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Working with Older Volunteers in Manual Intergenerational Projects
not mean that these examples have no learning effect for exchanges in Europe.
On the contrary, dealing with cultures that are rather different from one’s own
background, is often more effective to begin with. For one thing, inexperienced
participants in particular realize cultural differences much more clearly
then; they serve as a stimulus for comparison and may show the manner in
which certain aspects also apply to European contacts. The transfer intensifies
the insight more effectively than a too obvious presentation of differences. On
the other hand, by taking the “perspective of the third culture” (Bertels et al.
2004: 65) – that is the consideration of other cultures from the outside – people
can talk to each other much better than if members of the culture under
discussion are participants at the same time. Thus the case studies provide
not only country-specific knowledge, but also train the general intercultural
competence.
Regardless of the choice of methods within an international exchange, intercultural
learning should definitely be a scheduled component within the
programme. Experience shows that superficial contacts often have the effect
that instead of filling informational gaps about other cultures they even reinforce
prejudice rather than prove it wrong (see also Alfred Toepfer Foundation
2008: 5-6; Flechsig 1999). This mainly happens when the intercultural contact
is not explicitly discussed and reflected as such. The idea that intercultural
festivals or holidays in Turkey could contribute automatically to a real understanding,
is normally doomed to total failure. For here the aforementioned
misconceptions play a role, differences are either ignored or amplified. In
loose or even repeated contacts, nothing but the – strange – behaviour of the
other one will usually be perceived. If knowledge about foundational values is
lacking as a justification for this behaviour, it quickly leads to misinterpretation
and false evaluations. Examples can be found in the method set (Part 4,
practice: working with case studies).
In addition to specific exercises as part of an intercultural training, in each
exchange it is important to put emphasis on further contact between the participants
from different countries next to the actual project work. Since this
is not necessarily initiated by the participants themselves, assistance is appropriate
now and then. This can happen through simple means, such as a deliberate
mix of people at the tables during meals or through methods similar to
those which help to form group identity in culturally consistent seminars and
workshops (part 4). At the same time it should also be noted that intercultural
contacts are strenuous, especially if there is no common language. Thus, it is
advisable to leave space for retreat, as for example during breakfast time, when
a conversation in the native language with well-known participants may have
a recreational effect.
Fantini, Alvinio E. (2006): Assessment Tools of Intercultural Communicative Competence
www.sit.edu/SITOccasionalPapers/feil_appendix_f.pdf
Wennerstroem, Ann (2006): Intercultural Communication. Annotated Resource List 2006
http://www.lawhelp.org/documents/41503117%20Intercultural%20Communication%20Annotated%20Resource%20List.pdf
Set of Methods 103