Reflective Writing

Journal on Exploring Intercultural Competence

Teaching and Learning in an Intercultural Setting

Inter-cultural competence is not just about learning definitions, but about examining how I think, teach, and interact every day. Although I come from a background in teaching in different countries and diverse classrooms, Intercultural Competence made me more aware that experience alone does not automatically translate into deep intercultural understanding.

Learning

One key idea that stood out to me is that intercultural competence is an ongoing process rather than a fixed skill. When exploring the terminology and definitions, I noticed that concepts such as cultural humility, cultural safety, and intercultural intelligence all emphasize reflection, adaptation, and awareness of power. I am beginning to see that being an effective educator in diverse settings requires more than respecting differences; it requires actively questioning my assumptions and the systems I work within.

Another important learning point was how culture shapes communication, expectations, and even what we consider "normal" in education. I realized that many classroom practices I previously saw as neutral may actually reflect particular cultural values.

Unlearning

This Intercultural Competence pushed me to unlearn the idea that good intentions are enough. I used to think that being kind and respectful automatically created inclusive spaces. Now I understand that impact matters more than intention. A classroom can still feel unsafe or exclusionary to students even when a teacher means well. This challenges me to listen more carefully to students' experiences rather than assuming I know what works.

I am also unlearning the idea that intercultural competence means "knowing about other cultures." Instead, it includes examining my own cultural positioning and privileges.

Relearning

I am relearning how to see teaching as relational and responsive. Instead of focusing only on delivering content, I am thinking more about how students experience the learning environment emotionally and socially. I am also relearning the importance of flexibility, adjusting communication styles, examples, and expectations so they connect with students' lived realities.

Connection to My Practice

As someone who has taught in international contexts and now studies education in Canada, I find this Intercultural Competence strongly connected to my journey of moving between cultures. It reminds me that my role as an educator includes being a learner alongside my students. Intercultural competence is not something I "achieve"; it is something I practice daily through reflection, listening, and adaptation.

Questions I am Holding

How can I make sure my classroom practices feel culturally safe, not just inclusive in theory?

How do I balance respecting different cultural perspectives while still meeting curriculum expectations?

What biases might still be invisible to me?

My Definition of Intercultural Competence

Intercultural competence is the ability to recognize how my own background shapes my thinking, communication, and interpretation of situations, while also being willing and able to engage respectfully and effectively with people whose cultural experiences differ from my own. It involves openness, emotional awareness, curiosity, and the flexibility to adjust my behavior so interactions are fair, meaningful, and responsive to others. It is less about memorizing facts about cultures and more about how you listen, learn, and act with understanding and responsibility across differences.

Examples of where, when, and why it is needed

Where: In a classroom with students from diverse cultural and language backgrounds.

When: A student participates in ways that differ from the teacher's expectations.

Why: Intercultural competence helps the teacher avoid misjudging the student and instead creates inclusive ways for all learners to engage.

Where: In healthcare settings between practitioners and patients.

When: During conversations about treatment, pain, family roles, or health beliefs.

Why: It supports respectful communication and reduces misunderstandings, so care is responsive rather than based on assumptions.

Where: In professional teamwork across different cultural contexts.

When: During disagreements, decision-making, or giving feedback.

Why: Intercultural competence helps people manage emotions, adapt communication, and work toward mutual understanding instead of conflict.

Intercultural Intelligence (ICI)

Definition:

Intercultural intelligence refers to the capability to function effectively in culturally diverse environments by understanding cultural differences, interpreting unfamiliar social cues, and adapting communication and behavior accordingly. It involves awareness of one's own cultural assumptions, the motivation to engage across cultures, and the ability to respond flexibly and appropriately in intercultural interactions.

Cultural Frame Switching

Definition:

Cultural frame switching refers to the cognitive ability to shift among different cultural perspectives, values, and behavioral norms depending on the social context. It reflects flexibility in interpreting situations through multiple cultural lenses.

Cross-Cultural Competence

Definition:

Cross-cultural competence refers to the knowledge, skills, motivation, and behaviors that enable individuals to function effectively in culturally diverse settings and to adapt communication and actions across cultural boundaries.

