problem intelektual

1. PROBLEMS IN INTERCULTURAL COMMUNICATION
July11, 2011
COURSE DESCRIPTION AND OBJECTIVES
Thiscourse providesthe basisforunderstandingpotential problemsof intercultural communicationthat
arise ininteractionsbetweenpeoplefromdifferentcultures. AsSamovarnotes,complexnature of
humanbehaviorproducesmanycommunicationproblems-perhapsmore thanthe problemsaddressed
inthiscourse.It is forthisreasonthat we will explorehow diverse cultural orientationsinfluence the
waywe perceive and interactwithanincreasinglyculturallydiverseworld.The overall purposeof this
classis to understandcausesof interculturalconflictsindifferentcommunicationsettings
(interpersonal,small group,school,workplace andglobal)andhow tomanage themeffectively.
Specificobjectivesare:
1. To learnhowculture,yourownand otherpeoples’,shapesthe understandingof intercultural
conflictanalysis.
2. To explore cultural awarenessof ‘self’,‘other’culturesandthe challengesencounteredin
interaction betweenpeopleof diverseculture.
3. To analyze casesof intercultural conflictsindiversesituationsnamely;interpersonal,small
group,schools,workplace andglobal contexts,andacquire knowledgeandskillsthatincrease
intercultural conflictcompetence.
4. To gain a critical perspectiveonlocal andglobal issuesbyusingservice learningpedagogyto
addressproblemsensuingfromincreasingcultural diversityinSt.Cloud.
APPROACH TO TEACHING AND LEARNING ABOUT CULTURAL DIVERSITY
You will have anopportunitytogainknowledge,skillsandpositiveattitudesthatincrease your
intercultural communicationcompetence.Ihave adoptedpedagogical approachesthatinclude lectures,
simulation,reflectionexercises,role plays,small groupsdiscussions,andservice-learningthatallowus
to acquire an attitude of valuingdiversity.
COURSE TEXT & READINGS
Ting-Toomey,S.&Oetzel,J.(2001). ManagingIntercultural ConflictEffectively. ThousandOak,CA:Sage
Publication
Additional readingsare available one-reserveasindicatedonthe classschedule.
Service-learningpedagogymaterialwillbe postedonD2L fromtime to time.Youwill be notifiedvia
email.
CONCEPTUALOUTLINE OF THE COURSE

2. The course isdevelopedtoaddressthe followingareasof interestinunderstandingintercultural
communicationproblemsandhowtodevelopinterculturalcommunicationcompetence andeffectively
manage intercultural conflicts.
1. Problemsof Intercultural Communication
You will learnaboutfactorsthat explainproblemsof intercultural communicationandwaystoimprove
intercultural interactions.Additionally,keytermsinthe course willbe defined.We will alsoconsider
pedagogical approachesrelevanttohelpingstudentstoacquire knowledge,skillsandattitudesneeded
to become a competentintercultural communicator.
2. TheorizingInterculturalConflict
You will learnthe theoriesandconceptsbasictothe understandingof intercultural conflictsthatarise
whenpeople fromdiverse culturesinteract.
3. Service-LearningPedagogy
The course usesservice learningpedagogytoallow youanopportunitytogaina critical perspective on
local and global issuesandinparticular,toaddressproblemsensuingfromincreasingcultural diversity
inSt. Cloud.
4. Intercultural ConflictsinDiverse contexts
Interpersonal relationships-Youwill learntounderstandelementsthataffecteffectiveinterpersonal
communicationbetweenpeople fromdifferentcultures.
School setting–Youwill learnaboutchallengesof cultural diversityasyouengage inexperiential
learningwithlocal Highschool studentsfromdiverse cultural backgrounds
Diverse workgroups’setting–Youwill learnabouthow toworkeffectivelyinagroupswithpeople from
diverse cultures
Workplace setting–Youwill learnaboutmanagingeffective managers-employeesrelationsinadiverse
workplace
5. BecomingCompetentinmanaginginterculturalconflicts
You will have anopportunitytocriticallyreflectonlessonslearnedaboutproblemsinintercultural
communicationandimportance of service learningasa pedagogical approachthatgeneratesnew
knowledge anddevelopsskillsthathelpyoutoeffectivelycommunicate indiversecommunication
settings.
ASSIGNMENTS
Complete guidelinesforeachassignmentare containedinthe assignments package

