The Safe Traveling Planner

Since going live online in 2009, the Safe Travel Planner has been of practical use to trainers as well as current and future travel counsellors who want the tools to enable their clients or students to travel safely and responsibly.

The program answers key questions, such as:

• How do you replace a lost or stolen passport?
• What is the Registration of Canadians Abroad Service?
• What documents are required by a child travelling alone or with one parent or guardian?

At the end of the learning program, a certification assessment will allow you to test your knowledge and obtain a Safe Travel Partner certificate from Foreign Affairs and International Trade Canada's Consular Services.

Business without Borders: Diversity knocks

This morning my colleague Iqbal, shared this article with me from Canadian Business by Angelina Chapin

Paul Beamish hired Gigi Wong because of her answer to a simple question: how would she react if a Chinese businessman belched after his meal? It was a difference in cultural etiquette he'd observed hosting Asian clients and wanted to know how a prospective employee would handle the situation. A Canadian-born job candidate said she'd politely tell the person to stop, but Wong had the correct response. "I would ignore it," she said. "It's a sign they are enjoying themselves."

 

Thirteen years later, she's still the associate director of Asian Management at the University of Western Ontario's Richard Ivey School of Business. Beamish, director of the Asian Management Institute, was looking for someone to help set up an Ivey School branch in Hong Kong. A colleague recommended Wong, who had been working at the university registrar's office for 10 years, and before that in Hong Kong as a high-school teacher. He needed someone with cultural sensitivity, who could help develop teaching materials for the region, host Asian business people and anticipate challenges that would arise. Wong was the perfect fit — entrepreneurial and culturally savvy.

Beamish says when it comes to expanding internationally, often companies need only look as far as their own staff to find someone with the cultural expertise. "These people are often already in an organization and should be the next incremental hire," he says. "Too many Canadian companies are so risk-averse they don't notice."

According to the representatives of 833 Canadian companies surveyed by Canadian Business as part of the Business without Borders initiative, 82% strongly or somewhat agree that their organization has a multicultural workforce, but only 38% feel that companies generally take advantage of it to do business abroad. Among those employed in a multicultural workplace, just 63% felt their own company was leveraging that advantage to conduct business internationally.

Some corporations, such as RBC Financial Group, have built diversity into their hiring processes. Their reasons are self-serving; it gives them a leg up in certain markets. Still, many Canadian firms aren't recognizing this advantage, and are leaving immigrant employees in low-level postions where their multicultural knowledge goes unused.

Stephen Siu, assistant director of public relations for the Hong Kong Economic and Trade Office in Toronto, says in the past 10 years, 30% of Hong Kong immigrants have returned there for better job opportunities. "They were underpaid or the job they found [in Canada] was not on par with previous employment," says Siu. "If young immigrants return to Hong Kong after graduating, within five years they can rise to a senior position."

Corporate Canada's risk-averse nature could be to blame. Alex Alagappan, whose Toronto-based strategic consulting company Rmagine focuses on helping companies enter Middle Eastern and Indian markets, says Canadian companies don't take advantage of their multicultural staff for the same reason they continue to do 80% of their international business with the U.S. "We're comfortable dealing with Americans," he says. "The status quo is a comfortable place to be in, and that's the single biggest barrier we need to overcome." Indian-born Alagappan says this means though Canadian companies have the talent on staff to help them expand internationally, these people aren't promoted to the proper positions.

Joan Vogelsang, CEO of Montreal-based animation software company Toon Boom, says five of the seven members of her executive team are first-generation immigrants. She thinks Canadian companies need to look past immediate differences like imperfect English and cultural customs when hiring. With clients in 120 countries, Vogelsang says the 20 languages spoken on staff have proven invaluable when doing business internationally. "Our Spanish-speaking employees are worth their weight in gold," she says over the phone from Colombia. "Two of our staff members speak Japanese. You can hardly do business in Japan if you don't speak it." She estimates business has increased by 10% in markets where employees born in those countries are in charge — a fact she attributes to putting the client at ease and a deeper level of communication.

Wong, who speaks Cantonese and three other Chinese dialects, says Asian clients feel more comfortable when they can speak and write in their own language, and she is able to capture the nuances. "I can understand when someone says 'thank you' whether they meant a sincere thank you or 'no thanks,'" she says, "and can hazard a guess whether a silence means no." Wong works with publishers to distribute collections of business cases put together by Ivey, and since she started, Ivey has developed 90 books specifically for the Asian market. In January, Wong signed a memorandum with 190 Chinese schools to develop business cases about Chinese companies.