Cultural Safety

Definition:

Cultural safety refers to environments and interactions in which individuals feel respected and free from discrimination, and in which historical power imbalances, systemic inequities, and institutional bias are acknowledged and addressed. It shifts responsibility from individuals to systems and emphasizes how care or services are experienced by recipients.

Critical Cultural Awareness

Definition: The ability to critically examine how culture and power shape "common sense," professional norms, and institutional practices—so you can identify stereotyping, bias, and inequity and respond ethically in real interactions.

In increasingly diverse educational and social contexts, intercultural competence has become essential rather than optional. As mobility, migration, and global interconnectedness continue to shape communities, individuals and institutions must develop the knowledge, skills, and dispositions needed to engage respectfully and effectively across cultural differences. In British Columbia's multicultural context, this involves not only learning about "other" cultures, but also reflecting critically on one's own assumptions, power relations, and institutional practices. The following five terms deepen understanding of intercultural competence by highlighting cognitive flexibility, ethical awareness, and systemic responsibility.

My Reflection on Defining Intercultural Competence

Intercultural competence, as I currently understand it, is the ongoing ability to engage respectfully, effectively, and ethically with people from different cultures while remaining aware of one's own cultural positioning. It is not simply knowledge about other cultures, but a combination of self-awareness, attitudes, skills, and critical understanding that shape how we relate to others in diverse social contexts.

A key part of intercultural competence is recognizing that culture influences how people see the world, communicate, learn, and interpret behavior. It requires moving beyond stereotypes and surface-level cultural facts toward deeper reflection on power, identity, privilege, and systemic inequities. This means understanding that interactions are not neutral; history, social structures, and lived experiences shape them.

I am learning that intercultural competence involves three interconnected dimensions:

Personal dimension – awareness of my own cultural background, values, assumptions, and biases. It asks me to reflect on how my experiences shape my view of others and the world.

Relational dimension – the ability to communicate and build relationships across differences with empathy, openness, curiosity, and respect. This includes listening, suspending judgment, and being willing to learn from others.

Social/ethical dimension – recognizing inequities and working toward inclusion, equity, and anti-racist practice. Intercultural competence is not passive tolerance; it involves responsibility and action to create more just learning spaces.

In educational settings, intercultural competence means creating classrooms where diverse identities are acknowledged and valued, where students feel safe to express who they are, and where differences are seen as strengths rather than problems. It also means being willing to unlearn assumptions, adapt teaching practices, and challenge systems that marginalize learners.

What stands out most to me is that intercultural competence is a lifelong process, not a final state. It involves continuous learning, unlearning, reflection, and growth. It is as much about humility as it is about knowledge.

My understanding of intercultural competence has shifted from seeing it as simply "getting along with different people" to recognizing it as an ongoing, reflective, and ethical practice. Intercultural competence involves engaging respectfully and effectively across cultural differences while also examining one's own identity, assumptions, and biases. It is not just awareness of diversity, but a more profound understanding that culture shapes how people experience learning, communication, and belonging.

A key learning for me is that intercultural competence is connected to equity and power, not just difference. The racial equity framework explains that real equity requires intentional changes in practices, systems, and decision-making, rather than surface-level diversity efforts. This idea helps me see that intercultural competence also means recognizing who benefits, who is excluded, and how institutions may unintentionally reproduce inequities.

I now understand intercultural competence through three connected dimensions:

1. Intrapersonal (Self-awareness)

This involves reflecting on my own cultural lens and recognizing that my experiences are not universal. The toolkit emphasizes slowing down to reflect rather than acting at "the speed of habit," which can reproduce bias. This idea connects directly to self-awareness as a foundation for intercultural growth.

2. Interpersonal (Relational skills)

Intercultural competence includes empathy, listening, openness, and respectful dialogue. It requires building relationships across differences and ensuring that marginalized voices are included in decision-making processes.

3. Social/Structural (Justice-oriented practice)

This dimension feels especially important. The resource defines racial equity as the intentional practice of changing policies, systems, and structures to improve outcomes for people of color. Intercultural competence, therefore, is not passive tolerance; it involves responsibility and action to support inclusive and equitable environments.

