Currently viewing the tag: "International Education"

What Coffee Teaches Us About Culture

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coffeecafespainculture

coffeecafespaincultureGrab your coffee and enjoy the perspective of Melibee’s own Maria Snyder, today’s guest author. Maria’s experience living in Spain provides a unique lens to the subject of coffee, culture and how we teach it to students.  She raises an excellent question – do we push for global education or provide surface learning about culture?

Even during a brief visit anyone can see that the café and bar culture is a big part of Spanish life. People tend to meet not at each others homes instead having a drink or a bite to eat out. Having lived in Spain for ten years I have picked up on changes in habits and values, including this cafe culture. Despite falling in love at first sip with Spanish coffee, my initial visits to the cafes and bars were problematic. They were inevitably filled with thick clouds of cigarette smoke. It was a culture shock no doubt and defined part of my experience of Spain at the time. Then, bit by bit, new laws started changing things. First came smoking and nonsmoking sections, until finally the government put a flat out ban in place. Now it’s like being in a completely different place with all the smokers sitting outside or having a drink by the door. Another change to the café culture has been the slow introduction, in my small town at least, of to-go coffee. Although Starbucks has firmly implanted itself in Madrid and Barcelona in recent years they have yet to come to smaller cities. Here you still see baristas and bartenders walking down the sidewalk, carrying a hot ceramic mug of coffee to their clients working in a local shop and the cafe tables regularly fill mid-morning, but more and more I have noticed a few cafés selling paper cups of coffee.

These are little details, of course, but they demonstrate that “culture” constantly changes and is not uniform across a country. It is neither monolithic nor static. And, although these changes seem superficial, they do show transformations around values relating to health, time, and sustainability. Of course, most people would probably agree that culture changes over time and is hard to pin down. But does this nebulous nature really get explored adequately? Do we consistently challenge static views of culture in international education?

It is easy to neglect such changes when teaching people about other cultures, instead focusing on general information that focuses on a one dimensional view of other ways of living. One way to address this deficiency is to jump from international education to global education. Global education and international education are not synonymous. International education focuses on learning about an area of the world (its people, history, languages, culture) while global education explores issues and concepts than affect people throughout the world and focusing more on the power structures that are forging them. International education is fascinating, it is most accessible to people and fun (imagine the typical country “fair” with a table of food and a flag from different places around the world), while often providing a crucial first step for global education. But it is often, for the most part, too reserved.

cafeSpainIf you want to challenge students’ concepts of static culture and to inspire them to break away from what Dr. Anthony Ogden calls the “colonial student” experience where they observe other peoples as if they were archaeologists, look to global education as the means. It is inherently political, searching for the root of imbalances in power and aiming to increase justice by actively attacking inequalities. The educator becomes an activist. The goal is for students to move beyond a static, pretty view of culture and get a bit dirty, analyzing issues to find interconnectedness across country boundaries and to really dig in and move beyond passive study. Educators can look closely at why changes in culture are happening and what they mean, and link them to global trends. Returning to one of the examples above, we could tell students that Spanish has a vibrant cafe culture and they should go take part and believe that we have given them sufficient information to “know” Spain. Or we can get deeper into the subject and really look at how this culture changes over time, who is affecting the changes, and how a smoking ban has ripple effects in the tobacco industry and government tax income, how it affects citizens’ health and free choice, and consider the possibilities or lack thereof for such a ban in other countries. Or, in the case of to-go coffee, students can look at the environmental consequences of such new trends both in and out of Spain.

In other words, there is an opportunity to look at changes in culture on a local level and connect them to world wide issues, giving special attention to who causes the changes and if they are democratic. Looking at cultural change through the lens of global education can introduce students and citizens to the next step of taking action for a more just world.

Interested in further learning on this topic? Here is a brief list of global education resources for educators:

Maria Snyder of Melibee GlobalAbout the Author: Maria Snyder is an English teacher in Spain and a strong believer in the power of international exchange. She adores the Spanish language and writes her own blog too.  She is an Elderbee in the Melibee hive too!