The most common way companies leverage their multicultural staff is using language skills, cited by 66% of respondents to our survey, followed by knowledge of local customs, maintaining contacts and customers, and understanding the local political environment. When, in its second year of business, Edmonton-based Upside Software was thrust into the international market after scoring a contract with Hewlett Packard — which operates in 90 countries — CEO Ashif Mawji had to hire new staff. He says it was easy to find first-generation immigrants with experience in different markets and the right qualifications in Edmonton.
Kenyan-born Mawji says 50% of his current staff were born outside of Canada, a fact visually represented by a 12-by-six-foot map near the office kitchen where employees mark their birthplace with a push pin. He says most companies probably don't use their multicultural staff because they forget about the asset. Thanks to the map, Mawji says, "we always remember who we have when going into a new area." Before sending someone to do business in another country, Mawji circulates a questionnaire about the region to any staff members born there. Upside has clients in approximately 150 countries, and it's been helpful to know what to expect. For example, before going to Sweden, a Swedish staff member described how the business culture is laid-back and private. If the sales team went in with a typically aggressive North American style, they'd be perceived as boastful or off-putting.

Another advantage to using employees' multicultural knowledge is the sense of loyalty that builds for the company. "It gives them a huge sense of pride and motivates them to perform," says Alagappan. "He or she goes back to their native country with a badge of honour being part of a management team setting up an office there."

For her first 10 years spent working at Western, Wong was never asked about customs in Hong Kong. Now she feels like she's contributing something back to her birthplace. "I'm not just doing a business transaction," she says. "It actually means something for China and me as a Chinese person."

What are your thoughts?

International Education Advisor at University of the Fraser Valley

Non-Teaching Faculty Posting
Position International Educational Advisor
Department UFV International Status 100% full-time, Permanent
Start Date November 1, 2010
Salary Scale Appropriate placement on the Educational Advisor scale
Closing Date October 27, 2010 Duties & Responsibilities As a member of the UFV International team, the International Educational Advisor provides educational and developmental advising for current and prospective international students. The International Educational Advisor is responsible for supporting international students in the completion and achievement of educational and career goals by advising on program and course selection and creating individualized educational plans; guiding students through the admissions and registration processes; providing information on transfer programs; interpreting assessment results; teaching students about cultural transition and adjustment to the University; providing referrals to campus resources, career exploration, and other support services; monitoring student progress and advising students who are having academic difficulties. Advising for UFV International involves the development and instruction of various relevant workshops, orientation sessions and programs. The International Educational Advisor researches and maintains currency on a wide scope of detailed educational information and transfer programs related to UFV and other Canadian and international partner institutions, and acts as a resource for instructional faculty and administration.

The University of the Fraser Valley is the school of choice for 15,000 students annually pursuing more than 80 degree, diploma and certificate programs. We are committed to teaching excellence. Our foundation for academic excellence is small class sizes, support for active research and scholarship, and a friendly supportive environment open to collaboration and innovation.

Qualifications Relevant Bachelor’s degree with post graduate certificate, diploma or Master’s degree in Education, Counselling, or related discipline. Two years successful work experience with demonstrated ability to perform the key responsibilities of the job. Demonstrated experience/knowledge with international education systems. Must demonstrate an understanding of international student, and cross-cultural issues. Strong interpersonal skills; demonstrated ability to work with a diverse student population and the ability to collaborate with faculty, staff and administrators across the campus. Solid understanding of ethical guidelines and professional accountability. Must have or have ability to acquire and maintain knowledge of university curriculum and degree requirements and to interpret them in the context of individual student needs. Presentation and public speaking skills. Able to use web-based applications for instructional/communication purposes (e.g. webinars). Exceptional customer service and organizational skills. Strong analytical skills. Excellent oral and written English skills. General familiarity with the BC education system and transfer program(s). Fluency in a second language. Ability to identify problems and evaluate alternatives and implement solutions. This position may work evenings and weekends as necessary.
Direct resume including evidence of appropriate qualifications by October 27, 2010, referring to

POSTING 2010.123 to: Employee Services University of the Fraser Valley 33844 King Road, Abbotsford, BC, Canada V2S 7M8 Tel: (604) 854-4554 Fax: (604) 854-1538 Website: http://www.ufv.ca/
Email resumes to: erinfo@ufv.ca
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. In an effort to be both environmentally and fiscally responsible, UFV will contact only candidates receiving an interview. We thank all applicants for considering UFV for employment.
UFV is committed to the principle of equity in employment.

