Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement
This article describes a project at the NorQuest College Center for Intercultural Education to develop an inclusion model for a post-secondary, two-year college. Inclusion = Diversity + Engagement is a model for action based on the integration of integral theory, particularly the all quadrants compo...
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ftdoajarticles:oai:doaj.org/article:ec65adb191374752ae2c01abf0a85c60 2023-05-15T16:17:04+02:00 Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement Cheryl Whitelaw 2016-01-01T00:00:00Z https://doaj.org/article/ec65adb191374752ae2c01abf0a85c60 DE EN FR ger eng fre ARINA, Inc. http://integral-review.org/pdf-template-issue.php?pdfName=vol_12_no_1_whitelaw_developing_an_inclusion_perspective.pdf https://doaj.org/toc/1553-3069 1553-3069 https://doaj.org/article/ec65adb191374752ae2c01abf0a85c60 Integral Review, Vol 12, Iss 1, Pp 32-64 (2016) perspective Education culture AQAL transformational learning horizontal learning inclusion intercultural Whitelaw Social Sciences H Social sciences (General) H1-99 article 2016 ftdoajarticles 2022-12-31T01:06:53Z This article describes a project at the NorQuest College Center for Intercultural Education to develop an inclusion model for a post-secondary, two-year college. Inclusion = Diversity + Engagement is a model for action based on the integration of integral theory, particularly the all quadrants component of the AQAL model by Ken Wilber and the Developmental Model of Intercultural Sensitivity by Dr. Milton Bennett. The author views inclusion as a perspectival phenomenon, socially constructed; a culture of inclusion is, in part, founded on perspective seeking behaviors. Within the model, the focus for translative and transformative change is guided by the Intercultural Competence Stretch Goals document, a map created by the author and her project collaborators to identify selected attitudes, knowledge and skills to support more inclusive communication behaviors. The model is informed by concepts arising out of discourse on inclusion and intercultural competence, specifically on a capacity for perspective taking within a Canadian socio-cultural surround. Within the context of a college with identifiable diversity in terms of country of origin, languages spoken, race, ethnocultural origin including First Nations, Metis and Inuit peoples and the level of ability requiring supports (for physical and/or learning challenges), this article describes an organizational change project sparked by an applied research study to create the Inclusion = Diversity + Engagement model and the organizational change initiatives that flowed out of the model. The applied research question asked: “In what ways might Student Services enhance intercultural communication skills during face-to-face interactions with students.” We found a need to focus on the enhancement of intercultural communication skills based on a primarily ethnocentric, minimization worldview for student services staff. Specific skills included developing a deeper understanding of staff’s own worldview with a focus on identifying preferred communication styles and ... Article in Journal/Newspaper First Nations inuit Metis Directory of Open Access Journals: DOAJ Articles Milton ENVELOPE(-84.800,-84.800,-78.800,-78.800) Whitelaw ENVELOPE(-118.069,-118.069,56.117,56.117) |
institution |
Open Polar |
collection |
Directory of Open Access Journals: DOAJ Articles |
op_collection_id |
ftdoajarticles |
language |
German English French |
topic |
perspective Education culture AQAL transformational learning horizontal learning inclusion intercultural Whitelaw Social Sciences H Social sciences (General) H1-99 |
spellingShingle |
perspective Education culture AQAL transformational learning horizontal learning inclusion intercultural Whitelaw Social Sciences H Social sciences (General) H1-99 Cheryl Whitelaw Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement |
topic_facet |
perspective Education culture AQAL transformational learning horizontal learning inclusion intercultural Whitelaw Social Sciences H Social sciences (General) H1-99 |
description |
This article describes a project at the NorQuest College Center for Intercultural Education to develop an inclusion model for a post-secondary, two-year college. Inclusion = Diversity + Engagement is a model for action based on the integration of integral theory, particularly the all quadrants component of the AQAL model by Ken Wilber and the Developmental Model of Intercultural Sensitivity by Dr. Milton Bennett. The author views inclusion as a perspectival phenomenon, socially constructed; a culture of inclusion is, in part, founded on perspective seeking behaviors. Within the model, the focus for translative and transformative change is guided by the Intercultural Competence Stretch Goals document, a map created by the author and her project collaborators to identify selected attitudes, knowledge and skills to support more inclusive communication behaviors. The model is informed by concepts arising out of discourse on inclusion and intercultural competence, specifically on a capacity for perspective taking within a Canadian socio-cultural surround. Within the context of a college with identifiable diversity in terms of country of origin, languages spoken, race, ethnocultural origin including First Nations, Metis and Inuit peoples and the level of ability requiring supports (for physical and/or learning challenges), this article describes an organizational change project sparked by an applied research study to create the Inclusion = Diversity + Engagement model and the organizational change initiatives that flowed out of the model. The applied research question asked: “In what ways might Student Services enhance intercultural communication skills during face-to-face interactions with students.” We found a need to focus on the enhancement of intercultural communication skills based on a primarily ethnocentric, minimization worldview for student services staff. Specific skills included developing a deeper understanding of staff’s own worldview with a focus on identifying preferred communication styles and ... |
format |
Article in Journal/Newspaper |
author |
Cheryl Whitelaw |
author_facet |
Cheryl Whitelaw |
author_sort |
Cheryl Whitelaw |
title |
Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement |
title_short |
Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement |
title_full |
Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement |
title_fullStr |
Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement |
title_full_unstemmed |
Developing an Inclusive Perspective for a Diverse College: Inclusion = Diversity + Engagement |
title_sort |
developing an inclusive perspective for a diverse college: inclusion = diversity + engagement |
publisher |
ARINA, Inc. |
publishDate |
2016 |
url |
https://doaj.org/article/ec65adb191374752ae2c01abf0a85c60 |
long_lat |
ENVELOPE(-84.800,-84.800,-78.800,-78.800) ENVELOPE(-118.069,-118.069,56.117,56.117) |
geographic |
Milton Whitelaw |
geographic_facet |
Milton Whitelaw |
genre |
First Nations inuit Metis |
genre_facet |
First Nations inuit Metis |
op_source |
Integral Review, Vol 12, Iss 1, Pp 32-64 (2016) |
op_relation |
http://integral-review.org/pdf-template-issue.php?pdfName=vol_12_no_1_whitelaw_developing_an_inclusion_perspective.pdf https://doaj.org/toc/1553-3069 1553-3069 https://doaj.org/article/ec65adb191374752ae2c01abf0a85c60 |
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1766002912573521920 |