Professionally, this learning changes how I think about education. A culturally responsive classroom is not only diverse but also actively works to create a sense of belonging, dignity, and fairness for all learners. Personally, I am learning to approach differences with more humility and curiosity.

Most importantly, I now see intercultural competence as a lifelong process of learning, unlearning, and reflection, rather than a skill someone fully "achieves."

Key New Terms

These are terms that are either new to me or that I now understand more deeply and critically. They are relevant to my culminating task because they shape how I think about teaching, learning spaces, and equity.

1. Intercultural Competence

The ongoing ability to interact respectfully, effectively, and ethically across cultural differences, while being aware of one's own cultural lens, biases, and positionality. It involves self-awareness, relational skills, and a commitment to equity and justice in diverse settings.

2. Cultural Humility

A lifelong process of self-reflection and learning in which a person recognizes that they do not fully "know" another culture. It emphasizes openness, listening, and willingness to learn from others rather than assuming expertise.

3. Racial Equity

The intentional and continual practice of changing policies, systems, and practices to eliminate racial disparities and improve outcomes for people of color. It moves beyond diversity to address structural inequities.

4. BIPOC

A term meaning Black and/or Indigenous People of Color. It highlights the specific histories and experiences of Black and Indigenous communities, rather than grouping all racialized people.

5. Inclusion

Creating environments where all individuals feel valued, respected, and able to participate fully. Inclusion is not just physical presence but meaningful belonging.

6. Equity vs. Equality

Equality means treating everyone the same.

Equity means providing different supports based on need so that outcomes can be fair.

7. Decolonizing Education

A process of challenging Eurocentric knowledge systems and recognizing Indigenous knowledge, histories, and ways of learning. It involves questioning whose knowledge is centered and whose is marginalized.

8. Implicit Bias

Unconscious attitudes or stereotypes that influence decisions and interactions, even when someone believes they are being fair.

9. Culturally Responsive Teaching

Teaching that recognizes students' cultural identities as assets and incorporates their lived experiences into curriculum, pedagogy, and classroom relationships.

10. Belonging

The feeling of being accepted, valued, and safe in a learning environment. Belonging supports emotional well-being and academic engagement.

Personal Reflection Learning

Now I move from thinking about culture as "background information" to understanding it as something that profoundly shapes power, identity, and learning. I used to see intercultural competence mainly as communication skills, but now I see it as connected to equity, justice, and responsibility.

One important relearning for me is that good intentions are not enough. Creating inclusive environments requires examining systems, practices, and decision-making processes. The racial equity framework showed me that equity work must be intentional and embedded in everyday choices, not treated as an add-on. I am also becoming more aware of my own cultural lens. I am learning to slow down, question assumptions, and listen more deeply. This shift can be uncomfortable at times, but it is also necessary for growth.

Professionally, this learning is helping me see that classrooms are not neutral spaces. They reflect social norms and power structures. My role as an educator is not only to teach content, but to create spaces where students feel respected, represented, and safe.

Journal about Racism

I read this article

Braveman, P. A., Arkin, E., Proctor, D., Kauh, T., & Holm, N. (2022). Systemic and structural racism: Definitions, examples, health damages, and approaches to dismantling. Health Affairs, 41(2), 171–178. https://doi.org/10.1377/hlthaff.2021.01394

1. Thoughts on the terms used to define racism

The terms like systemic, structural, and institutional racism deepened my understanding of how racism operates. I found it powerful that racism was described as something embedded in systems, laws, and everyday practices, not just individual prejudice. The comparison to an iceberg, where visible acts are only a small part, and the deeper systems remain hidden, helped me see how racism can persist even when people believe society is “equal.” These terms shift the conversation from blaming individuals to examining structures that shape opportunities and outcomes.

2. Presence in my personal or professional contexts

Yes, these forms of racism can exist in educational settings. For example, schools in lower-income or marginalized areas often have fewer resources, which reflects systemic inequalities connected to housing and funding structures. Discipline policies can also disproportionately affect certain groups of students. These patterns are not always intentional but are part of broader systems that advantage some groups over others. On a personal level, assumptions about language, culture, or background can also shape how people are perceived or treated.