Coordinator, International Recruitment Services - Vancouver Island University

Temporary Full-time (35 hours per week)

January 4, 2011 up to June 30, 2012

DUTIES

Reporting to the Director, International Marketing, Recruitment and Business Development, this postition will assist with the the implementation of the annual international Marketing Plan; recruits students and educational agents abroad; disseminates promotional materials; represent Vancouver Island University and Malaspina High School both in Canada and abroad at education fairs, government ministries, educational institutions & seminars.

For more information on how to apply on-line please click here.

Job Opportunity at SFU International

October 7, 2010

COMPETITION NUMBER: 340

Administrative and Professional Staff (APSA)

Continuing Position

COORDINATOR INTERNATIONAL MOBILITY, GRADE 8

STUDENT SERVICES - SFU INTERNATIONAL

POSITION NUMBER: 0288

For more info please click here

POSITION OUTLINE:

Manages the implementation of undergraduate student and staff exchange, undergraduate study abroad partnership agreements and field school activities (internally and internationally); acts as a strategic resource on undergraduate exchange, study abroad and field school partnership opportunities;  implements agreements and liaises with senior officials from partner institutions to facilitate the smooth operation of SFU’s international undergraduate exchange, study abroad and field school partnership agreements.  Liaises with units across SFU including Student Services, Admissions, Residence and Housing and Communications Services, as well as with academic departments when appropriate.  Responsible for the day-to-day management of information/data associated with mobility programs.

The incumbent is responsible for managing the admissions, registration, and exchange credit process for undergraduate participants in field school, exchange and study abroad programs; identifying risk management considerations for programs and undergraduate participants; administering an ongoing review process of program effectiveness; participating on internal committees; and developing and implementing pre-departure, arrival, and re-entry orientation programming for undergraduate student and staff participants.

QUALIFICATIONS:

• Undergraduate degree and four years of related internationaleducation/mobility management experience or an equivalent combination of education, training and experience.
• A good understanding of best practices in international mobility programming and a working knowledge of internationaleducation/mobility issues and practices.
• Excellent leadership, interpersonal, persuasion/negotiation, consensus-building, conflict management, relationship management and problem-solving skills.
• Excellent project and program development and management.
• Excellent communication skills, both written and verbal.
• Skilled in the use of standard computer applications.
• Excellent budget development and financial management skills.
• Excellent supervisory and coaching skills.
• Excellent understanding of cross-cultural relations.
• Aptitude for advising students.
• Effective command of one or more languages, in addition to English.
• Willingness to work occasional evenings and weekends.
• Willingness to travel internationally.

SALARY RANGE:                                         $54,654 to $65,269 per annum

START DATE:                                              ASAP

A detailed resume and cover letter quoting Competition #340 must be received in our office by 4:30 pm on

 October 14, 2010, addressed to the attention of Judy Hodgkins, Human Resources Advisor, at:
Human Resources, Simon Fraser University, 8888 University Drive, Burnaby, BC V5A 1S6 Canada;

or fax # 778-782-4381. If you wish to email your application, please follow the instructions athttp://www.sfu.ca/hr/prospective_employees/HowToApply.html. 

If the email instructions are not followed, your application may not be processed correctly.

We thank all applicants for their interest; however, only those selected for interviews will be contacted.

8 discussions on Multiculturalism by the Globe & Mail

On Oct. 1, The Globe and Mail revealed a new look. This change coincides with the launch of a discussion about Multiculturalism intending to "strike at the heart of how Canadians define ourselves, and our nation. It is meant to go beyond words"

But what really can eight discussions over two months achieve? They hope to "ignite a million great Canadian debates, at breakfast tables and board tables" John Stackhouse - Editor-in-Chief, The Globe and Mail

What are your thoughts?

Are robots the option?

Japan is facing a critical shortage of young, skilled workers - so critical, in fact, that its economy is threatened. The solution? Build a whole generation of robots. This may sound like science fiction, but as documentary maker Sasa Petricic found, it's very real.

First broadcast on CBC-TV's The National.
What's your take?

Being Global 2011

DEADLINE FOR SUBMISSION: November 1,2010

EARLY BIRD REGISTRATION DEADLINE: November 15, 2010

http://r20.rs6.net/tn.jsp?llr=ll5rlkdab&et=1103692526146&s=5534&e=001OlfVpTEztchnbvolSQOsQjpknQpqLpCpsKWixucE22B4SMilsxU7TOTHxZJfI4sMoDxRUVIT7WaLAzYf4XqGrTHqNQPgMu7v_cvEEffuB8jtr5kX03eko9VSoXXm_cIl

Higher Education Strategy Associates (HESA) invites you to participate in the Being Global 2011 conference! Being Global 2011 is an opportunity to focus on the internationalization efforts of Canadian institutions that will feature speakers, panels, and presentations that probe the important problems inherent to campus internationalization.The call for proposals is now open. Presentations should relate to the overall theme of the conference, and may be based on evidence gained from research or other projects already completed, information about on-going programmes or ideas for innovative schemes or topics for future exploration.