3. Summary of Assignmentand Proportion of Final Grade.
Final Group Presentation– 100 pts
You and yourgroup memberswill doapresentationonanassignedtopictothe class.
Research Paper – 100 pts
You will doresearchonan intercultural conflict youare involvedinoraware of.The analysisof this
conflictwill be basedonthe culture-basedsituational modeldevelopedbyTing-Toomey.
Journal Entries– 60 pts
You will write aone page reflectionaftereachS-Lsession.SeeFieldnotesform posted onD2L.
Service-LearningSessionsactivities –60 pts
You and yourgroup will participate inpreparationof activitiesforeachS-Lsession.
Tests – 100 pts
Two shortessayand definitionof termsexamsovertwochapters-50ptseach
Participation – 30 pts
Attendance &participationinclassactivities
Attendance – 30 pts
Attendance toSL sessions(5ptseachsession)
Guestspeaker– 20 pts
You will write aone page reactionpaperto guestspeakers’lectures
Total – 500 points
GRADING SCALE
Letter Grade-Percentages-LetterGrade-Percentages
A 100-95%
A- 94-90%
B+ 89-87%
B 86-84%
B- 83-80%

4. C+ 79-77%
C 76-73%
C- 72-70%
D+ 69-67%
D 66-63%
D- 62-60%
F 59-0 %
Course Policies,Proceduresand Courtesies(excerpted)
ATTENDANCE
Classand service-learningsessionsisconsideredmandatory.Itisfive percentof yourfinal grade.
Because thisisan interactive class,regularandpromptattendance isnecessary.If youmustmissa
class/service learningsession,make sure thatyouhave documentationtoverifyyourabsence (personal
family,medical emergenciesonly).Incase thisemergencyrequirestwoormore absences,we will
discussthe possibilityof agrade of I (Incomplete)orW (Withdraw). Consultwithyourpeersformaterial
coveredinclass.Afteryouhave done so,feel free toaskme questionsaboutthe material covered
duringyourabsence.Also,if youare involvedinagroupprojectand encounterdire emergency,which
preventsyourbeingpresentfora presentation,itisyourresponsibilitytocontactone of your group
memberspriortoclass time.Donot botherto tell me aboutyourabsence (aftermissingclass).
However,youcanbe courteousandletme know in the firsttwoweeksof classof importantthingsthat
youthinkI shouldknowe.g.medical relatedissuessothatyourabsence doesnotjeopardize yourfinal
grade.I want all of you to succeedinthisclassand to doso we have to act withrespectforeachother.
Excessive tardinessorabsenceswilljeopardize yourfinal grade,regardlessof workcompleted.Missing
SL sessionsmeans5pointsoff the SL attendance pointsanda ZERO for journal.Onlyone excused
absence forclassattendance allowed.
WRITTEN, SERVICE-LEARNING (SL) ACTIVITIES AND GROUP PROJECT ASSIGNMENTS.
Studentswill use non-racistandnon-sexistlanguage inclassandinwrittenwork.All writtenworkwill
meetthe standardsof academicand professionalquality(nospelling,grammarorpunctuationerrors;
please proof readyourpaperspriorto turningthemin).All of these factorsalongwiththe overall quality
of the work(clarityof thinking,organizationof text,etc.) will be consideredinassigningagrade.
Unlessotherwise stated,all writtenassignmentsare tobe typed,double-spaced,andfree of spelling
and grammatical errors.In-classwritingassignmentsmustbe legiblyhand-written.All assignmentsand
presentationsare due onthe scheduleddatesATCLASSTIME. Late assignments,forwhateverreasons
(including computerequipmentfailure) will be penalizedone (1) full grade foreachdaylate.(e.g.Bto C)
Since youknowthe due dateswell aheadof time,there isnotgoodexcuse exceptforemergencies.

