worden voordat je deze veranderingen door voert. Na 10 minuten komt er een collega binnen lopen waarvan je weet dat diegene voorstander is van het afschaffen van zwarte piet. Jullie moeten hier een besluit over nemen aangezien het al begin november is. Student 2: Je bent een Intern Begeleider op een cultureel gemixte basisschool en je bent aan het lunchen in de lerarenkamer. Samen met een leerkracht van groep 3 en het schoolhoofd bespreek je wat je vindt van de Sinterklaas en zwarte piet discussie. Vorig jaar heeft de school nog zwarte pieten uitgenodigd op het schoolplein. Jij vindt dat zwarte piet gewoon moet blijven. Voor jou is er al veel veranderd de afgelopen jaren vergeleken met 10 jaar geleden en er zijn al veel elementen van de Nederlandse cultuur verdwenen. Dit vind je maar niks. Je vindt dat je het verkeerde beeld uitstraalt als de school het beleid hierover verandert. Na 10 minuten komt er een collega binnen lopen waarvan je weet dat diegene voorstander is van het afschaffen van zwarte piet. Jullie moeten hier een besluit over nemen aangezien het al begin november is. Student 3: Je bent een leerkracht van groep 3 op een cultureel gemixte basisschool en je bent aan het lunchen in de lerarenkamer. Samen met de IB-er en het schoolhoofd bespreek je wat je vindt van de Sinterklaas en zwarte piet discussie. Vorig jaar heeft de school nog zwarte pieten uitgenodigd op het schoolplein. Zelf heb je er geen sterke mening over maar je merkt wel dat een aantal kinderen, en vooral de ouders van deze kinderen, zich niet zo prettig voelen bij de zwarte pieten op school. Jij gelooft dat wat het beste is voor de kinderen ook het beste is voor jou. Na 10 minuten komt er een collega binnen lopen waarvan je weet dat diegene voorstander is van het afschaffen van zwarte piet. Jullie moeten hier een besluit over nemen aangezien het al begin november is. Acteur: Je bent een leerkracht van groep 5 op een cultureel gemixte basisschool en je wilt gaan lunchen in de lerarenkamer. Als je binnen loopt merk je dat je andere collegaâ&#x20AC;&#x2122;s het hebben over het mogelijk afschaffen van zwarte piet op jullie school. Jij bent voor het afschaffen van zwarte piet, mede omdat jij je hier zelf niet prettig bij voelt en je ook het idee hebt dat een deel van de samenleving hier onnodig mee wordt gekwetst. Jullie moeten hier een besluit over nemen aangezien het al begin november is. Wanneer geslaagd: Er is rust en onderling respect ondanks de eventuele meningsverschillen. Dat betekent dat iedereen elkaar laat uitpraten en accepteert dat de meningen over dit onderwerp niet hetzelfde hoeven te zijn. Ook staan beide kanten open voor een eventuele meningsverandering en wordt er een besluit genomen over het beleid rondom zwarte piet op school.

