Taking Home the Chance to Change

Once upon a time I read a student’s reflection on a global trip.  It was a trip I had planned and she had taken.  Her reflection was profound; it was not simply the epiphany that once upon a time does not end with happily ever after. Her reflection articulated the paralysis that often occurs when we are faced with cognitive dissonance: the shades of gray that make it impossible for us to imagine solutions based on clear evidence and a core set of guiding principles, many of which have guided our engagement with the world since childhood.

The question she was asked was simple:  What did you bring home from your global trip?

India ingrained into me a sense of inability…   My empathy and sense of dread come from the narrow line that separates me from others.  I could be anyone.  Life is a lottery…  A couple thousand dollars in flights.  Probably a couple more for food, lodging, and transportation.  How many girls’ educations could we have supported with that money?  How much energy was used by us traveling?  How much waste was created?  It’s impossible to hide from these questions once they have been explored.  A pandora’s box of privilege that, once opened, can never be closed.  My pandora’s box has been opened.  It tore through my core, my values, and my heart.  Now I face the long process of rebuilding and reevaluating something which feels impossibly overwhelming.  I took home the chance to change.

Outcome goals are the guideposts that frame much of my curriculum development work, but despite 20+ years of work in the field of global education, it is only recently that I identified managing cognitive dissonance as a desired outcome goal for global leadership programming.

The price of privilege is often ignorance, yet the gift of knowledge too often leaves us incapacitated to engage in effecting change in the world.  The problems seem too intractable, the forces at play too strong for one person or small group to counteract.  Yet, through the words of my once upon a time student, I realized that taking home the chance to change is a powerful panacea to the paralysis sometimes generated by cognitive dissonance.

As the world suffers in the grip of “fear of the other” generated by instability and culture clash brought about by mass human migrations; I continue to appreciate the reminder that the chance to listen, learn, and change is always there for all of us, despite the fact that we understand that nothing will ever totally make sense to any of us.




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Study Abroad Could be So Much Better: A Response

A recent editorial in The Chronicle of Higher Ed seemed promising.  Ever the optimist and often in search of collaborators, I am titillated by the simplest of connections.  Titles can inspire me to no end, and I am always more than willing to search for synergy.

Though I began reading hopefully, I was not surprised by my disappointment with “Study Abroad Could be So Much Better.”   It proved to be the inevitable cursory assessment of experiential learning as a learning opportunity that is generally more profound if it is framed with a pre- and post-reflection, as well as some general knowledge about where and what.  The author reflected that there needs to be an intentional structure to support profound learning, but there was no articulation of what the learning outcome goals for study abroad programs might be and what content it is necessary to teach to support meeting those goals.

I found myself, pen in hand, responding to the article as I had responded to student essays as an English and social science teacher in search of evidence in a student’s expository essay.   Those canned comments of “How do you know?  What does that look like?  So what?  What can you extrapolate from this statement?” all flooded back to me.

The article states the obvious pedagogical logic that “pre/post, prep/debrief” are essential to any formative learning experience.  It stops there without articulating the content that should be taught within the frame to develop a global education curriculum that nurtures our future leaders and thinkers.

In her point of view, author Stacie Nevadomski Berdan notes:

Research I conducted in conjunction with the Institute of International Education for A Student’s Guide to Study Abroad indicated that only one-fourth (out of a total of 350 students on more than 250 campuses) of students were provided with any cross-cultural training before they left, while only a little more than one-third were offered the names of fellow students who had gone to the same host country.

“So what?”  Was my comment in the margin.

I wondered what is considered cross-cultural training and how speaking to students who have traveled to the same host country would serve students about to leave on their experiences?

She goes on to state that:

And only one-fifth of respondents to my survey said they had been offered books or travel guides with cultural information specific to the country or region to which they would be traveling. Mandatory re-entry or reintegration classes were reported as minimal, although many colleges encouraged students to join re-entry gatherings.

I wondered, “Are books and travel guides with culturally specific information cross-cultural training documents?” Can a student take the information gleaned from that book, use it on the ground at a destination to inform a shared cross-cultural experience, and then leverage that experience to navigate another one under totally different circumstances?  Of course knowledge about places, traditions, and cultural norms are helpful, but is there something we can teach that is greater than “read the book” that can be applied literally across cultures?