5. Group projectspresentationsandSLactivitieswill be presentedonthe daysassigned.The guidelinesfor
attendance stipulate penaltiesformissedassignments/unexcusedabsences.Youhave tobe available
for all groupprojectspresentations.If yourpeersare goingtobe there tolistentoyouits onlyfairthat
yoube there tohear themtoo.Likewise,absence duringgrouppresentationswill affectyourgroup
grade 5pointsoff the pointsawardedtoyourgroup.For example 90 pointswill dropto85.
GOLDEN RULE
Neverfail toraise a questiononanyissue regardingthe course thatisnot clearin yourmind.I am here
to workwithyou andensure thatwe all experience averyenrichinglearningprocess.Iwishyouall well
and lookforwardto a productive semester.
CLASS WEEKLY SCHEDULE (SUBJECT TO CHANGES)
Period/Topic/Reading
Week1 – Introduction tothe course&define keyterms,Reasonsforstudyingintercultural conflict,
Service-learningpedagogyinpromotingintercultural/interracial relations/Ch.1(1-15), Ch. 1 (15-26),
Handout/D2L
Week2 – The Culture-basedsituational model,Theoretical approachestomanagingconflicts,Group
meetings/PrepforSL#1 session.Readarticlesassignedfornextweek/Ch.2/Handout/ D2L
Week3 – S-L /CivicEngagementLiterature/Loeb:Soul of aCitizen: Introduction:‘If Iam notfor myself,
whowill be forme?And I am onlyformyself,whatamI. Pipher:Cultural Collisionsonthe Great
Plains. Mutua-Kombo:Usingservice-learningpedagogytopromote interracial relation.
Week4 – Service-Learning1stSession:Bethe ChangeYouWishto See In the World@ ApolloHigh
School
Week5 – Intercultural conflictininterpersonalrelationships,Guestspeakers, Test# 1 on chapters 1, 2
& service learning,Groupmeetings/Prepfor2ndSL session/ Ch.3
Week6 – Service-Learning2ndSession: “ManyVoicesOneWorld” @ApolloHigh/Session#1 Journal
due
Week7 – Intercultural conflictindiverseworkgroups,Video:Supervisingdifferences,Groupmeetings/
Prepfor 3rd SL session,Test#2Take Home (chap.3&4)/Ch.4
Week8 – Service-Learning3rdsession “UnderstandingandRespecting Cultural
Differences” @ SCSU/Session#2Journal due
Week9 – SPRING BREAK
Week10 – Service-Learning4thSession: Intercultural CommunicationSkills& PrinciplesofNonviolence
Communication” @SaukRapids-Rice High/Handout/D2L

6. Week11 – International conflicts/Post-conflictpeace communication,Non-Westernconflict
managementapproaches,Challengesof doingresearchinpost-conflictsettings,Discussionsandgroup
meetingstoprepare for5th session/Mutua-Kombo,E.(2008). RwandanWomen’swords,actionsand
meaning:aresearcher’sreflection.
Week12 – Service-Learning5thsession: “BridgingDifferences& ManagingIntercultural Conflicts
Effectively” @ Tech High/Session#4 Journal due
Week13 – Discussionsandgroupmeetings-prepfor6th
session
Week14 – Service-Learning6thsession:“Becoming an Ally”@ SCSU/Session#5Journal
due/Handout/D2L
Week15 – Intercultural ConflictCompetence,Reflectionsonlessonslearnedaboutintercultural
conflicts;causes,effectsandmanagementacrosscultures,SLsurveys &Course Evaluations, Research
paper due/Ch.6
Week16 – Group Presentations,Group#1:A Campusof Difference,Group#2:A Communityof
Difference, Final Journal Entry 6: Assessyou own learningdue
Week17 – Group Presentations,Group#3:A Workplace of Difference,Group#4:A Global Communityof
Difference
CMST 339 COMMUNICATING COMMONGROUND
SERVICE-LEARNING SESSIONS’AGENDA SPRING 2011
Preamble
The theme forCCG 2011 is “Be the changeyou wishto see in the world”–Mahatma Gandhi.All six
service-learning(SL) sessionswillemphasizeonskillsthatsupportthe developmentof thischallenging
civicobligation“Bethechange…”among participatingstudents.CMST339 studentswill use the SL
sessionstogaina greaterunderstandingof the theoryandpraxisof intercultural conflictmanagement.
We will applyCMST339 course contentinwaysthat it informsthe understandingof Gandhi’s
philosophyindevelopingknowledge andskillstobuildstrongintercultural andinterracialrelationships
inour schoolsand communities.We seektobuildcapacitywithinhighschoolstudentstobecome
change agentsintheirschools.Byusingcommunitybasedstrategiestointercultural andinterracial
understanding,relationshipswill be build,conflictsmanagedandpositiveattitudesaboutpeace,andco-
existence fostered. Specifically,the SLsessionsaimtodothe following:
 Developcivicandleadershipskillstoempowerstudentstobridge differencesandimagine a
sharedvisionof ourcommunity.