Practical Module Master Programme Educational Sciences

3e setting â&#x20AC;&#x201C; sollicitatieprocedure in christelijk schoolbestuur Student 1: Je bent directeur van een basisschool die valt onder een Christelijk schoolbestuur. Je hebt net een sollicitatieronde gehad voor een nieuwe leerkracht die je samen met de IB-er bij jou op school hebt uitgevoerd. De beste sollicitant tijdens de sollicitatierondes is homoseksueel (dit kwam tijdens het gesprek toevallig naar voren). Vanuit het schoolbestuur weet je dat het niet gewenst is als de nieuwe collega homoseksueel is. Om die reden heb je voor een andere sollicitant gekozen, met een iets minder geschikt CV. Je hebt de uitslag echter nog niet naar de sollicitanten gecommuniceerd. De homoseksuele sollicitant is er via een van zijn vrienden, die op jouw school werkt, achter gekomen dat hij niet zal worden aangenomen en ook dat dit op basis is van zijn seksuele geaardheid. Hij heeft hierom een gesprek met jou aangevraagd en jij hebt hierin toegestemd. Je hebt wederom jouw IB-er gevraagd om aan het gesprek deel te nemen. De sollicitant klopt nu net op jouw deur. Student 2: Jij bent een IB-er op een basisschool die valt onder een Christelijk schoolbestuur. Je hebt net een sollicitatieronde gehad voor een nieuwe leerkracht. Vanuit het schoolbestuur weet je dat het niet gewenst is als de nieuwe collega homoseksueel is. Je hebt meerdere sollicitanten samen met de directeur besproken en jouw directeur is ervan overtuigd dat er gekozen moet worden voor een sollicitant, terwijl jij eigenlijk vindt dat een andere sollicitant meer geschikt is op basis van CV. Van de sollicitant die jouw voorkeur heeft weet je dat hij homoseksueel is (dit kwam in het gesprek naar voren) en je hebt het vermoeden dat dit de reden is dat jouw directeur hem niet aan wilt nemen. Jij vindt dit erg lastig omdat een van jouw beste vriendinnen lesbisch is en je weet hoe moeilijk zij het soms heeft met haar geaardheid. De homoseksuele sollicitant is er via een van zijn vrienden, die op jouw school werkt, achter gekomen dat hij niet zal worden aangenomen en ook dat dit op basis is van zijn seksuele geaardheid. Hij heeft hierom een gesprek met de directeur aangevraagd en de directeur heeft jou er wederom bij geroepen om deel te nemen aan dit gesprek. Je zit al bij de directeur op kantoor als de sollicitant aanklopt. Acteur: Jij bent een sollicitant voor een functie als leerkracht bij een Christelijke basisschool. Je hebt al meer dan 10 jaar ervaring en volgens collegaâ&#x20AC;&#x2122;s in het vak ben je uiterst geschikt voor deze functie. Je hebt je sollicitatiegesprek al gehad en volgens jou ging dit erg goed. Je bent er echter achter gekomen via een vriend van jou die op de desbetreffende school werkt, dat je niet zal worden aangenomen vanwege jouw seksuele geaardheid. Omdat je dit bespottelijk vindt, heb je een gesprek aangevraagd met de directeur. De directeur heeft toegestemd en heeft aangegeven dat de IB-er, die ook bij jouw sollicitatiegesprek aanwezig was, deel zal nemen aan het gesprek. Je klopt nu op de deur van de directeur voor het gesprek. Wanneer geslaagd: Er is een rustig en respectvol gesprek gevoerd waarbij de mening van de acteur (sollicitant) is gehoord en is meegenomen in de keuze.

Intercultural Sensitivity & Competence

4e setting â&#x20AC;&#x201C; oudergesprek Student 1: Je bent docent in groep 8 en hebt net de voorlopige adviezen gegeven voor de middelbare school. Je hebt hier nu oudergesprekken over met de ouders van de leerlingen in jouw klas. Het gesprek waar je nu in zit is met een ouder waarvan de leerling een VMBO advies heeft gekregen. Deze leerling heeft een citoscore die tussen VMBO en HAVO ligt. Acteur: Je bent de ouder van een leerling in groep 8 die net een VMBO advies heeft gekregen voor de middelbare school. De citoscore van je kind lag tussen de VMBO en de HAVO en je bent als ouder niet tevreden met het VMBO advies dat is gegeven. Je heb nu een gesprek met de docent van jouw kind en het gesprek escaleert, omdat jij als ouder de docent de schuld geeft van dit (volgens jou lage) advies. Volgens jou ligt de verantwoordelijkheid voor het slagen van een leerling bij de docent en niet bij de leerling/de ouder. Doel gesprek: Er wordt op een respectvolle manier met elkaar gesproken over de kwestie en ouder en/ of docent passen eventueel de keuze of de mening aan. Het gesprek is geslaagd als de student een goed onderbouwde keuze heeft gemaakt waarin de mening/ het gevoel van de ouder ook is meegenomen.

