This study explores the effects of intercultural training from the perspectives of learners and
facilitators. Three central questions are addressed: How does participation in an intercultural
studies program affect the way learners approach intercultural interactions? How do learners
engage learning between the educational and practice contexts? What are the implications for
program planning?
In-depth interviews were conducted with eleven learners and eight facilitators from a
certificate program in intercultural studies at a Canadian university. The program is delivered
through a combined on-site and online format. With its emphasis on practice-based learning,
this program offered a unique opportunity to explore learner change and the application of
learning in the workplace.
This study was undertaken to inform program planning for intercultural training. The
conceptual resources that guided the study are frameworks for program planning and transfer
of learning. Perceived learner change as a result of training is explored through multiple lenses
of transfer, including application (engaging and creating knowledge in practice) and diffusion
(sharing ideas with others formally and informally in the workplace). Factors that contribute to
engagement of learning between the practice and training contexts include the integration of
theory and practice and the building of an online learning community. The study explores the
concept of emotional safety, the impact of identity and representation on intercultural
interactions within the training context, and the challenges of facilitating difficult dialogues
related to race, power and identity.
This study is situated within the larger context of the field of intercultural training. This is
contested terrain comprised of two major streams: international and domestic training.
Domestic training is represented by three frameworks: diversity, multicultural and anti-racism
training. The study indicates that learning is influenced by the degree to which analyzing
power or respecting differences is emphasized in the exploration of intercultural interactions.
The study concludes with suggested reflective questions for planners of intercultural
programs. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/13100 |
| Date | 05 1900 |
| Creators | Margolis, Rhonda L. |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 16842261 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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