What is the purpose of re-entry gatherings?  Comments to the article noted that culture shock often occurs upon re-entry, and the author states:

Most students reported even greater difficulties and lack of support upon returning home. They felt less comfortable with their new selves on their old campuses and had trouble reintegrating. They didn’t understand how to leverage their experiences abroad to help them in their remaining studies and in their lives after graduation, whether academically or professionally.

“What can you understand about the transformational effect of developing cross-cultural relationships?” I noted in the margin.

Global Education programs should give students the tools to understand themselves through the eyes of those whose daily life experiences and expectations of the world are often very different.  This new perspective on the self has the potential to empower, inspire, and develop a context and purpose for any type of relationship building or work an individual is doing. To reap this benefit, students need much more that books about cultural norms, language lessons, random conversations with others who’ve gone before, and meet ups upon return that allow “re-hash” and trips down a shared memory lane without any formal facilitation. Outstanding programs leave students with a toolkit to observe their own behaviors and mindsets by naming them for students before they go and teaching them how to both document and shift them, as necessary, over time.  Under any circumstances students should learn concepts like code-switching, cultural relativism, and understand the nature of reciprocity in developing long-term sustainable relationships.  In a global program this level of social and emotional learning about personal identity and relationship building is essential.

Global Education programming fits neatly into the work many K-12 schools are already doing in the realm of social and emotional learning, leadership, and diversity and inclusion.  College-level and post graduate Global Education programming has the opportunity to leverage both K-12 identity formation work and more recent experiences students might have had.  Of critical importance to any successful Global Education program is a clear articulation of both the philosophy and outcome goals that inform the pre, post, and on-the-ground framing designed to foster a student’s mindset and ability to build important skills and competencies that translate across multiple culture.

There is no single formula for the design of a Global Education program.  Like all pedagogical constructs, it is open to interpretation and debate.  It is, however, essential that all program designers develop goals, intentionally shape experiences, and frame questions that support students as they develop their skills in code-switching, navigating ambiguous cultural situations, and forming a keen respect for the reciprocal nature of partnering with others around the globe.

Finally, I do believe that content matters.  Global Education does rely on classroom content (knowledge), which is essential to having historical and contextual empathy. But, global citizens are not born in the confines of a classroom and in the pages of a guide book. Global citizens need practice and interactions to understand themselves and understand how to interact with others who are different from themselves.  Identity formation is essential when moving from the self to understanding the other.  A global citizen cannot ever know everything all the guide books and white papers have to share on a country or community.  If educated well, a global citizen can count on having a keen understanding of the complex nature of cross-cultural interactions and an ability to ascertain when to probe, when to listen, how to take appropriate risks and make oneself vulnerable enough to both break down barriers and build bridges.

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Cultural Relativism: From “Fear” to “Leaning In”

Favorite pillow for the plane, check! Passport, check!  Vaccinations, check!  Mindset and Behavior Matrix, check…..wait, what?!

As an educator, one of my favorite experiences each year has come to be the Fall Orientation for Castilleja’s Junior class as they prepare for their school-sponsored Investigator trips.  To witness a Castilleja Junior preparing to embark on an Investigator trip is to witness a young adult becoming acutely conscious that “leaning in,” as local FB COO and feminist pundit Sheryl Sandberg reminds women across the United States, may look, feel, and sound different according to one’s socio-political, economic, and cultural context.  To be a Castilleja Junior at Fall “Investigator” Orientation is to be reminded that developing global relationships requires having both courage and fear, pride and humility, and a passion to “share one’s truth,” as well as a deep commitment to “do no harm.”

This year’s Fall Orientation included an introduction to cultural relativism by Stanford Business School professor Bill Barnett, and it affirmed my commitment towards these opening days as an important experience in shaping global citizens.  Bill Barnett is a raconteur extraordinaire, and, as his tales and anecdotes are as varied as the myriad of cultures and organizations he’s experienced, studied, and analyzed, our morning in his company was nothing short of a whirlwind tour through several dozen extraordinary moments.  These snapshots of his travels abroad were used to exemplify the concept of cultural relativism and the importance of understanding it as a Global Investigator intent on behaving as both a guest and a partner in another region of the world.