3. Is intercultural competence integral to being an effective educator?

Yes, absolutely. Teaching is not only about delivering content; it is about relationships. Intercultural competence, including self-awareness, openness, cultural knowledge, and communication skills, helps educators understand students’ diverse identities and experiences. Without it, teachers may misinterpret behaviors, overlook students’ strengths, or unintentionally create exclusion. Intercultural competence allows educators to create inclusive learning environments where all students feel respected and supported.

4. Can intercultural competence combat racism?

Intercultural competence can play an important role, but it cannot solve the problem alone. It helps individuals recognize bias, communicate respectfully, and build inclusive spaces. However, the article shows that racism is also systemic, meaning it is embedded in policies and institutions. Intercultural competence can empower educators to challenge inequities, advocate for change, and avoid reproducing harmful practices, but broader structural changes are also needed. It is a critical foundation for action, not the final solution.

Personal Reflection

My knowledge reshaped how I think about racism. I appreciated how the researcher clearly distinguished systemic, structural, and institutional racism, showing that racism is not only about individual prejudice but is embedded in laws, policies, and everyday practices that appear “normal” but produce unequal outcomes. The idea that systemic racism is like the hidden part of an iceberg was especially powerful. It helped me understand that the most harmful forms of racism are often invisible to those who are not directly affected. Yet, they shape access to housing, education, wealth, safety, and health. The article’s framing of racism as operating across systems, political, economic, educational, and criminal justice, expanded my understanding beyond interpersonal bias.

In my professional context in education, I do see forms of structural racism. For example, schools that depend on local property taxes often have fewer resources in marginalized communities, which affects students’ opportunities. Disciplinary practices can also reflect bias, in which some students are more likely to be punished than supported. These are not always intentional, but they mirror the article’s explanation that racism can be built into systems and practices, not just attitudes. On a personal level, I have observed how assumptions about language, accent, or cultural background can influence how people are treated, which connects to how systemic beliefs shape everyday interactions.

Intercultural competence is absolutely integral to being an effective educator. Teaching is relational work. Without cultural self-awareness, openness, and the skills to listen and interpret behaviors within cultural contexts, educators may misread students’ actions or needs. Intercultural competence helps teachers create inclusive environments where all students feel seen and valued. It shifts practice from “treating everyone the same” to understanding that fairness sometimes means responding differently based on students’ contexts and experiences.

Can intercultural competence combat racism? I think it is a necessary but not sufficient step. Intercultural competence addresses attitudes, knowledge, and skills at the individual level, helping educators challenge bias, communicate respectfully, and build inclusive classrooms. However, the article reminds us that racism is structural; therefore, dismantling it also requires policy changes, advocacy, and systemic reform. Intercultural competence prepares educators to recognize inequities and to act as allies and advocates, but broader institutional changes are also needed to address the deeper structures described in the article.

Overall, this reading pushed me to see racism as a systems issue, not just a personal one, and reminded me that education plays a key role in both reproducing and challenging these systems.

Journal about Intercultural Competence Skills and goal settings

Cultural Intelligence Personal Goal Setting

Developing intercultural competence begins with understanding my own identity while remaining open and responsive to others. After reviewing the four Cultural Intelligence competencies, I selected CQ Drive, CQ Knowledge, and CQ Action as areas for personal growth.

Goal 1: Develop Greater Curiosity and Openness Toward Cultural Differences (CQ Drive)

Why I chose this goal:

CQ Drive focuses on motivation and interest in engaging with culturally diverse environments. As an educator, I constantly interact with students, families, and colleagues from different cultural backgrounds. I want to continue strengthening my curiosity and confidence in these interactions rather than relying on familiar perspectives.

How this improves my intercultural skills:

This goal encourages me to actively seek learning opportunities, explore new perspectives, and remain open to different worldviews. It helps me move beyond my comfort zone44 and approach diversity with enthusiasm rather than hesitation.