Four primary topic streams will be featured at Being Global 2011. Each of these will encompass a series of panels that treat narrower topic levels in depth.

The Science of Attraction

This stream will feature discussions on institutional/departmental positioning, advertising in the international market, the use of recruiting agents, and student services for inbound students. What drives the best students worldwide to study in Canada, and how can institutions best attract them?

World Bound

This stream encompasses study abroad programs, travel-study programs, exchange programs and partnerships, issues relating to equity and accessibility, and topics related to providing student services and advising prior to, during, and after their international experience.

Internationalization Strategies: Networks, Policies, and the Bottom Line

This stream encompasses developing academic programs and campuses abroad, finding and growing effective international research collaboration initiatives, cultivating global partnerships, and the federal and provincial policy environments (both within Canada and destination/source countries).

Creating the Global Student

This stream includes the development of international and global curriculums, an investigation into the concept of global citizenship and intercultural competencies. Can students receive an "international" education without leaving their home institution, or are there components of the international experience that cannot be taught? How can these outcomes be measured, and do they matter? What can institutions do to help students integrate their experiences into their learning process?

Two presentation types will be hosted, based on demand and availability:

Panel sessions: These two-hour sessions will feature 4-5 presenters with closely related material. In most cases, presentations will be 20 minutes in length and will be followed by thirty minutes of questions at the end of the session. Those wishing to present case studies, best practices, new research, or to showcase experiences are encouraged to request this panel type.

Poster sessions: those wishing to present posters will be able to do so in the poster zone, which is located in the main lobby. Poster proposals should follow the same format described above.

Proposals for presentations of types other than those above (e.g., workshops) will be accepted and considered on an ad-hoc basis.

We welcome presentations that discuss any of the following:

• Case studies
• Best practices
• Discussion of current trends
• New research and analysis
• Theoretical papers

A maximum of two presentations will be accepted per presenter.


You can now submit conference proposals online!

Question regarding the conference or presentation proposals can be sent to: pjarvey@higheredstrategy.com
We look forward to receiving your proposals!
HIGHER EDUCATION STRATEGY ASSOCIATES
207-20 Maud St.
Toronto, ON
M5V2M5
(416) 848-0215

Mamidosewin Native Student Centre

The Mamidosewin Aboriginal  Student Centre was created as a comfortable space for First Nations, Inuit and Métis students to relax, study or visit with other Aboriginal students in an environment that honours the diversity of our culture. The centre offers the following services:

Student Services

Cultural Activities

Social Events

For more information, please contact:

Elena Abel, Mamidosewin Activity Coordinator
Telephone: 613-727-4723 ext. 5127
Email: abele@algonquincollege.com

Australian International Education Conference - October 12-15, 2010

AIEC 2010 will be held in Sydney

This year will mark the 24th anniversary of the AIEC which is the largest international education conference

in the Asia Pacific region and one of the pre-eminent international education conferences in the world.

This year’s Conference theme is Engaging for the Future.

Plagiarism, a complex issue requiring a holistic institutional approach

Plagiarisma complex issue requiring a holistic institutional approach - Assessment & Evaluation in Higher Education

What are your thoughts on Plagiarism? Different cultures may deal with it in unique ways. Here in Canada it is taken very seriously. What can we do in our institutions to improve the challenges faced by students on divergent approaches to this topic?

Matt Wheatley from the International Education Centre at Algonquin College offers a workshop every Fall covering this topic. This is what Matt has to say about plagiarism:

"Plagiarism, whether done deliberately or accidentally, is defined as presenting someone else's work, in whole or in part, as one's own, and includes the verbal or written submission of another work (for example, ideas, wording, code, graphics, music, and inventions) without crediting that source. This includes all electronic sources (for example, the internet, television, video, film and recordings), all print and written sources (for example, books, periodicals, lyrics, government publications, promotional materials, and academic assignments), and all verbal sources (for example, conversations and interviews)".

This free event will be held on September 15, 2010

Jay Barnard's Story - Asking for Help

How to Ask for Help
"Getting help is often the solution, but asking for help can be difficult. Some feel like it will bruise their ego to ask for help, while others are just too shy or feel awkward. Learn to take the pressure off yourself and ask for what is needed. You'll save yourself from stress and gain more time" (for the rest of this article, please click here). At Algonquin College you can talk to a Student Success Specialist. They are here to assist you, inspire you and guide you!

