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Intercultural competence

1. Reflecting acceptance of ambiguity and change

1.1. Knowledge of notions and concepts of acceptance of ambiguity and charge

1.1.1. Refers to theories, concepts and experiences that relate to ambiguity and change in the activity and when designing the educational approach

1.1.2. Demonstrates an understanding of their own biases and behaviours when addressing stereotypes

1.2. Skill to deal with ambiguity and change

1.2.1. Avoids using methods which implicitly reinforce stereotypes and discrimination

1.2.2. Uses appropriate tools and methods to support learners in deconstructing and reconstructing reality (tacking stereotypes, prejudices, assumptions, etc.)

1.2.3. Works with the notion of change and overcomes resistance within the group of learners

1.3. Openness to unexpected issues and to ambiguity within the group and the learning process

1.3.1. Dares to face and deal adequately with ambiguity with regard to the group’s and individuals’ realities


2. Maintaining awareness of one’s own identity

2.1. Knowledge of identity-related mechanisms and theories (with a focus on cultural contexts)

2.1.1. Refers to concepts and theories related to identity

2.1.2. Understands the link between the educational approach and the realities and needs of the group of learners

2.2. Skill to raise identity-related awareness within the group

2.2.1. Encourages learners to reflect on their own identity and related elements/dimensions

2.3. Openness to question and reflect on one’s own identity

2.3.1. Openly reflects upon their own identity and the dynamic aspect(s) of it

3. Showing a willingness and ability to look at identity, culture and related aspects and dimensions from different perspectives

3.1. Knowledge of the various dimensions of culture and identity

3.1.1. Understands culture as a dynamic and multifaceted process

3.1.2. Refers to related concepts and theories (in a(n) (inter) cultural context)

3.2. Knowledge of the theories and concepts of power relations

3.2.1. Refers to mechanisms dealing with power within and between groups

3.3. Skill to work with interrelated dimensions of culture and identity

3.3.1. Simulates learners’ reflection on identity and culture from different perspectives

3.4. Readiness to confront and be confronted

3.4.1. Dares to deal with the complexity of culture and its dimensions in the group and/or for the well-being of the learners

4. Critically reflecting and distance oneself from one’s own perceptions, biases, and stereotypical constructions of reality

4.1. Skill to initiate critical reflection

4.1.1. Encourages observation, experience, reflection, reasoning, and communication among learners

4.1.2. Recognises and interprets words, body language and non-verbal cues in a culturally, appropriate manner

4.1.3. Contrasts statements and beliefs

4.2. Knowledge of mechanisms linked to stereotypical constructions of reality

4.2.1. Understands personal biases and assumptions mechanisms

4.3. Knowledge of interrelations within a given group

4.3.1. Refers to dimensions such as connectivity and complexity between identity, politics, society and history among others

4.3.2. Conceptualises, analyses and synthesizes information about or in the group

5. Reflecting and using diverse ways and methods to increase self-awareness

5.1. Willingness to support and empower

5.1.1. Promotes confidence and shows [a framed] flexibility in terms of their cultural and communicative behaviour

5.2. Skill to enhance and capitalize on the outcomes of an awareness-raising process for the learners’ benefit

5.2.1. Encourages the expression of various point of view and is able to deconstruct certain processes

5.2.2. Encourages exploring their own identity and deal with the resulting emotional potential

5.2.3. Raises awareness of conflicts within society and how they relate to the intercultural dialogue

5.3. Knowledge of various approaches towards raising awareness; capitalizing on the outcomes for the learners’ benefit

5.3.1. Understands various approaches towards raising awareness and capitalizes on the outcomes for the learners’ benefit

6. Being able to apply human rights principles

6.1. Skill to encourage reflection on human rights-related issues

6.1.1. Supports learners’ reflection on issues such as solidarity, social justice, promotion and protection of human rights, discrimination, dignity and equality etc. , in relation to the content of the activity

6.2. Skill to work on human rights through various methods (human rights education-related)

6.2.1. Uses and / or puts into practice the basics of human rights and human rights education and related methods.

6.3. Knowledge of basic human rights principles and how to work on them through different methods

6.3.1. Refers to the challenges of diversity in a human rights context

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