Application to teaching and learning:

When I demonstrate curiosity and openness, students see diversity as something positive and valuable. I can incorporate global and multicultural perspectives into lessons and create a classroom climate where differences are respected and explored.

Goal 2: Increase My Understanding of Cultural Similarities and Differences (CQ Knowledge)

Why I chose this goal:

CQ Knowledge involves understanding how cultures differ in communication, values, and expectations. Even with experience in diverse settings, I recognize that learning about cultures is an ongoing process.

How this improves my intercultural skills:

By deepening my knowledge, I become more aware of how culture influences communication styles, behavior, and learning preferences. This helps me avoid misinterpretations and respond more sensitively in intercultural situations.

Application to teaching and learning:

In the classroom, this allows me to choose inclusive teaching materials, communicate effectively with families from different backgrounds, and better support multilingual learners. It also helps me design learning experiences that reflect diverse cultural perspectives.

Goal 3: Strengthen My Ability to Adapt Communication and Behaviour (CQ Action)

Why I chose this goal:

CQ Action focuses on flexibility and adapting behavior to culturally diverse contexts. Teaching requires constant interaction, and students may have different comfort levels with participation, authority, and collaboration.

How this improves my intercultural skills:

Working toward this goal helps me adjust my verbal and nonverbal communication, teaching approaches, and expectations to students’ cultural contexts. It promotes empathy and responsiveness.

Application to teaching and learning:

By adapting my communication, I make learning more accessible. I can offer multiple ways for students to participate, adjust feedback styles, and respond appropriately to diverse social norms. This leads to a more equitable and supportive learning environment.

Personal Reflection

Focusing on CQ Drive, CQ Knowledge, and CQ Action supports my growth as a culturally responsive educator. These goals help me remain curious, informed, and adaptable in diverse environments. Improving these competencies strengthens my ability to create inclusive classrooms where students feel respected, understood, and empowered to learn

Reflective Journal on an uncomfortable intercultural encounter

1. Describe the Experience

During a classroom activity, I asked students to share ideas in a whole-class discussion. One student, who comes from a cultural background where speaking publicly in front of adults is not encouraged, remained silent even though I knew they understood the topic. I interpreted the silence as a lack of participation at the time and encouraged the student to speak to everyone. The student appeared uncomfortable and avoided eye contact afterward. Later, I realized the situation might have been culturally influenced.

2. Reflection

At the moment, I was focused on encouraging participation and fairness. I believed I was supporting engagement. However, I now see that I was applying my own cultural expectation, that confident speaking equals participation. I felt slightly frustrated at the time, but afterward I was concerned that I might have caused discomfort. I learned that participation does not look the same across cultures, and that my interpretation was based on my own norms rather than on the students’ comfort or backgrounds.

3. Theorizing

Before this experience, I believed that encouraging students publicly always builds confidence. This situation challenged that assumption. It helped me understand that cultural norms influence communication styles and comfort levels with authority and public speaking. The outcome was unexpected because I thought I was helping. A different approach that offered alternative participation methods might have led to a more positive outcome.

4. Experimentation

In future situations, I will provide multiple ways for students to participate, such as written responses, small group discussions, or one-on-one sharing. I will also be more observant of non-verbal cues and check in privately with students who seem hesitant. By doing this, I can respect diverse communication styles while still encouraging engagement. This will help me create a classroom where students feel safe participating in ways that align with their cultural comfort.

Final Insight

This reflection helped me see how easily cultural assumptions can shape teaching practices. Using reflective practice allows me to learn from mistakes and adapt my approach, strengthening my intercultural competence and relationships with students.

Journal on Intercultural Competence Learning Goals – KWL Action Plan

Focus Area: Supporting culturally and linguistically diverse students in inclusive classroom settings

I KNOW (Current Strengths & Competencies)

• I value diversity and view differences as positive
• I reflect on how my cultural background shapes my assumptions
• I am open and curious about other cultures
• I adapt my teaching strategies for different learning needs
• I try to create respectful classroom environments
• I understand that culture influences communication and behavior

I WANT TO KNOW / LEARN / DO (Questions → Goals)

HOW WILL I LEARN THIS? (Action Plan)

Final Reflection

These goals build on my existing strengths in awareness and curiosity while pushing me to develop stronger action-oriented intercultural skills. This plan helps me move from understanding diversity to actively supporting belonging, equity, and inclusion in my teaching practice.