Live . Laugh . Learn

The Live.Laugh.Learn Support and Administrative Staff Retreat aims to bring together a group of Algonquin College employees with varied experiences to share best practices and discuss issues of interest to the College community. There will be a particular focus on Student Success.


It is an opportunity to get together with colleagues from across the College to

•explore new ideas,

•stimulate creative problem solving,

•capture the expertise of colleagues,

•showcase best practices, and

•renew oneself both professionally and personally.
 
 
Registration closes at 12:00 pm (noon) on Friday September 3, 2010.


Successful applicants will be notified by end of day on Tuesday September 7, 2010.

J-Source.ca -- The Canadian Journalism Project

J-Source.ca -- The Canadian Journalism Project

The latest research on race and microblogging by Farhad Manjoo

Interesting article on Salte about Manjoo's observation on "How black people use Twitter"

You can access this story by clicking here

If this is not enough, you may want to get into how Quebeckers use Twitter. The article from the Globe & Mail is is called: Bless me, Twitter, for I have cried during Glee. You can access it here

What do you think? Do you "tweet"? Have you ever watched "Glee"?

Conference of the Americas on International Education (Oct 20-23, 2010)

For additional information please click here

CONFERENCE HIGHLIGHTS INCLUDE:

• Opening keynote address by Shawn A-in-chut Atleo, National Chief of the Assembly of First Nations (AFN)
• Luncheon address by Peter Kent, Minister of State for Foreign Affairs (Americas)
• International plenary debate: "Be it resolved that, for higher education institutions to be globally competitive, creating a higher education space in the Americas is a strategic imperative."
• Interview panel conducted by Phil Semas, President and Editor in Chief, The Chronicle of Higher Education, on the importance of internationalization of higher education (with an emphasis on the Americas)


• Workshops:
o Performance Metrics in Internationalization (for institutional heads and senior leaders)
o TUNING the Americas
o China-Americas Roundtable
o Measuring Global and Regional Student Mobility in Higher Education
• CBIE pre-conference professional development sessions
• Over 40 concurrent sessions on the following themes:
o Joint Academic Programming in the Americas
o Innovative Partnerships
o Internationalization Research
o Indigenous & Non-Traditional Populations
o Languages
o Branding, Marketing, Promotion & Retention
o Open Dialogue: An opportunity for off-the-record conversations on a hot topic

The Ombudsperson

The Ombuds should be an impartial advisor, and an investigative and informational resource for the student body.

At Algonquin College you can contact the Ombuds if:

•You have a concern about any aspect of student life at the College.

• You are unsure about the policies, rights, procedures, and responsibilities that apply to your situation. The Ombuds can guide you with respect to your concerns.

•You need someone to listen to your circumstances and to assist you in making appropriate choices.

•You feel that your student life has been adversely affected by the conduct and behavior of another person.

•You need someone to facilitate communication between yourself and another member of the College community.

For more information please click here.

Do you know where this term comes from? Have you ever been to se an Ombdusperson? What has your experience been?

Algonquin College's Ombudsperson is Mr. Hervé Depow. He was appointed in June 17, 2003.
 
You can contact Mr. Depow at
Office of the Ombudsperson

Algonquin College
Woodroffe Campus
1385 Woodroffe Avenue
Ottawa, Ontario K2G 1V8
Tel.: (613) 727-4723 ext. 5306
Fax: (613) 727-7708
email : depowh@algonquincollege.com

The Ombudsperson maintains an office in Room C145 at the Woodroffe Campus.

Appointments:
You can arrange appointments by phone or email. The Ombudsperson can sometimes see you the same day and will certainly see you within a day or two of your contacting the office.

You are welcome to take your chances and visit the Ombudsperson's office. If the Ombudsperson is in and not busy he will see you then. If the Ombudsperson is not available please feel free to complete the Intake Form and slide it under the door in the Confidential Envelope provided. The Ombudsperson will contact you at his first opportunity.

The fax machine is also Confidential and can only be accessed by the Ombudsperson.

France and the Roma - News Story form 19 Aug 2010

Since this blog deals with different topics related to "border-crossing", I have included a few news stories on a controversial issue where race and culture are being heavily politicized. For second opinions, you can read these articles from The New York Times and The Toronto Star.

For Debate: How do you view this situation? Do you agree with the way it is being handled on the media? What is your take on the specific challenges faced by the parties involved? What would you do differently?