MelibeeU: The Launch

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After many months of reflecting, research, planning and writing, MelibeeU is launching this month!

Why? Because it is about being you.  (The “beeU“ is intentional!)

Being you = Trained. Informed. Inspired. Creative. Effective. Joyful.

MelibeeU is the new training space for Melibee Global.  It will officially launch next week, but I am so excited about it, I just have to share a tad with you!

MelibeeU will provide training/professional development opportunities that are:

  • Unique:  If they’re taught through MelibeeU, they’re original. Period.
  • Forward thinking:  We’re trying out new ideas here.  Innovation. Inspiring. Introspective. You won’t find it approached quite this way anywhere else.
  • Affordable: We realize how expensive some organizations’ professional development opportunities can be, especially for those of you who are students.  We will be addressing this through our pricing model, making it more affordable to learn, participate, contribute and grow.
  • Designed to help you approach your work with more confidence and joy: We have an obligation to uplift you so that you can continue to care for your employer(s), students and clients  - and YOURSELF - every day!

We’ll launch with TWO workshops (one in January, another in February.)  I promise, they’ll be worth waiting a tad longer to hear about!

If you have any ideas about training topics or guest presenters, please email info@melibeeglobal.com with them. We sincerely value your input!  After all MelibeeU is about U (you!)

2012 is an exciting year here at Melibee.  You make it all possible.  Thank you for helping to make this community a truly special place.  We are filled with gratitude!




Passport to Culture – An Educational Board Game

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"Passport to Culture" Game

This past birthday, a dear friend bought me a really unique board game called “Passport to Culture.” Despite being in my 40s, I love board games and this one has been great fun!  Here’s a sample:

In Vietnam, which animal is associated with positive attributes and would be an appropriate gift?

A. Cow

B. Monkey

C. Turtle

If you answered “C. Turtle”, you’d be correct!  According to “Passport to Culture”, ‘items shaped like turtles are symbolic of longevity, strength and endurance and are positively received when given as gifts.  Cows are considered stupid and monkey are considered bad.’

A mix of Trivial Pursuit, Monopoly and Bingo, “Passport to Culture” is fun, easy to follow and educational. The objective is to fill your passport with stamps that are earned by answering multiple choice “passport questions.”  These questions are a mix of culture, geography, language, history and customs. What I found particularly useful about this game is that some questions challenged me and 2 other adults who played, but at the same time, I could see how this game is also appropriate for children over 10 years of age! The questions were educational, generated dialogue, offering ample time to consider the answer and to take the knowledge into the next question.

The game also includes “culture  cards” – when a player lands on this particular space, you get something like a “chance” card in Monopoly.  The card provides a scenario and either offers you a “free” passport stamp or takes one away, depending on how the character in the vignette responds to a cultural situation.  These provide for excellent learning opportunities, particularly for young people. An example of a culture card is:

“Depending upon the culture, the color (Vietnam), number (Russia), and type (France) of flowers given change meaning for different occasions. You consider this is the next time you give flowers.”  The card indicates that the player wins one passport stamp for your cultural awareness.

Players win by earning all the passport stamps – but one also wins by correctly answering the most passport questions.  Due to the culture card, there is an element of “luck” to win more passport stamps, so counting passport questions is another way to measure “success.”

This game is a superb learning tool for international educators. Its a game that you can pull out over coffee with friends or in the faculty dining room;  it is not a game that drags on for hours like Monopoly. It is also a game that you can give to your kids – it is entertaining and will feed their desire for discovery.

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Unexpected Lay Offs in International Education: Insights from Guest Blogger, Tom Millington

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Today’s post is written by guest blogger, Tom Millington. Tom and I recently had a discussion about the unique challenges of being an experienced professional who has been laid off. His contribution is very honestly written; I thank you, Tom, for sharing your insights and personal experience with Melibee Global readers.

Thank you, Missy, for inviting me to write a post for your blog. I will address my experience as a laid off international educator and what steps I have taken to protect my sanity, stave off frustration and direct my energies and talents in a positive direction. I will also include the names of a couple of books which I have found to be very helpful.