KWL Action Plan: Intercultural Competence in Teaching

Summary

This KWL plan helps me build on my strengths in awareness and openness while developing more action-based intercultural skills. It supports my growth toward becoming a more culturally responsive and inclusive educator.

Journal on Blending Intercultural Education and Differentiated Instruction

Valiandes et al. (2018) argue that both intercultural education (IE) and differentiated instruction (DI) aim to create inclusive, equitable classrooms, but they focus on different dimensions of diversity. Intercultural education emphasizes community, identity, culture, and social justice, while differentiated instruction focuses on individual learning differences, readiness, and academic success. The authors suggest that teachers in multicultural classrooms face a dual responsibility: support collective cultural identities while also ensuring individual academic growth.

Blending in Theory: Culturally Sustaining Pedagogy

The theoretical bridge between IE and DI is what the authors connect to culturally sustaining pedagogy (CSP). This approach views culture as dynamic and evolving and sees students’ linguistic and cultural identities as assets rather than barriers. CSP ensures that instruction not only adapts to learning levels but also values students’ cultural knowledge, experiences, and perspectives. In this model:

Learning is academically rigorous

Cultural identities are maintained and respected

Students are empowered to think critically about power, identity, and knowledge

Thus, differentiation becomes more than instructional adjustment—it becomes culturally responsive and socially meaningful.

Blending in Practice: Interculturally Differentiated Teaching

In practice, the authors propose interculturally differentiated teaching that integrates DI classroom strategies with IE principles.

Examples include:

🔹 Content

Teachers incorporate perspectives from multiple cultures while adapting learning tasks to varying readiness levels. Students may explore topics using materials that reflect diverse voices and experiences.

🔹 Process

Group work and cooperative learning are structured so that all students can contribute meaningfully. Differentiation ensures students have the tools to participate, while intercultural education encourages dialogue, empathy, and reflection on bias.

🔹 Product

Students are given multiple ways to demonstrate learning (presentations, art, writing, performance), allowing cultural expression and personal identity to shape learning outcomes.

🔹 Learning Environment

Classrooms are designed as safe, democratic spaces where students' voices, cultures, and lived experiences are valued. The environment supports belonging, emotional well-being, and participation.

These practices show that effective teaching in diverse classrooms must simultaneously address both academic differences and cultural diversity.

Key Takeaway

The article emphasizes that quality instruction alone is not enough, nor is cultural recognition alone. Equity in diverse classrooms happens when teachers blend:

➡️ Differentiated Instruction (meeting individual learning needs)

with

➡️ Intercultural Education (valuing culture, identity, and social justice)

This blended approach supports both academic success and cultural dignity.

Journal on Indigenizing and Decolonizing My Educational Practice

Indigenizing and decolonizing education requires more than adding Indigenous topics into lessons; it involves transforming how knowledge, relationships, and learning spaces are structured. Drawing on Dr. Shaunee Pete’s work on Indigenizing academic programs, I have selected three approaches that are both impactful and within my direct control as an educator.

1. Acknowledging Treaty Territory and Indigenous Nations

I can begin with materials, a recognition of the Treaty territory and the Indigenous Nations whose lands we learn on.

Rationale:

This practice situates learning within a specific historical and relational context rather than presenting education as neutral or placeless. It acknowledges Indigenous presence, sovereignty, and ongoing relationships with the land. For Indigenous learners, this affirms their identity and sense of belonging. For non-Indigenous learners, it fosters awareness of colonial histories and their responsibilities within reconciliation. This is a simple but consistent way to disrupt the invisibility of Indigenous peoples in educational spaces.

2. Including Indigenous Perspectives, Scholars, and Knowledge

I can intentionally integrate scholarship, literature, and resources created by Indigenous authors and knowledge holders, and examine topics such as colonization, Treaty relationships, and Indigenous sovereignty when relevant to subject matter.