Practical Module Master Programme Educational Sciences

5e setting – sollicitatiegesprek Student 1: Je bent een sollicitant voor een functie als ontwikkelaar van onderwijsmateriaal zoals lesmethodes in wiskunde voor de middelbare school. Je bent 28 jaar oud en hebt na je studie onderwijswetenschappen al wat ervaring opgedaan in het werken bij een ontwikkelaar van lesmethodes voor de basisschool. Je bent ontzettend gemotiveerd om bij dit bedrijf te werken aangezien je al langere tijd specifiek materiaal voor wiskunde wilt ontwikkelen. Je bent nu in gesprek met jouw potentieel nieuwe werkgever en een van zijn collega’s. Student 2: Je bent het hoofd van de afdeling ontwikkeling onderwijsmateriaal voor VMBO jaar 1 en 2. Je zit momenteel in een sollicitatiegesprek met een sollicitant die solliciteert voor een functie als ontwikkelaar van onderwijsmateriaal op de middelbare school van lesmethodes voor wiskunde. Je zal veel met haar te maken gaan krijgen. De directeur van het bedrijf voert het gesprek en heeft jou gevraagd om erbij te zitten omdat jij veel te maken zal krijgen met de persoon die deze nieuwe functie in zal nemen. Acteur: Je bent de directeur van een organisatie die onderwijsmateriaal ontwikkelt voor basis- en middelbaar onderwijs. Je zit momenteel in een sollicitatiegesprek met een potentiele nieuwe vrouwelijke werknemer die vooral zal werken als ontwikkelaar van onderwijsmateriaal op de middelbare school van lesmethodes voor wiskunde. Je hebt haar overigens wel uitgenodigd voor het gesprek omdat je weet dat je ‘volgens het boekje’ zowel mannen als vrouwen moet uitnodigen voor de sollicitatie. Je bent er echter van overtuigd dat wiskunde als exact vak meer iets is voor mannen, en aangezien jouw huidige sollicitant een vrouw is, laat je merken dat je vanwege haar geslacht niet denkt dat zij geschikt is voor de functie. Wanneer geslaagd: Als studenten op gepaste maar professionele wijze laten merken dat de opmerkingen van de acteur niet geschikt zijn, zowel vanuit de positie van sollicitant als werknemer.

Intercultural Sensitivity & Competence

Dr. Marieke Meeuwisse is assistant professor in Educational Sciences at Erasmus University Rotterdam. Her main research theme is (ethnic) diversity in higher education, with a special interest in the learning environment, student-teacher interaction and sense of belonging. She has extensive experience in course design and development and in teaching at the (under) graduate level. Marieke is the project leader of the EU funded Erasmus+ Strategic Partnership on diversity and inclusion in higher education (#Ibelong, https://ibelong.eu/). She is a research fellow of the Community for Learning and Innovation (CLI) with a project on the academic trajectories of diverse students at Erasmus University Rotterdam. Marieke was awarded with a Comenius fellowship to develop the practical module Intercultural Sensitivity & Competence. As a Comenius fellow, she is a member of the Comenius Network which is a network of acknowledged innovators in higher education, where knowledge, experience and inspiration for educational innovation in higher education are broadly shared and disseminated to society.

Dr. Lonneke de Meijer is assistant professor in Educational Sciences at Erasmus University Rotterdam. Her research is in the field of diversity issues in education, especially regarding working and professionalizing in culturally diverse teaching settings. Lonneke’s Ph.D. research was on diversity issues in personnel selection, looking at applicant, selection measure, and assessor effects on score differences of various selection measures between native Dutch applicants and applicants with a migration background in the Netherlands. Lonneke is a fellow of the Center for Learning & Innovation (CLI). CLI is a knowledge network that supports innovations in higher education at Erasmus University. She has - together with Marieke Meeuwisse, Rick Wolff, and Aike Broens – developed the practical Intercultural Sensitivity & Competence and conducted research into the impact of the practical.

Aike Senna Dias-Broens is a junior researcher and teacher in Pedagogical and Educational Sciences at the Erasmus University Rotterdam. Her main interest and research theme is diversity and (in)equality in urban education. She currently works as a trainer with first-year Bachelor students of Pedagogical Sciences. Recently she started a research project, together with Lonneke de Meijer, focused on studying and possibly enhancing the experience of students who follow a non-traditional educational track within the Bachelor and Master programmes of Pedagogical and Educational Sciences. Together with Marieke Meeuwisse, Lonneke de Meijer and Rick Wolff she developed and executed the practical Intercultural Sensitivity & Competence, which is the subject of this trainer manual.

Dr. Rick Wolff is senior researcher at Risbo/EUR. His research is mainly focused on inclusive education and academic success of students from now-Western background. Rick is co-designer of and trainer for the training ‘Teaching in the Inclusive Classroom’, and the pre-bachelor module ‘Study Skills for Refugee Students’. He participates in the Erasmus+ project #iBelong, a collaboration between universities from England (Edge Hill University), Portugal (Porto University) and Germany (Osnabrueck University). Furthermore, Rick is member of the Working Group Data and Diversity (an inter-university collaboration between VU Amsterdam, Leiden University, Utrecht University, UvA and TU Delft) and member of the Exam Committee of the Graduate School Applied Social Sciences and Law of the Amsterdam University of Applied Sciences.

Erasmus University Rotterdam (EUR) Erasmus School of Social and Behavioural Sciences Burgemeester Oudlaan 50 3062 PA Rotterdam, The Netherlands www.eur.nl/essb