7.  Educate studentsaboutwaysto individuallyandcollectivelytake leadership/responsibilityin
transformingtheirschools,communities,nationandthe worldintospacesof compassion,
peace,andco-existence.
 Promote dialogue asameansto chart new waysfor peaceful co-existenceandintercultural
learning.
SESSION# 1 BE THE CHANGEYOUWISH TO SEE IN THE WORLD @ APOLLO
Studentswill engageinactivitiesintendedtodevelopcritical self awarenessof theirrole inmakinga
difference intheirschools,communitiesandthe world.Studentswill reflectonwhatit takesto be the
change one wishestosee inthe world.For example,whatdoyoudo to whenpeople are meantothose
whoare differentbasedontheirrace,culture,religion,sexual identity,disability?Doyoudosomething
or choose to sitback and do nothing? These questionsamongotherswill be answeredduringthisfirst
sessionandsetthe tone for whatwe will be doingforthe restof the semester.
Gettingstarted
 Introductions(developafunactivitytobreakthe ice)
 Expectations (whatdoyouall wantfor yourgroup to succeed)
 Ground rules(ensure everyone participatesinsettingthe groundrules)
Session’sActivity
The goal of thissessionistoensure that the studentsunderstandthe meaningbehindthe
philosophy “Be the change you wishto see in the world”
Perhapsyoumay wantto start off by askingthe studentswhytheyjoinedCCG? Afterlisteningtotheir
responses,transitiontodiscussthe questionsbelow-Feelfree todevelopmore questionsasneeded.
 What Mahatma Gandhi’s philosophymeantoyou?
 Is itnecessarytobe the change you wishtosee inthe world?Why?
 What are the benefitsof embracingthisphilosophy?
 What challengescome yourwayof fullyembracingthisphilosophy?
 What are some of the ways to overcome the challengesencountered?
Self-Reflectionactivity
It isimportantthat we recognize thatthe call to “Be the change…….”isone thattouchesonthe verycore
of ourconsciousness.Inthisregard,we have toreflectonthe innerself- whowe are –andhow we
perceive others. Howthendoourperceptionsof self andothersimpacthow we act to promote
understandingacrossdifferences?

