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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
TRAMP – Transnational Mobility of Older People in Europe 104 Part II Bibliography:Traning/Teaching. An Introductory Guide to Selected Training and Teaching Resource for Instructors. http://www2.pacific.edu/sis/culture/pub/Bibliograpfy.htm Bennett, Milton J. (1986): Developmental Approach to Training for Intercultural Sensitivity. In: International Journal of Intercultural Relations, Bd. 10., S. 179-196 Lustig, Myron W.; Koester, Jolene (2005): Intercultural Competence: Interpersonal Communication Across Cultures. USA Trompenaars, F.; Hampden-Turner, C. (1998): Riding the Waves of Culture. New York Wiseman, Richard L.; Hammer, Mitchell R.; Nishida, Hiroko (1989): Predictors of Intercultural Communication Competence. In: International Journal of Intercultural Relations, Bd. 13., S. 349-370
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Products and results • • •
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The objective of the evaluation was
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