- Presentation (15 mins)
- Application (5 mins)
- Conversation (20 mins)
After our session, we hope you’ll be able to:
- Describe stigma, prejudices, and discrimination that stem from
categorizing in-groups as “us” and out-groups as “them”
- Articulate the importance of having students experience social norm
violation to increase intercultural competence, including cognitive
(knowledge), affective (emotional/empathy), and behavioral (skillbased) learning
- Design & implement a social norm violation activity by drawing from
3 best practice examples across disciplines (psychology, sociology, &
anthropology)
- Recognize the benefits, challenges, risks, and barriers inherent in
designing norm violation exercises and how to address or overcome
them
- Intercultural competence framework
(Deardorff, 2006)
Knowledge
- Skill
- Empathy/Attitude
-
- http://www.purdue.edu/cie/documents/P
UPIL%20rubric%20handout.pdf
- Sociology (Gina):
-
Breaching activities originated with Harold
Garfinkel’s (1967) Ethnomethodology
Students collect data on the ways others attempt
to re-create order once breached--how people
“account” for the breach
- Anthropology (John):
-
Participant-observation for identifying social norms
Reflection for identifying observer’s biases
Unfamiliarity/discomfort in order to improve
preciseness of description
- Psychology (Ginger):
Experience of “the other” and stigma
Experience with mixed methods
(qualitative/quantitative)
- Deeper learning: Academic (literature) &
experiential integration
-
- What just happened?
-
What did you observe?
How did you account for it?
What did you think?
How did you feel?
-
Turn backwards in elevator
Speak too loudly
Never stop smiling
Look up at ceiling without explaining
Give away some change
“Free hugs” sign
Mumble to yourself
Stand too close (violate personal space)
Different cultural greetings (kisses on cheeks, bowing, “namaste,” etc.)
Overshare when asked “how are you?”
Sit on the floor instead of an open chair
- Feedback from participants on their
breaching experiments
What did you observe?
- How did you account for it?
- What did you think?
- How did you feel?
-
- Audience questions
- Challenges
- Plan & explain well (Braswell, 2014)
- Caution students NOT to break
laws/campus rules or do harm to
themselves or others
- Screen ideas in advance
- Handouts of assignment guidelines &
scoring
Anthropology
- Sociology
- Psychology
-
-
-
-
Association of American Colleges & Universities (n.d.).
Intercultural Knowledge and Competence VALUE Rubric. Retrieved
November 20, 2014 from
http://www.purdue.edu/cie/documents/PUPIL%20rubric%20ha
ndout.pdf
Bernard, H. Russell. (1994). Research methods in anthropology:
Qualitative and quantitative approaches. Walnut Creek, CA: Alta
Mira.
Braswell, M. (2014). Once more unto the Breaching Experiment:
Reconsidering a popular pedagogical tool. Teaching Sociology, 42,
161-167.
-
-
Deardorff, D. K. (2006). Identification and assessment of
intercultural competence as a student outcome of
internationalization. Journal of Studies in International Education,
10(3), 241-266.
Garfinkel, H. (1967). Studies in Ethnomethodology, Prentice Hall.
Scott, M. and Lyman, S.M. (1968). Accounts, American Sociological
Review, 33 (1), pp. 46-62.