Storytelling as a vehicle for self‐awareness: Establishing a foundation for intercultural competency development

Abstract

Intercultural competence and the ability to work with diverse populations are critical for successful experiences abroad. Immersion has been identified as a strong preparatory and developmental opportunity for learners engaging in these experiences. However the increasing cost of higher education and the depletion of federal support for these programs have forced educators to employ innovative means to prepare students for international experiences. The authors address this charge via theoretical perspectives suggesting the inclusion of storytelling and narrative as a means of developing self‐awareness and a pathway towards intercultural competence. This perspective provides the foundation for global competency development in non‐immersive contexts with respect to the underlying financial limitations in the current higher education landscape. The authors provide an educational framework that has the potential for a renewed emphasis on self‐development and ultimately, the creation of more globally conscious study abroad learners.

Guest Editor's Introduction: Storytelling and Leadership

“…In the important work of developing intercultural competence within individuals, storytelling has played an instrumental role in examining self and culture. As Andenoro, Popa, Bletscher, and Albert (2012) wrote, “the inclusion of storytelling and narrative as a vehicle for self‐awareness creates exceptional utility for the creation of intercultural competence through non‐immersive contexts in learners” (p. 107).…”

A New Lens for Leadership Education: Developing Agency and Effective Decision-Making in the Face of Counter-Reality

“…When implementing this learning opportunity for interdisciplinary leadership students, it is critical to maintain emotionally intelligent teaching practices. An in depth understanding of self becomes imperative, as self-awareness creates an openness to divergent perspectives (Andenoro, Popa, Bletscher, & Albert, 2012) that may be presented by the students. Selfawareness also creates the foundation for managing emotions as potentially inflammatory comments and perspectives that contrast the educator's values may be presented within the learning context.…”

Proven Leadership = College Credit

“…PLA is a process that colleges use to evaluate college-level knowledge, skills, and abilities gained outside the confines of the classroom for academic credit (CAEL, 2010). Most PLA efforts provide constructivist and story-telling avenues which help increase self-awareness, self-efficacy, career identity, and goal orientation which address transitioning military members’ needs (Andenoro, Popa, Bletscher, & Albert, 2012; Brott, 2004). Portfolio development for PLA has become a practice for adult learners in many institutions, but it has also been met with resistance by some faculty (Brown, 2002; Spillane, 1999).…”