8. Ensure that the highschool studentsunderstandthatembracingGandhi’sphilosophymeansacting
differentlyforthe commongood.Youare nolongerdoingthingsfor“me”but for “us”.
For example,youcanstartthe discussiononperceptionbyaskingthe studentsthisquestion:howoften
do youact inwaysthat bringdignityandintegritytoyourself,friends,andyourcultural/racial groups?
Task
Prepare a lessonplanthatincludesthe following:
 Name/title anda brief descriptionof a“get to know you”activity
 Highlightsof whatyouwill teachaboutperceptionsincludingsome questionsthatgetthe
studentstoreflectdeeplyonthe ideaof self perceptionand perceptionof others.Thisshould
include some questionsthatwill getH.Sstudentstoreflectdeeplyonperceptions.
 Developanassignmentthatyouwill assignH.Sstudentsatthe endof the session.This
assignmentshouldrequire studentstodosomethingthatrespondstoGandhi’sphilosophy.Due
date is nextsessionon2/16.
Take HomeTips
 The needto act in waysthat bringdignityandrespecttothemselves,theirfriendsandfamily,
and the cultural and racial groupstheybelongto.
 Positive perceptionof self andothersprojectsthe dignityinyourinnerself.Positive perception
of self andotherspromoteshealthyrelationshipsandpromotesunderstandingacrossour
differences.
End of the session
Askhighstudentstowrite a statementof theircommitmenttobeingthe change theywishtosee inthe
world.Collecttheirresponsesandputtheminthe binder. Encourage themtocome back and alsothank
themfor theirparticipation.
SESSION # 2 MANY VOICESONE WORLD @ APOLLO
Thissessionaimstoequipstudentswithcommunicationskillsthatpromote dialogue asameansto
addresspersonal challengestodealingwithcultural misunderstandingandracial prejudice.Highschool
studentswill have the opportunitytoexpresstheirexperiences.Inturn,these experienceswill be used
to craft a newnarrative that drawsfromexperiencesof renownedpeacemakerswhose wordsand
actionsoffergreatinsightstowaysthat we can buildstrongcommunitiesinourschools,neighborhoods,
nationand the world.The goal isto helphighschool studentstodevelopcommunicationstrategiesthat
transcendour differencesinfavorof peacefulco-existence.
Session’sActivity

9. H.S. studentswill identifythe challengesof dealingwithculturalmisunderstandingandracial prejudice.
The purpose of sharingthese experiencesistocollectivelyseeksolutionstopromote intercultural
understandingandracial harmonyamongthe students.Itisimportantthatyou manage thissession
withoutmostsensitivityandat the same time stayfocusedonthe task for the day.It is difficulttotalk
aboutracial prejudice andsowe shouldall be respectful toothers’experiences.
Suggestionstoholdingameaningful dialogue
 Tell studentsthatyoube holdingadialogue abouttheirexperiences.Make itclearto themthat
dialogue isabout“talkingandlisteningtoeachotherwitha purpose”…itisnota debate or
pointingfiguresatanyone butworkingtogethertocollectivelyseeksolutionstoimprove the
circumstancesdetrimental topeacefulco-existence.
 Make itclear to the studentsthatexpressingtheirchallengesclearly,accurately,andhonestlyis
whatwill allowall of youto collectivelyfindsolutionstowhatwe can be done to improve the
situation.
 Take turns to talkand be mindful of time.Don’ttake all the time otherswanttospeakas well.
Planwell soas to spendequal time onchallengesandsolutions.
Afteridentifyingthe challenges,askthe studentstoconsiderwhatthe followingvoices”teachabout
howto overcome the challengesidentified.Youmaywantto beginthe conversationbyaskingstudents
to say somethingaboutthe peoplewhose quotesare listedbelow.Mostlikely,the studentswillnotbe
familiarwiththese peace-markers.So,itisyourresponsibilitytomake sure thatyouknow whotheyare,
the challengestheyhave encounteredandstill usedkindwordsandgoodcommunicationtopromote
understanding.Twothingshighlyrecommend:i) make sure yougettodiscussat least2-3 of the
unfamiliarpeace makers.Thiswill givethe studentsachange toconnectwithstrugglesinotherpartsof
the world;ii) picturesof the peace makerstoshow the students.
QUOTES
It’sthe little thingscitizens do. That’swhatwill makethe difference.My little thing is planting
trees. Wangari Mathaai
Asknotwhatyourcountry can do foryou – askwhatyou can do foryourcountry. InauguralAddress
by John F. Kennedy– January 20th 1961
The time is alwaysrightto do whatis right. Martin Luther King,Jr.
I refuseto acceptthe view thatmankind is so tragically bound to thestarless midnightof racism and war
thatthe brightdaybreakof peaceand brotherhood can neverbecomea reality…. I believe thatunarmed
truthand unconditionallovewill havethefinal word. Martin Luther King,Jr.
And aswe let ourown light shine,we unconsciously giveotherpeoplepermission to do the same. Nelson
Mandela