Rationale:

This moves beyond token representation toward valuing Indigenous knowledge systems as legitimate and essential. It challenges dominant narratives and broadens students’ understanding of history, knowledge, and power. Indigenous learners see their communities reflected with dignity, while non-Indigenous learners gain critical perspectives necessary for reconciliation. This aligns with decolonization by questioning whose knowledge has historically been centered in the curriculum.

3. Creating a Learning Environment Grounded in Dialogue, Relationship, and Multiple Ways of Knowing

I can move away from strictly lecture-based approaches and use circle discussions, collaborative learning, reflective activities, and experiential learning.

Rationale:

Indigenous pedagogies emphasize relational learning, respect, listening, and community. Creating space for dialogue and shared voice challenges hierarchical classroom norms rooted in colonial structures. It also validates diverse ways of learning and expressing knowledge. This supports student engagement and well-being while modeling respect, reciprocity, and collective responsibility.

Conclusion

These actions shift teaching from simply covering content to transforming educational relationships and structures. By acknowledging land, centering Indigenous knowledge, and fostering relational learning spaces, I contribute to education that supports Indigenous student success and prepares all learners to participate in reconciliation in meaningful ways.

Journal on learning goals

Reflection on Learning Goals for Cultivating Intercultural Competence

Looking back at the learning goals I set earlier in the Cultivating Intercultural Competence, I can see clear growth in several areas of my intercultural competence.

1. Greater Cultural Self-Awareness

One of my goals was to deepen my awareness of how my own cultural background influences my assumptions and teaching practices. Through discussions, reflections, and activities, I have become more mindful of how my own experiences shape my expectations around participation, communication, and classroom behavior. I now pause more often before interpreting student behavior and consider possible cultural influences. This growth has helped me approach situations with more empathy and openness.

2. Adapting Communication and Teaching Practices

Another goal was to improve my ability to adjust my communication and actions in culturally diverse settings. I have grown in offering multiple ways for students to participate, being more aware of non-verbal cues, and creating safer spaces for students who may be uncomfortable speaking publicly. I have also become more intentional in using inclusive language and encouraging student voice. These changes have helped me create a more supportive and responsive learning environment.

Overall Growth

These areas of growth show that I am moving from simply understanding intercultural concepts to actively applying them in practice. I feel more confident, reflective, and flexible in my interactions with students from diverse backgrounds, and I am more intentional about creating a classroom environment where all students feel respected and valued.

Reflection on My Learning Goals about Recognizing EDI in My Learning Environment

Looking back at the learning goals, I can see meaningful growth in both my awareness and practice.

1. Growth in Understanding Equity, Diversity, and Inclusion (EDI)

One goal I had was to deepen my understanding of equity and inclusive practices in education. I developed a clearer understanding of how systems, not just individuals, shape student experiences. I learned to recognize the difference between equality and equity and to consider how culture, identity, and power influence learning. This growth has shifted how I view classroom planning, moving from a one-size-fits-all mindset to a more responsive and inclusive approach.

2. Growth in Culturally Responsive and Decolonizing Practice

Another goal I achieved was expanding my ability to include diverse perspectives and critically examine the curriculum. Learning about cultural appropriation, Indigenous worldviews, and historical injustices has helped me think more carefully about whose voices are represented and how learning environments can either include or marginalize students. I now feel more confident in creating spaces that value multiple ways of knowing and encourage respectful dialogue.

Overall, recognizing EDI in Learning Environment helped me grow not only in knowledge but also in reflection and responsibility as an educator. I am more aware of how my teaching choices impact students’ sense of belonging and engagement.

Journal on Reflection: Using World Citizen Glasses

Using World Citizen Glasses to Make Diversity Positively Visible | Tamiko Nicholson | TEDxWhyteAve

Watching Tamiko Nicholson’s TEDx talk prompted me to reconsider how I frame diversity in learning environments. One powerful “aha” moment was her idea that diversity should not be treated as a problem to manage, but as an asset to make positively visible. The metaphor of “world citizen glasses” suggests that how we see shapes how we teach. If I intentionally look for my students' strengths, stories, and global connections, I begin to shift from tolerance to appreciation.

