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Building cce’s capacity for cross cultural learning
This document discusses building CCE's capacity for cross-cultural engagement through international opportunities. It describes several programs that provide experiences in other cultures, including agriculture programs in India, Thailand, Latin America, and Peru that involve field work. Short consultancies and a program in Belize are also highlighted. The role of technology in connecting educators internationally through distance learning and digital media is discussed. Examples of activities during an immersion program in Nicaragua are provided.
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Building cce’s capacity for cross cultural learning
- 1. Building CCE’s capacityfor cross cultural learning Panel Discussion with: Marcia Eames Sheavly, Margaret Smith, Paul Treadwell ESP Lambda Chapter Annual Meeting November 7,2011
- 2. Why Cross Cultural? •We encounter different cultures in a variety of contexts: – Through international collaboration – By engaging in service learning • International • Domestic – In our own communities • In order to solve problems, in common, we have to work with, in, and across cultures in a skillful and aware way.
- 3. Why does itmatter? • Changing communities in New York State NYS County Percentage Change in Hispanic Pop., 1990-2009
- 4. Beyond our borders •Increasing international collaboration is occurring around issues of common interest that cross borders: – Climate change – Food security – Civic participation • Immersion in other cultures can lead to shifts in perspective and deeper understanding. • The internet is borderless (mostly)
- 5. Building our capacityfor cross cultural engagement • We hope to develop a community of practice within CCE that can: – Connect existing programs and practitioners – Support ongoing work – Engage interested staff, faculty and communities – Cultivate new and emerging opportunities for cross cultural learning
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- 7. International Opportunities Through CALS Margaret E. Smith
- 8. IARD 4020 Agriculture in Developing Nations I • Major issues and problems in international agriculture and rural development • Demonstrate how problems in development are being addressed in India and Thailand
- 9. IARD 6020 Agriculture in Developing Nations II • Field trip to India, 3 weeks, January • Observe agricultural development in Asia • Followed by discussions, written projects, and oral presentations dealing with problems in food, agriculture, and livestock production in the context of social and economic conditions of India
- 11. IARD 4010: ExperienceLatin America: Rural and Urban Realities I • Fundamental cultural, historical, sociopolitical, literary, anthropological, health, agricultural, and development issue • Establishes the global and regional contexts for better transcultural understandings
- 12. IARD 4010: ExperienceLatin America: Rural and Urban Realities II • Field trip to Chiapas, 2 weeks, January • Observe the rich living cultures, environments, ecologies, rural and urban communities, and development issues in tropical southern Mexico • Followed by discussions, written and oral presentations about cultures of Chiapas
- 13. IARD 4710: Cuisine,Production, and Biodiversity in Peru, Part I • Six weeks, in Vicos, Peru • In the Callejón de Huaylas - UNESCO Huascarán World Heritage site & State Park • Peruvian chefs train Andean young people in culinary arts, restaurant management as a form of economic development, path to social justice
- 15. IARD 4710: Cuisine,Production, and Biodiversity in Peru, Part I • Vicos is at the base of Huascarán - world’s largest tropical glacier and a major water source • Examine rapid disappearance of Peru’s glaciers due to global warming
- 16. Global Seminar Series:NIFA Center for International Programs • Extension Outreach in Rural Migrant Communi ties • Nov. 17, 2 PM, Ernesto B. López, Volunteer Coordinator, 4‐H Youth Development , University of Delaware • How international efforts in extension can en hance work with rural migrant communities • http://nifa‐connect.nifa.usda.gov/udelcip/
- 17. Short Term Consultancies •Join the CCE international list-serve: cce-staff-international-L@cornell.edu • Notices from USAID, USDA-FAS, others
- 18. HORT/IARD 3200: Experiential Garden-BasedLearning in Belize An international opportunity for CCE educators to mentor students, while engaging in global service learning.
- 25. Educators… • Attend severalclasses, travel over spring break, and work with students on final projects. • Interact with, and mentor students, in topics related to community food security, youth development, horticulture/agriculture... • Model facilitation, teaching, positive communication skills, engagement with children, reflection… • Multiplier: they extend my ability to teach well.
- 26. A Sample ofBenefits • “This has been the best thing to happen to me at work. I feel renewed. I’ve already learned so much that will help me on my job.” • An opportunity to interact in a manner and depth not possible during their daily lives at home. One mentor indicated how beneficial it was to gain an accurate understanding of another mentor’s role in another county in NYS…
- 27. • Exposure toa diverse set of learning styles and traditions of communication. This knowledge contributed to an ability to better serve diverse populations, specifically audiences from diverse cultural backgrounds. • “Principles of community-based work are the same, no matter where you go. Stakeholder involvement, transience, and teachers that have no time, getting parents involved, summer maintenance…the challenges are the same. So it was an opportunity to both share and learn from the Belizeans.”
- 28. The Role ofTechnology… • …is limitless! • Distance learning via Moodle – engagement of our educators with those in other locations. • Opportunity to interact with educators in developing nations. • Sharing of resources and knowledge leads to cross- cultural understanding.
- 29. Learning with, andthrough, technology • On the ground, and online, learning and exchange in Nicaragua
- 30. 2 days fromour schedule • Wednesday 05 January, Coffee Camp La Hermandad 7:00 am Breakfast with host families. 8:30 a.m. Meet at the office of Planting Hope to go to Coffee Camp Hermandad.. 12:00 am Lunch at the camp,together with the children. 5:00 pm Return to San Ramon. 6:00 pm Dinner with host families. 7:00 pm Meeting with the group for discussion / reflection in the office of Planting Hope. Thursday 06 January, and Matagalpa Ocalca Day 7:00 am Breakfast with host families. 8:00 a.m. Meet at the office - take the bus to visit Coffee Camp Ocalca. 12:00 Lunch at Oasis , Matagalpa. 2:00 pm Visit Sol Café. 5:00 pm Return to San Ramon. 6:00 pm Dinner with host families. 7:00 pm Meet at the office – jewelry workshop and mural work.
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- 37. Connections • Facebook wasused to connect participants before and following the in-country immersion. • These relationships are ongoing.
- 38. Leveraging networks andconnectedness
- 39. The Afghanistan connection •Videoconference connecting faculty at Cornell to nomadic farmers in Afghanistan.
- 40. What’s next andresources. • Cross cultural learning webinar – 12/07/2011 • Cross cultural learning within CCE blog: – http://blogs.cornell.edu/ccecrosscultural/ • CCE international opportunities listserv – CCE-STAFF-INTERNATIONAL-L@list.cornell.edu
Editor's Notes
- #3 The necessity for cross cultural work is increasing.