Centre for Intercultural Learning

Very interesting online tool put together by DFAIT Canada. This centre is "Canada's largest provider of cross-cultural and international training services for internationally-assigned government and private sector personnel". The site offers an official perspective on countries and cultures, particularly useful when traveling abroad.

The intercultural magazine also offers articles to take into consideration.

A Vision of Students Today

"A short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University" (Taken from the YouTube Summary)


For debate: Is this happening worldwide? What is the experience in other countries? What are educational institutions doing to address these changes? Where do I fit in?

The Canadian Journal for the Study of Adult Education

For information about contributing submissions, please contact Tom Nesbit, the Journal editor. Submissions are accepted in English and in French. Click here to acces the journal site and find author guidelines!

Khairoon Abbas - Tanzania

Algonquin Program: Graduate Certificate in Scriptwriting
Year of graduation: 2006

1. How did you first hear about Algonquin College (and your program of studies)?

I lived in Ottawa since 2002, and had known about Algonquin College while I was studying at Carleton University. I also had a friend at Algonquin and through her, I realized how practical the programs were. I learnt about Scriptwriting through the college website. I liked what I read, I contacted the coordinator and shortly thereafter I was accepted into the program within a matter of days!

2. How would you describe your experience at Algonquin College? Did your program (including professors, classmates, facilities, resources) meet your expectations? – Please explain.

I had the time of my life and Algonquin. The professors were always helpful; they responded to emails on time, met with students whenever help was needed. I really enjoyed my time there. The program more than exceeded my expectations. The assignments were really helpful in preparing me for the market, and it was really enjoyable. Most of all, the program allowed me to see where my passion lies, and that is in journalism.After my program at Algonquin, I landed my dream job as a writer/journalist for Algonquin College's Small World Big Picture Expedition Africa project, and I know I only got that job because of my training at Algonquin! I was also the recipient of the School of Media and Design's Dean's Award and that was the highlight of my time at Algonquin College!

3. What are you doing today? Are you working, studying or looking for employment? How did your studies at Algonquin contribute to your life today?

I am currently working with the United Nations Environment Programme's Regional Office for North America in Washington D.C., United States, as a Communications Consultant. I have been working here since May 2009, and my contract ends in February 2010. I do a lot of communications work, writing, outreach and so forth. My studies in Algonquin contribute to my life today because at Algonquin, I learnt how to write for different audiences in different formats (i.e. broadcast vs. non-broadcast); At Algonquin, I learnt about how to write for websites, and how to write for theatre audiences. It is this experience that allowed me to know how to write.

4. How can the Algonquin International Student Centre continue to support you in the achievement of your personal goals?

In many ways: first, by inviting Alumni to the College on a regular basis to unite with other International Students, or perhaps by linking up alumni who are around the world. This way we can connect and help each other grow professionally and personally. I think alumni can really act as mentors to each other...you can even link up international alumni to current students or prospective students - this way, not only do alumni get to share their love for their alma mater, but also, they get to help others. I think it also allows us, as alumni, to feel like we are making a difference, and that Algonquin College is part of our lives continuously.

International Educators Training Program (IETP)

During this summer I have been involved in two different programs offered by Queens University. The first one is part of the Summer Institute where I took "Working more effectively in a intercultural workplace"(June 13-18, 2010) with Kyra Garson and Ben Yang. The second program I took online, and it is called Learning with Adults in an Intercultural Setting (June 21 - August 6, 2010) with Robert Mizzii. I am now officially working towards my Certificate for International Education Professionals. 
For more information please refer to the IETP website. This is a great resource for those working in international environments who would like to not only learn about intercultural studies but also network with other professionals in the field. 

Inter Cultural Effectivness - Culture Shock Video

This is an interesting link to coping with culture shock

Conflict Resolution - Study Guides and Strategy

Difficulties are meant to rouse, not discourage.  The human spirit is to grow strong by conflict.

William Ellery Channing, American, 1780-1842

Study Guides and Strategy is a public service that provides interesting insight on different topics such us time management, learning to learn, problem solving and so on. Check this link on Conflict Resolution

What is identity?

Buddhist temple Kyoto - Japan

Trying to answer the question "Who am I?" sounds quite existential. The following link gives us an overview of the concept of identity and invites us to reflect on it. Worth taking a look at it:
Immigrants and Cultural Identity

Share your thoughts!

