Cross-Cultural Terminolgy

Intercultural Literacy

According to Mark Heyward, intercultural literacy (IC) as, “the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement” (2002). He then expands on his definition and adds, “The intercultural literate person possess the understandings, competencies, attitudes and identities necessary for successful living and working in a cross-cultural setting.” Heyward also includes cognitive and emotional intelligence in his attributes for IC, meaning those who possess it have multiple viewpoints or perspective. In other words, intercultural literacy is the ability to interpret an unfamiliar culture in such a way that one can seamlessly adapt and navigate it.

International MIndedness

The IB Programme classifies international mindedness (IM) as, “internationally-minded

learners that are knowledgeable about local/global issues, empathetic inquirers, critical thinkers, communicators, risk-takers as well as being caring, open-minded, balanced, reflective and able to make responsible work/life decisions” (2014) IB believes that this philosophy emphasizes its holistic approach to the whole learner and prepares them to be life-long learners. People who embrace the concept of international mindedness usually see them selves as global citizens, part of a bigger world that is more connected than ever.

Global Competency

Veronica Boix Mansilla and Anthony Jackson explain global competency (GC) in 4 domains: recognizing perspectives, communicating ideas (effectively with other cultures), investigating the world (or going outside their immediate environment), and taking action (translate their ideas into appropriate action to improve current conditions). Global competent people are driven by a desire to explore other cultures and seek knowledge from outside their own country.

The above Venn diagram compares all three cross-cultural terminologies. The competing forces can be seen out the outside bubbles of the diagram where each idea has its own unique factors. While these tree phrases are similar is many ways, this graphic helps illustrates what makes each one different. All three focus on empathy, communication, adaptability and respect for other cultures. However, intercultural literacy is unique in that it focuses on knowledge of cultures while international mindedness focuses on ones thoughts and attitudes towards other cultures. Global competency emphasizes collection of ideas and taking action on them.

Sources

Heyward, M. From international to intercultural: Redefining the international school for a globalized world. 2002 Retrieved from https://drive.google.com/file/d/0BzLwFwwvm0oNU0EweTJ2eDhLakU/view

Sriprakash, A., Singh, M., & Jing, Q. A comparative study of international mindedness in the IB Diploma Programme in Australia, China and India 2014 Retrieved from https://drive.google.com/file/d/0BzLwFwwvm0oNRE5kM2x6MWlndkk/view

Mansilla, V. B., & Jackson, A. Educating for global competence: preparing our youth to engage the world. 2011 Retrieved from https://drive.google.com/file/d/0BzLwFwwvm0oNUndIWkxKb2NMV3c/view