10. We will surely get to our destination if we join hands.” –Aung San Suu Kyi
It is not ourdifferencesthatdivide us.It is our inability to recognize,accept,and celebrate those
differences- Audre Lorde
You can imprison a man,butnotan idea.You can exile a man,butnot an idea. You can kill a man,but
notan idea- Benazir Bhutto
Task
Your lessonplanmustinclude the following:
1. An outline of howyouwill meetthe goalsof thissession
2. Lessonslearnedfromthe quotestoshare withthe highschool students.These lessonswillbe
basedon yourgroup’sinterpretation/understandingof the quotes.
3. Developatleastthree Take Home Tipsabouthow to effectivelycommunicate frustrations,
anger,hopelessnessingeneral those thingsthathurtus mostwithout(intentionally) causing
more hurt to self andothers.
Take HomeTips
Reviewthe responsesfromthe assignmentgivenlastweek.Developsome thoughtsof whatcan be
done basedonthe students’responses.If these responsesare notadequate feel freetoofferyourown
tipsto the students.
SESSION #3 UNDERSTANDING AND RESPECTING CULTURAL DIFFERENCES @ SCSU
We will use the conceptof culture asan icebergto educate aboutcultural differencesandstrategiesto
overcome stereotypes,ethnocentrismandprejudice.The goal of the sessionistoenable studentsto
gainan understandingof andrespectforcultural differencesbylookingdeeperintowhatisunderthe
icebergratherthanlookingonlyatwhat ison the surface.
Session’sActivity
Highschool studentswill share cultural historiesof theirfamilies-how theycame toAmerica,whenand
why,and experiencesof adjustinginanew cultural environment?Planyourtime wellsothatsome of
youcan alsoshare your histories.After,sharingyourhistories,beginthe discussionbyaskingthe
followingquestions:
 Lookingat culture as an icebergdiagramwhatcan yousay mostpeople see (atthe topof the
iceberg) aboutyourculture?
 What isunderthe icebergthatwe do notknow?
Conclude the sessionbyhighlightingthe importance of seekingthe “hidden”meaningsinthe iceberg.

11. Task
Your lessonplanmustinclude anoutline of how youplantogo aboutmeetingthe goal of the session.
 Developateachingmodule thatapplieswhatyouhave learnedaboutindividualisticand
collectivistculturestohelpstudentsgainadeeperunderstandingof how ourcultural
differencesimpacthowwe interactandcommunicate.Be sure toidentifyspecificcharacteristics
of eachof these twoculturesthatyouwant the studentstounderstand.
 Developthoughtful tipstoshare withthe studentsaboutthe issueslistedinthe Take home tips
sectionbelow.
Take HomeTips
 Dangersof lookingatthe tipof the iceberg
 Benefitsof diggingdeeperintothe iceberg
* Iceberghandoutwill be postedonD2Land additional worksheetprovidedthe classperiodbefore this
session.
SESSION# 4 INTERCULTURAL COMMUNICATIONSKILLS & PRINCIPLESOF NONVIOLENCE
COMMUNICATION@SRRHS
Thissessionfocusesonthe role of communicationinconnectingpeople fromdiverse backgrounds.
Beinga goodcommunicatorisan importantprerequisite inamulticulturalsocietyandthe worldat
large.Highschool studentwill acquire skillstoenable themadvocate forthemselvesaswell asothers.
Acquiringthese skillsisimportantinimprovingeverydayintercultural/interracial interactions.
How dopeople interactina communitythatisculturallyheterogeneous? Whatintercultural
communicationskillsare needed?Howdowe advocate forprinciplesof nonviolence communication?
See Non-violence handoutispostedon D2L [underCommunicating CommonGround Materials
Module]
Task:
 Prepare a lessonplanthathighlights keyskillsneededincommunicatingacrossdifferences.
 Define the concepts:intercultural communication,intercultural competence,nonviolent
communicationprinciplesandidentifykeyskillsandabilitiesneededtosuccessfullynegotiate
cultural differencesandtoappreciate diverse perspective.
 Developcommunicationscenario/role playthatillustrate effective intercultural/non-violence
communication.
Take HomeTips