When Borat came to town - Documentary by Mercedes Stalenhoef

The visual elements of motion pictures are powerful, I believe they contextualize each story and frame each character involved in it. What “I see” is as powerful to me as what I am verbally told. In my opinion, if well organized, images can tell a great deal… if taken out of context and composed in disarray, they can only distract. When Borat came to town (2008) is a documentary by director Mercedes Stalenhoef depicting a few episodes in the life of Lonela, a seventeen year old from Glod (Romania). I believe that documentaries aim to portray reality but there is a medium separating me from that reality (while possibly bringing me closer to it as well). Documentaries are viewpoints and they are saturated with subjective elements, some obvious, some subtler.  Commenting on a film is not always easy for me. I am uncomfortably concerned about intertwined layers of meaning. There are technical elements that require understanding of equipment and filming techniques. There are limitations such as format, language, styles (I am watching this story from the lens of somebody’s camera; the story has been translated from a language I don’t understand into my second language through short subtitles; I, as a viewer, have limited ‘knowledges’ about the cultural elements involved in the depicted environment; I am biased about what I see and how I see it). Nevertheless, when I watch a movie, I try to ignore those ‘layers’ by simply stating my emotional reactions to it. Did I like it or did I not? In this case I did… and why was that? Well… let’s see.

From a visual perspective I found it beautifully shot, not only because of the composition of each frame but also because the images were not redundant, they complemented the story, they ‘spoke’ as well. The imagery pleased my eye and the subsequent story came across as being honest, personal, close to one’s heart. I could sense a director taking some time to observe, to establish rapport with the participants in order to make them feel comfortable with the camera … perhaps to the point of it becoming invisible to them (or at least to some of them).

I also tried to connect to those characters as if I were there in Glod (Was it the music? Was it the type of narration? Was it their search for love and belonging?)  How can an emotional connection be possible if documentaries show me only bits and pieces of a reality? There are ‘different stories’ involved in one film: what was really happening, what the camera captured, what the director wrote about in her script, what she (or her crew) edited after the fact in order to weave the different sections. I witnessed only 59 minutes of what I assume were days if not months if not years of shooting. Then some questions arose: Did this director trick me? Was Mercedes Stalenhoef as opportunistic as Sasha Baren Cohen (Borat) had been portrayed in her film? Are the lawyers that came to town as deceitful as Cohen who omitted his ‘true intentions’ to the villagers of Glod? What was the motivation behind this film? Was it to show another angle to the same story? To vindicate the characters? To illustrate how they had been treated by different ‘cunning exploiters’? Or on the contrary, to prove that they are not as naïve as they seem? Or that they are uneducated? Or greedy but with no tools to succeed due to their ‘disempowered condition’? Perhaps the director had no clear intentions and tried to be as neutral as possible (to the best of her ability) showing me how life ‘happens’ in the ‘post Borat’ village of Glod.

I believe that in general, there is an element of ‘sensationalism’ in documentary filmmaking. Topics may be chosen based on shock value or viewer attention-grabbing tactics (otherwise they would defeat their purpose, no?) I guess I can live with that. What becomes more crucial for me is the degree of commitment to ‘the truth’ and the ethical approach to the characters involved in each story. In this case, I perceived a level of compassion in director Mercedes Stalenhoef. She came across to me as being respectful and sensitive towards the characters in her film. I never felt she wanted to ridicule them…. Unlike the Borat she showed me.

I enjoyed the way the different characters expressed their emotions, their contradictions, their passions and transgressions in, let’s say, a more genuine way.  By genuine I mean, “honestly felt”, not scripted. In this film they had a voice, in Borat, they were given a caption: ‘abortionist’, ‘prostitute’. However, could they be professional actors and this story a fictional film? I guess that is possible. The docudrama Radian City (Brown and Burns, 2006) is an example of ‘enacted reality’.

When Borat came to town indirectly talked to me about context, about taking time to experience a moment in time from different perspectives in order to hear other voices. It might have helped that I watched Borat a while back. I laughed at times throughout that movie. I found it politically incorrect and awkwardly painful to bear at instances but yet ‘brilliant’ in its own ‘degradation’. By that I mean that I am not as critical of the results as I am critical of the method. Sasha Baron Cohen (SBC) managed to question my moral values and my double standards by ‘making fun of me’. He also reminded me what I am directly or indirectly capable of doing to others. Almost like putting a mirror in front of my face and saying, “look at you”, “Can you see yourself reflected here”? I may have answered “no” but … don’t I judge people often? Don’t I oversimplify other people’s cultures? Haven’t I played with many of the ideas Borat raised? I believe that SBC created Borat as a character that would reveal my ‘nakedness’ and project it onto the screen (thus the awkward feeling it generated in me)… Borat also embodied those lawyers that came to encourage the town of Glod to sue Hollywood… and who didn’t see the people of Glod as who they were but as who the lawyers wanted to believe they were. In the end the lawyers acted the same way if not worse than Borat and his creator Cohen. Was SBC trying to gain fame and earn big bucks? Or was he also questioning our society with more dramatic methods? I find Borat disturbing but I don’t disagree with the points he rose by questioning many of my own actions and reactions. How critical is our judgment beyond the obvious? Why did Borat become a box office success if we all felt it was so ‘wrong’? What did we not understand about Borat? I am sure there are different takings on this topic and that’s for me a lesson for intercultural relations. From a teaching perspective I would emphasize taken steps towards visual literacy by not only observing and experiencing the intercultural aspects of each character involved in a story, but also by dealing with the ‘language’ of film and the ‘messages’ derived from this medium.   When Borat came to town left me with a good feeling precisely because of the human contradictions present in the whole story. I enjoyed the evolution of Lonela, negotiating with life, fighting her paradigms and working hard to become Carmen (or the mother or Carmen) without having to move to Spain.