Before I begin, I would like to include a quote that I have been pondering for some time now and, or me, it especially speaks to my situation as an unemployed person.

‘I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids – and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.’ (from The Invisible Man, prologue)

As some point during our lay off we feel invisible, almost ephemeral. This is only natural since the notion of having a job is so deeply rooted in our society’s psyche. The approach I have adopted is to occupy my ample free time with a structured schedule that will keep me active and will prevent my mind from dwelling too much on my situation. Here are some points that have worked for me and I hope will help those of you who have been affected by lay offs:

  • Develop a daily schedule and stick to it. Make a list of things to do daily. For example, I dedicate 2-3 hours every morning to my job search and then the rest of the day I dedicate to cleaning my apartment, going to the library or the gym, volunteering, or walking in the city. The key is to keep yourself busy. Don’t let your mind wander!
  • Go to the gym-I can’t stress this enough. Physical activity is the best remedy for the frustrations and stress of unemployment. I go to the gym every other day and I feel great afterwards.
  • Volunteer-find a place where you can devote a few hours a week, i.e., reading to children, helping out at a soup kitchen, etc. Not only will you be helping others, but you will feel you have accomplished something. This is important. Only YOU can really provide yourself with positive reinforcement!
  • Spend time with friends-during this difficult time of your life, you will rely on your friends and you will learn who are the ones you can really count on when the chips are down. It is important to have someone to talk to; someone who will be a sounding board for you. For your health, you must give voice to your frustration (venting).
  • Pursue projects that you never had time to do while employed. Is there something you always wanted to do but did not have the time to do? Well, now you have time to devote yourself to it. No excuses!
  • Improve yourself-turn a negative into a positive. Is there a part of your professional development you always wanted to improve? Now is the time! I have been reading up on how to improve my leadership skills. Two books I have been reading might be of interest: John Maxwell’s The 21 Irrefutable Laws of Leadership is very helpful in fine-tuning your leadership skills. The 100 Best Businesses to Start When You Don’t Want to Work Hard Anymore by Lisa Rogak, will provide ways to put your skills and interests to other productive and possibly employable use.
  • Avoid the 4 S’s. That is, do not become: 1) solemn; 2) somber; 3) sullen; 4) sardonic. Keeping a positive and cheery frame of mind is crucial to surviving your period of unemployment. Be upbeat! Being without work is a difficult enough situation without adding to it by being negative or pessimistic.

We all have our own techniques for staying positive during our period of unemployment. The bullets I listed above are things that have worked for me. Even if you decide not to use any of them, I hope that I was at least able to get you to think of how to remain positive during your (temporary!) period of unemployment.

I will end with several lines from a William Blake poem (Auguries of Innocence):

‘Man was made for Joy & Woe

And when this we rightly know

Thro the World we safely go

Joy & Woe are woven fine

A Clothing for the soul divine

Under every grief & pine

Runs a joy with silken twine.’

About the Author:

Tom Millington is an innovative and seasoned international educator, having held positions in Study Abroad at BCA and Emmanuel College. Tom has also taught Spanish to elementary through high school students. He holds a MA in History from Indiana State University and has been described by colleagues as “passionate, committed and devoted to work in international education.” You can read more about him at his linkedin.com profile.




Reflections on Unemployment and Career Transitions in International Education

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Cartoon: Unemployment (large) by rodrigo tagged unemployment,work,society,economy,editorial,cartoonThere has been a lot of conversation about the state of our global economy.  Each of us knows someone who has been laid off or is underemployed.  Recent graduates continue to look for employment, whether or not in their field of study. The pressure is mounting with unemployment payments running out, school loan payments due, and the simple challenges of every day living expenses.  It is a tough market out there and for those who do have a full time position, we are particularly grateful for the relative security at this difficult time for so many others.

