Workshop Overview

Issues of diversity, equity, inclusion and justice (DEIJ) are typically complex, involving a myriad of social interactions, relationships and responses. Adding to this complexity are the many, at times, competing terms, concepts, approaches and frameworks that exist to help individuals and groups tackle DEIJ issues. Notwithstanding, tackling DEIJ should begin with proactive self-reflection and competency development. Authentic change in individuals must precede, and then accompany, any systemic, structural or institutional transformations, if these transformations are intended to be deep, meaningful and sustainable.

In this workshop, participants will examine how the Intercultural Development Continuum (IDC)TM and the Intercultural Conflict Style Inventory (ICS)® can be used as levers for tackling DEIJ through the development of individual and organizational intercultural competence. Both tools are cross-culturally validated and have been used extensively in education settings worldwide. When combined with whole-of-organization approaches, intercultural competence holds potential as a foundational asset for addressing DEIJ in all facets of an education institution. And, when connected to conversations around identity, belonging and wellbeing, it can help to humanize DEIJ efforts by valuing each and every individual and their self-defined identities. 

Learning Outcomes

By the end of the workshop, participants will: 

• Connect the development of intercultural competence to identity, belonging and wellbeing;

• Investigate intercultural competence as a proactive, developmental approach to tackling diversity, equity, inclusion and justice (DEIJ);

• Identify areas of growth for intercultural competence, focusing on reflexivity, empathy, perspective taking, and adaptability;

• Explain these areas of growth against the Intercultural Development Continuum (IDC)TM;

• Identify areas of intercultural competence development for self and for organizations, with the aid of frameworks like the Total School Environment (e.g., Banks, 2006);

• Explain these areas of development against the Intercultural Development Continuum (IDC)TM and the Intercultural Conflict Style Inventory (ICS)®

• Analyse examples from ISKL’s DEIJ efforts, with reference to the IDCTM, ICS® and the Total School Environment