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Intercultural Sourcebook by Fowler & Mumford

Volume two of this sourcebook includes articles by twenty-three leading cross-cultural trainers and covers new or divergent training methods for cross-cultural skill development and intercultural learning.

Reference: 

Fowler, S. & Mumford, M. (Eds.). (1995). Intercultural sourcebook: Cross-cultural training methods, vol. 2. Yarmouth, USA: Intercultural Press, Inc.

ISBN 1-877864-64-1 (v.2)

Adult Learning Principles

Useful resources to keep in mind. My special recommendation: the ones in red. 

Agar, M.H. (1996). The professional stranger: An informal introduction to ethnography, 2nd Ed. San Diego: Academic Press.

Amobi, F. (2004). Crossing borders: Reflections on the professional journey of a teacher educator in diaspora. Intercultural Education, 15 (2), 167-178.

Baldwin, J. (1985). The price of the ticket: Collected non-fiction. New York: St. Martin’s Press.

Caudron, S. (2000). Learners speak out: What actual learners actually think of actual training, Training and Development, 52-57.

Coulby, D. (2006). Intercultural education: theory and practice. Intercultural Education, 17 (3), 245-257.

Freire, P. (2002; 1970). Pedagogy of the oppressed. New York: Continuum.

Giroux, H. (2005). Border crossings: Cultural workers and the politics of education, 2nd Ed. New York: Routledge.

Grace, A. (1996). Adult educators as border crossers: Using transformative pedagogy to inform classroom practice. Paper presented at the 37th Annual Adult Education Research Conference, University of South Florida, 145-150.

Haig-Brown, C. (1992). Choosing border work. Canadian Journal of Native Education, v. 19, n. 1., 96-116.

Kidd, J.R. (1973). How adults learn. New York: Association Press.

Lindeman, E. (1925). The meaning of adult education. New York: New Republic.

Merriam, S. & Caffarella, R. (1999). Learning in adulthood: A comprehensive guide, 2nd Ed. San Francisco: Jossey-Bass.

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide, 3rd Ed. San Francisco: John Wiley & Sons, Inc.

Smith, L.T. (1999). Decolonizing methodologies: Research and indigenous peoples. London: Zed Books.

Taylor, E. (1994). Intercultural competency: A transformative learning process. Adult Education Quarterly, 44 (3), 154-174.

Tight, M (1983). Education for Adults, volume I: Adult Learning and education. Beckenham, Kent: The Open University.

Thomas, AM. (1998). Learning Our Way Out. In: Scott, SM, Spencer, B & Thomas, AM (Eds.). Learning For Life: Canadian Readings in Adult Education. Toronto, ON: Thompson Educational Publishing, Inc.

Wekker, G. (2006). The politics of passion: Women’s sexual culture in the Afro-Surinamese diaspora. New York: Columbia University Press.

Zachary, L.J. (2002). The role of teacher as mentor. New Directions for Adult and Continuing Education, 93, 27-38.

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Seal Ban: The Inuit Impact

The EU ban on seal products has profoundly affected Canada's Inuit community. Despite the fact that the Inuit are exempt from the ban, they no longer have a market for sealskins; a by-product of their subsistence hunt.

This short documentary brings together commentary from Inuit hunters, community leaders and an emotional testimonial from Lisa Eetuk Ishulutak, who is affected by the ban because she is learning Fur Design at the Arctic College, and her main design material is sealskin.
(Info from: Eye on the Arctic - CBC/Radio Canada)

Seal Ban: The Inuit Impact

EAIE 2010 Nantes (France) - September 15-18, 2010

Join fellow international higher education professionals for hands-on workshops and cutting-edge sessions highlighting the latest trends in the field