Several years ago, I went through a very difficult medical situation that resulted in my doctor recommending that I leave my full time position. (Click here to learn more about my experience getting ill from mold at Rockland Community College, where I was the Director of Study Abroad.) I was so incredibly ill at the time that I didn’t have the energy to think through what this meant financially;  I just wanted to feel better.  Once I did resign, I spent several weeks in bed focusing on healing. And when I came out of the fog, I had two choices:  1)  to panic about my lack of income and react from a place of disadvantage or 2) to use this as an opportunity to explore other “sides of me” – the interests that I have that I could never tap into fully. And like many of us, my excuse had always been that my inability to properly explore these areas was due to my full time work keeping me so ‘busy’.

It was not an easy time initially.  Actually, that is really an understatement;  it was one of the scariest experiences in my life.  However, ultimately, this dark time became one of the most profound learning experiences that I could ever have imagined possible.  Upon reflection, I am so very thankful for the gift of time to explore other interests and dormant talents.

I am a firm believer that we each have tremendous potential.  One of my favorite quotes is from Marianne Williamson: “Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?”

In the US, we take great pride in our work as a large part of our identity;  we often ask each other what we “do” vs who we are.  This is part of our culture and not surprisingly, we are firmly rooted in this identity. We often “reason” with ourselves that we are trained and experienced in one particular skill set as it relates to international education.  We are Designated School Officials (DSOs.) We are Study Abroad Directors. We are Academic Advisers.

Williamson’s quote serves as a reminder that if we do not take the time to explore other sides of ourselves, we will not have the chance to find our light, to be brilliant, gorgeous, talented and fabulous in other areas of who we are.

As international educators, we possess many skills that support our successes in our previous job descriptions. We are great DSOs because we are detail oriented and are strong communicators across cultures.  We are Study Abroad Directors because we understand how to administer programs that are academically challenging in a different cultural context, we understand safety requirements, we are creative researchers, etc.

After I left my job, I sat down a made a list of many other interests that I “had never had the time to explore fully”. (Or at least that is what I thought.) I also reflected upon the tangential skills that I possessed and what kind of  work I could do that would tap into these and highlight my talent. And frankly,  I realized that this list was something that I HAD kept in the dark, because perhaps I really was frightened to tap into the light and see my own range of capabilities and allow them to shine brightly.

This list included:

- teaching ESL

- dedicating time to consulting as a primary source of income, allowing me to craft my day as I chose and to work on projects that I valued

- training and instructional design.

I was able to create an action plan for each of these key interests.  I had taken graduate level coursework in ESL and quickly was able to interview for a position teaching 2 classes at a local ESL school. I had 2 classes and found out that I loved being in a classroom!  I also realized that I didn’t love the hours of lesson planning as much as I loved the students and their infectious energy.

While I had done some informal consulting, I used this opportunity to formalize Melibee Global Educational Consulting by creating a web page and determining its core services.

The path to training and instructional design came through a somewhat unexpected tool. I found a “gig” on Craigslist with an incredible local training company that needed assistance with a Fortune 500 client’s projects.

While these revenue sources did not add up to my previous salary and I was paying a hefty COBRA payment, I was able to pay my bills and live without daily fear that it wasn’t going to be “ok.” During this period I was able to shift to the “light”; For me, this meant making an income doing activities that I enjoyed, with people who were interesting and who challenged me to dig deeper.  What started out as feeling as if the floor had been taken out from under my feet ultimately became a meaningful and beautiful journey that allowed me to carve out an existence that simplified my life and created a true period of balance and joy that I had not experienced before.

I eventually met with a dear friend who is a life coach and with her guidance,  was able to fine tune my transformation.  One of the books that served as a guide during our conversations is Cheryl Richardson’s “Take Time for Your Life.” This book is an inexpensive resource for anyone who is employed, but wants to transition out of their current source of income AND for anyone who is currently unemployed and anxious to use this time to tap into the light, allowing us to explore other sources of income from a positive place instead of a reactionary one.

And for those of you who are interested in exploring ESL as a source of a income, the TESOL Annual Convention will take place in Boston from March 24 – 27, 2010.  Perhaps it will be the start of a new journey!

Whatever your path, do your best to reframe the experience. Instead of “looking for a job” you may be embracing the journey and seeking the light.