For those who want a little more context to the term, cultural relativism is an opinion that was established as axiomatic in anthropological research by Franz Boas in the first few decades of the 20th century and later popularized by his students. Boas first articulated the idea in 1887: “…civilization is not something absolute, but … is relative, and … our ideas and conceptions are true only so far as our civilization goes.” (Wikipedia)

The mere thought of thinking about and applying an understanding of cultural relativism to project work with a group that clearly has a different cultural context could potentially cause panic and concern in anyone’s heart – let alone a high school Junior’s.  Students suddenly start to wonder about everyday behaviors, as well as big decisions.  They begin ask themselves and their future travel companions questions ranging from what can be said and what topics need to be avoided, what is a faux pax and what is standard behavior, to how do I ask if something is okay and how do I know if I have suddenly caused a problem?

“Leaning in” can feel very risky in such situations.  So, how does a young adult “lean in” and learn to lead while remaining dedicated to “doing no harm” and “respecting another culture”? It’s not easy, and like most rewarding life experiences, there is no right way to do it.  However, there is a framework that can lower the risk and enhance the potential for incredible rewards that range from new friendships to future business relationships to life-altering social change in numerous communities including one’s own.

At Castilleja we teach students about the travel mindsets of “tourist, traveler, guest, and partner.”  And, we suggest to them that they fluctuate between these mindsets whenever they enter a community other than their own. (Yes, that can as easily be across the freeway as it is across the world.)  And, whatever their mindsets, in each moment in a new community they make behavioral choices.  They can be a “prisoner, a vacationer, or a leader.”

On their investigator trips we ask students to focus on being guests and partners.  Through projects co-created with our partners on the ground, they are negotiating and developing relationships. They are simultaneously guests and partners, and they need to watch and listen closely for and then respond to social cues from those we visit.  They also need to promote partnership by using their knowledge of the local social and cultural context and norms to collaborate effectively – sharing their honest and thoughtful opinions while respecting the boundaries of our nascent collaborative work.  Time is an ally in partnership development, and building a strong foundation will allow for sustained social transformation for individuals and communities.  Social transformation occurs through shared moments that develop trust between people and generate enough courage to effectively negotiate when opinions diverge.  We ask our students to support one another as they navigate their behavioral choices; everyone feels trapped at times (like a prisoner), and the choice to lead (oneself, a small group, everyone working partnership) is usually available to several in any moment.  Moving from prisoner to leader can be as simple as daring to take a bite of an unknown food offered generously by a host to something as meaningful as framing an activity so thoughtfully that previously silent and potentially disengaged participants come forward to share their perspectives.

When Fall Orientation ends and a predictable schedule resumes for Castilleja Juniors, I like to believe that their daily rhythms of life are already slightly altered.  After all, their Mindset and Behavior Matrix should be as effective in the classroom as it will be across the globe.





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Can Bubble Busting Promote Leadership and Foster Innovation?

I am nine days into a fifteen day “Frugal Innovation and Leadership Development” trip with 21 high school students representing 9 schools, and we are busting bubbles.  Ironically, it is not because they have begun to question the India they are experiencing and that they are using terms like juxtaposition and corporate social responsibility; it is because today many had the courage to ask themselves, “How does India help me understand home?”

One of the greatest gifts of thoughtfully developed travel programming is a new lens through which to understand the complex social and economic relationships at home.

We educators often remind students that they live in a bubble.  Usually this term is used to convey the privilege of those who seem to have easy accesses to both daily necessities and many luxuries.  They are “safe in a bubble” and can ignore those who don’t have equal access; they are urged to pop their bubble and see the realities of life for others who may be within their sight but not their understanding.  I would argue, however, that we need to reframe the bubble as a concept of insularity that prevents us from learning about and from one another.  Instead of privileging highly resourced students further by offering them a “bubble” to keep or reject, we need to ensure that all students understand that a bubble simply prevents us from understanding others.  All communities have bubbles, and all students have the right to look beyond their status quo.  They all need to learn tools to build relationships and work collaboratively instead of remaining in an insular space. The greatest bubble busted today: only rich people have access to bubbles.