12. Offertwotipsaboutwhat youwant highschool studentstoknow aboutcommunicatingacross
differences(race,culture,class,gender,sexualidentity,disabilities,religion,opinionetc)
SESSION # 5 BRIDGING DIFFERENCES & MANAGING INTERCULTURALCONFLICTS EFFECTIVELY” @TECH
Session#3 highlightedthe challengesencounteredbymanypeople basedontheir‘difference’.Manya
times,alack of understandingaboutourdifferencesresultsintoconflicts.Thissessionwill equip
studentswithknowledgeandskillsaboutcross-cultural conflictmanagement.CMST339 studentswill
applywhattheyhave learnedaboutintercultural conflictstylesandTing-ToomeyandOtzel’sCulture-
basedSituational ConflictModel tosupportH.S.students’intercultural conflictskillsdevelopment.In
addition,we will recognizethe purpose of peace educationinempoweringpeople withskills,attitudes
and knowledgeto:
 Build,maintainandrestore relationshipsamongeachother(be itatschool and otherpublic
spaces
 Developpositiveapproachestowardsdealingwithconflictsatthe personal levelandalso
understandingconflictsatotherlevels(thatare notpersonal)
The goal of thissessionistoengage H.S. studenttolearnhow to analyze andtransformconflict.You
wantto be sure that theyhave some goodunderstandingof the following:
 What isconflict?
 What are the causesand effectsof the conflict?
 What can be done tomanage conflicteffectively?
 Get the studentstoreflectonhow theirexperiencescanbe usedto educate others,how these
experiencescanbe usedtotransformconflicts.
Task
Prepare a lessonplan thatteachesH.Sstudentsaboutthe following:
 Definitionof intercultural conflict
 Intercultural conflictstyles
 DifferencesbetweenWesternandNon-Westernconflictstyles
 Developarole playto emphasize the conceptsthatyouwantthe studentstolearn.
 What do youwant the studentstotake home?
Rememberthatthe H.Sstudentshave nottakenclassesinintercultural communication.So,thismeans
that youneedto have a lessonplanthatisaccessible tothe students.Theymustunderstandandrelate
to yourideas. Simplifythe conceptstobe discussedanduse manyexamples.

13. Take HomeTips
As stipulatedinyourlessonplan.
SESSION # 6 BECOMING AN ALLY @ SCSU
We maynot change peoples’attitudesaboutprejudice,racism, sexism, homophobia,xenophobia,and
other“isms”.However,we canstrive toattract allieswhowillsupportoureffortstopromote peaceful
co-existence inourcommunities.Howthendowe embrace the essence of becominganally?Whatdoes
becominganallymean?Howdo youbecome an ally?What doesan allydo?
The activitiesforthissessionwill focusonengagingstudentstounderstandthe notionof becomingan
allyas a possibilitytobuild,maintainandrestore relationshipsatall levelsof humaninteraction.
Studentswill reflectonlessonslearnedinsessions1-5to chart waysto become the change theywishto
see inthe world.
Task:
 Developalessonplanthathelpsstudentstounderstandthe connectionbetweenbecomingan
allyand“beingthe change you wishtosee inthe world”.
 Explore ideasthatgetthe studentstorealize thatbecominganallyandembracingGandhi’s
philosophy
Take HomeTips
 Developtipsthatsupportstudentsquesttoalwaysseekacommonground,be eachothers’ally
and desire tobecome the change theywishtosee inthe world.
*Make thissessionmemorabletoyouandthe highschool students.
*Handouts(postedonD2L) for thissessionare basedonthe work of Paul Kivel,AllanCreightonandThe
OaklandMen’sProject(Makingthe peace:a 15-sessionviolence preventioncurriculumforyoung
people).
 Topics: Engaged Curriculum
 Disciplines:Communications ,Social SciencesandHumanities
 Types: Syllabi Archive
 Institutions:St.CloudState University
 Issue Area(s) : Education& YouthDevelopmentissue area
 Size of Class: Placement,Directservice,Indirectservice, Requiredactivity, SmallGroup
 InstitutionType : 4-year,Public,CarnegieClassified

14. School:St.CloudState University
Professor:Dr.Eddah Mutua-Kombo