Another significant insight was the emphasis on everyday practice. Making diversity visible is not about having a single cultural celebration day or adding a token example to a lesson. It is about consistently affirming identities through curriculum choices, classroom language, and the centering of whose knowledge. Nicholson’s framework encourages educators to ask: Who is visible? Whose experiences are normalized? Who remains invisible?

As someone working in education across different cultural contexts (Pakistan, the UAE, and now Canada), this resonated deeply with me. I have experienced classrooms where diversity was present but not acknowledged. I now see that silence does not equal inclusion. Intentional visibility matters.

What can I do?

Integrate Global Perspectives Intentionally

In lesson design, include examples, case studies, and problem contexts from multiple regions and cultures. This applies strongly to my work in computational thinking (CT). I can design problems rooted in community issues rather than abstract, culturally neutral scenarios.

Invite Students’ Cultural Knowledge into Learning

Encourage students to connect concepts to their lived experiences. In CT activities, students might design algorithms or solutions inspired by traditions, languages, or community practices.

Use Asset-Based Language

Shift from deficit narratives (“students struggle because…”) to strength-based framing (“students bring multilingual skills, cultural knowledge, resilience…”).

Make Identity Visible in Classroom Materials

Audit visuals, examples, and authors referenced in slides, readings, and projects. Ensure representation across race, culture, gender, and ability.

Facilitate Structured Dialogue

Create space for conversations about identity, bias, and belonging—especially in teacher professional development workshops. As a facilitator, I can model how to discuss differences respectfully rather than avoid them.

Reflect on My Own Lens

The world citizen framework begins with the educator. I must continuously examine how my assumptions influence classroom expectations, participation norms, and interpretations of student behavior.

Personal Takeaway

The most meaningful realization is that diversity becomes positively visible when educators intentionally design for it. Neutrality often maintains invisibility. Wearing “world citizen glasses” means choosing to see complexity, honoring multiple ways of knowing, and building learning spaces where every student recognizes themselves as both local and global.

In the future, I want my teaching and research, especially my work on integrating computational thinking, to reflect this global, asset-based, and justice-oriented lens.

Journal on Brainstorm Actions for Better Allies

Catlin, K. (2019). Better allies: Everyday actions to create inclusive, engaging workplaces. Better Allies Press.

Reading these actions reminded me that allyship is not a single action but a daily practice. Small choices, such as how I listen, speak, share opportunities, and advocate, can either reinforce or challenge inequities. My goal is to move from awareness to intentional action within my teaching, facilitation, and professional relationships.

Journal on Assessment Strategies

I selected Student Self-Assessment from the BC Ministry of Education Classroom Assessment Resources. Here are three student self-assessment strategies considered best practices for students with diverse needs or cultural backgrounds.

1. Reflective Self-Assessment Questions

Students regularly reflect on their learning by answering guiding questions about their work and understanding. Reflection helps learners evaluate what they know, what they still need to learn, and how they can improve.

Why it supports diverse learners:

Reflective questions allow students to express their learning in their own voice and connect learning to their personal and cultural experiences. This approach also supports students who may learn differently by allowing them to reflect in writing, discussion, or other formats.

2. Student Goal Setting

Goal setting encourages students to identify personal learning goals and create plans for achieving them. Through reflection and teacher guidance, students learn to set realistic and meaningful goals that support their progress.

Why it supports diverse learners:

Students with different backgrounds, abilities, and learning styles can set goals that match their individual needs. This strategy promotes ownership of learning and builds motivation and confidence.

3. Student Reflection on Learning Progress

Students review their past work and evaluate how their understanding has developed over time. They identify strengths, areas for improvement, and strategies that helped them succeed.

Why it supports diverse learners:

This strategy values growth and progress rather than only final results. It helps students recognize their improvement and encourages them to develop learning strategies that work best for them.

Short reflection statement for a journal:

Student self-assessment is an effective and inclusive assessment strategy because it encourages reflection, personal goal setting, and evaluation of learning progress. These practices support diverse learners by recognizing individual strengths, promoting student voice, and allowing learners to connect their experiences and cultural perspectives to their learning.