India as a case study posited questions for our students that were universal in nature, and it was not hard to gently nudge them to map those questions onto their own daily lives. I suspect many will never forget India, but it may be because their memories of this trip include a new-found way of understanding and seeing “home,” not simply because they had access to a more nuanced understanding of a mysterious, colorful, spice-laden far-away land.

Innovation, it can be argued, occurs in the messy puddle of popped bubble boundaries. Social reform, I believe, begins in the angsty, confusing, guilt-ridden, angry at injustice, desperate for a way to break the cycle space we find beyond our respective bubbles. Whatever we call that moment, when we begin to see “the others” as essential participants in imagining a new idea, product, or way of life, we inevitably are moved to act. That action, in its most authentic form, is leadership.

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Why I Think Big Solutions Start with Small Stories

It’s been years since I posted – literally years.  When I began this thread I was full of ideas and launching a non-profit dedicated to co-creating curriculum with global partnerships to create opportunities for reciprocal learning and to foster global citizens.  Now, I can state my beliefs more simply.  I believe that big solutions start with small stories.

Seven years ago, hell bent on developing empathy in students through experiential learning, I founded the non-profit eduWeavers, and spend countless hours looking for every opportunity to create experiences and pilot methodology.  I had intricate ideas about complex projects that could be done across oceans by students with vastly different access to resources.  And, I believed that by working together on a shared project, students would ultimately learn about one another and breakdown socio-political and cultural assumptions.  I still believe this, but the past several years have given me the opportunity to move from idea to experience and to refine my thinking; I have learned that it is the messiness of relationship building during a reciprocal learning opportunity that is much more critical to creating empathetic leaders than the successful completion of a tangible shared goal.

Fast forward; it’s summer 2014, and I have spent years developing trust, building partnerships, and solidifying programs all in the name of educating future generations to create peaceful and sustainable communities.   I have met with countless educators from around the globe, along with “experts” and “gurus” in the fields of leadership, social and emotional learning, innovation, and design thinking.  Educational jargon enters my dreams and buzz words like “tinkering” and “ideate” creep into my conversation as though they’ve always been “what one does at school.”  Better yet, my own personal experience has validated my belief that experiential learning is the ultimate way to truly inculcate behavioral shifts and shape mindset.  I have myself as a case study, and I go about my daily life with a newfound understanding of the beliefs I have held for many years.  As a result, I have sharpened my ability to explain the importance of reciprocal learning and partnership, and I have also been able to develop innumerable examples of how to frame, teach, and evaluate experiential programming.  I can speak for hours about the why and how, but when time is tight and I am asked, “How do we build our global program?”  My answer is short, and I don’t hesitate.  I don’t feel that I am compromising when I smile and say, “Teach them how to hear someone else’s story.”

As children we are told the stories of people or animals and their daily lives to teach us morals and imbue in us an understanding of culture.  My observations in the classroom suggest that as we move learning into the world of facts, and the stories happen less frequently, students listen less and retreat into a space that is all about their personal relationship with the knowledge they are gaining. eduWeavers is the word I created to represent my belief in sharing stories.  eduWeaving is the act of weaving threads together to educate a generation of learners who will work together because they value one another and understand that the strength of the whole is greater than the sum of the parts.  The final weaving being an image that could not have existed had it been missing a thread.  Each time I say the word, I am reminded of the simple beauty of listening to and knowing someone else’s story and the importance of having that story as a thread in the final woven image.  Because it is when we see our thread in an image that we believe it must be worth our own personal investment.


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On white allies

Recently I asked Diversity Consultant, Alison Park, how she felt about the term “white ally.” As usual, her thoughtful, informed response helped me further my foundational thinking about partnership. Just as the term white ally has the potential to smack of paternalism, it can also represent a commitment on the part of a white person to engage with the dialog of race relations as someone who understands that s/he has a role and a race and is not free of any of the baggage that comes along with having a racialized society. So, tantamount to making terminology/lexicon choices in communities is discussion informed by voices that speak to varied life experiences. School-to-school partnerships offer communities another trusted set of voices at the table, and eduWeavers continues to be excited to create them for those schools ready to get “dirty” and do the hard work of building inclusive, socially informed, action-oriented students.

On white allies.

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On white allies

On white allies.

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