In this keynote, international leadership scholar, Joe Raelin, will present an alternative view of leadership as a collective and collaborative achievement that he refers to as “leaderful practice.” In order to promote international cultural understanding, he will claim that the days of directing change from single authorities have long since passed and it’s time for everyone to participate in leadership, and not just sequentially, but concurrently and collectively – at the same time and all together. Come hear what Joe has to say about working mutually in practice to forge a cooperative inter-cultural world. And since the conference theme is about leadership and collaboration, be prepared to engage in a challenging group activity to experience collective reflection-in-action – a critical meta-competence in leaderful practice!

総会はSIETAR JAPANの会員のみを対象としています。SIETAR JAPANの会員以外の参加者は、基調講演終了後、一度退室し、次の発表が始まるまでお待ちくださいますようお願い申し上げます。 The General Meeting is only for SIETAR Japan members. All participants except SIETAR JAPAN members are kindly asked to leave the room after the keynote and hold until the next session begins. We appreciate your understanding.

Intercultural Communication is difficult to define. One reason is the intertwined relation between language and culture. In the context of teaching foreign languages it is not only about the forms but what we can do with language and what we intend to do or express. Linguists will say that is pragmatics, but an interculturalist may claim it too. This presentation will approach and discuss the relation between language and culture from various angles and areas of research. To bring together these diverse and heterogenous fields, the key terms are contextualizing and meaningful. The data and examples are taken from teaching a second foreign language (here German) from the beginner level. The teaching material tries to include culture and pragmatics, with exercises for raising awareness and highlighting meta-structures. This aims to help learners to know more about their own language and culture. The theoretical background is related to various approaches to neuroscience of learning (Tokuhama-Espinosa), Larsen-Freeman, Developmental Model of Linguacultural Learning (Shaules), Galtung, and the action-oriented approach and the concept of mediation of the CEFR Companion Volume. This presentation aims to develop an integrative contextualized approach of language and culture with the term meaning and meaningful at the center.

This presentation focuses on the virtual intercultural contact of small international heterogeneous teams of two or three student-participants enrolled in a graduate course called Transcultural Understanding Pedagogy entirely conducted online via Zoom at Kyoto University the spring of 2020. In recent times, virtual contact has become more pervasive due to innovations in telecommunication applications for computers, tablets, and smartphones and the COVID-19 global pandemic. Considering these factors, an up-to-date meta-analysis reported that international contact had a positive effect on prejudice reduction, especially when cooperation was involved, as opposed to the presence of an authority figure or common goals, which had little effect. The goal of the seminar to be discussed in this presentation was to achieve mutual transcultural understandings and prejudice reduction through the presentation and discussion of key emic cultural concepts chosen by the students and discussed during online interviews. There were two theoretical pedagogical approaches used to guide this teaching/researching endeavor: Team Learning (Tajino & Smith, 2015; Stewart, Dalsky, & Tajino, 2019) and Exploratory Practice (EP: Allwright, 2003; Hanks, 2019). This paper clarifies the details of a methodology called ‘virtual mutual transcultural understanding pedagogy,’ involving: 1) readings, 2) emic cultural concepts, 3) research questions, 4) intercultural exchanges, and 5) writings and reflections, which could be used for virtual transcultural education/training programs. We highlight the written collaborative products of the students that were posted on a website (https://interculturalwordsensei.org/), which provide evidence for their mutual transcultural understandings of emic cultural concepts by comparing/contrasting their translations using English. We also present additional evidence for virtual mutual transcultural understandings and prejudice reduction considering the Contact Hypothesis in the form of students’ reflections on the exchanges. Suggestions for the implementation of this pedagogy in transcultural education/training programs and further refinements considering its limitations are discussed.

Academic leadership has been cited extensively in the literature as a key component in cultivating intercultural adept organizations. As Japanese higher education institutions seek to embrace the global wave of internationalization in this sector, developing effective intercultural leaders with the skills and knowledge necessary to drive internationalization reforms is crucial. This presentation will examine research into how different communities perceive leadership and its role in navigating intercultural faculties, themselves the “key to internationalization”, towards meeting the needs of more diverse campuses. The presenter conducted a mixed methods research study exploring and comparing the leadership preferences of Japanese and non-Japanese English as a Foreign Language (EFL) professionals stationed at Japanese universities. The study employed a two-phase design, which first elicited 153 participants’ (n=153) leadership preferences on Bass’s seminal Full Range Leadership Model. The results informed a second phase of semi-structured interviews of deans, tenured professors, and adjunct lecturers (n=10). By integrating the two data sets, the presenter was able to provide a list of suggestions and protocols for academic leaders to better facilitate the cohesion of internationalized professorates. The results provided a number of ideas for bridging cultural divides that exist within diverse faculties. The study also provided some insight into differing perceptions between Japanese and non-Japanese academics’ views on leadership, and how these views contrasted with the leadership approaches which were actively being utilized on campuses. Those responsible for leading diverse faculties or work groups, scholars of leadership theory and its implications in intercultural contexts, or professionals interested in leveraging leadership to address intercultural tension may find this presentation beneficial.

Despite recent government initiatives to promote internationalization in higher education, many students are not interested or able to participate in overseas exchanges. Collaborative Online International Learning (COIL) can bridge the opportunity gap to global learning opportunities. This presentation outlines the implementation of COIL activities with students in China and Japan and reports on the impact of such activities on student perspectives to language development, motivation to study a foreign language, and intercultural competencies. This pilot study aims to better understand the perceived intercultural development and attitudes toward foreign language learning from students in China and Japan after participating in collaborative online international learning over eight weeks. After sharing these findings, the presentation will discuss the implications that this research has on various stakeholders. Finally, this presentation will reflect on the successes and difficulties of using technology to implement internationalization at home.

Leadership in intercultural contexts requires an understanding of how psychological mechanisms differ across cultures. Particularly mechanisms which can motivate or de-motivate people. Understanding cultural differences in shame producing and shame reparation is essential for understanding how to effectively manage and lead intercultural and multicultural groups.

Shame is a primary emotional trigger which modulates the human socialization process: shame injury is produced and repaired through relational interactions which lead to developing the targeted “cultural competencies”. However, left unrepaired, defenses against shame create various maladaptive, aggressive and/or self-sabotaging behaviors, none of which lead to optimal outcomes. As shame is essentially a relational structure; understanding the cultural mechanisms of shame requires an understanding of the operation of self-self and self-other mechanisms.

This presentation will look at cultural differences in self-self and self-other psychological structures to understand mechanisms of shame injury and repair. A framework for understanding cultural variations of shame injury and repair is introduced by integrating theoretical models for self-structure with this researcher’s empirical data on shame trauma and repair. Models for Japanese self-structure (proposed by anthropologist Lebra, psychotherapist Kitayama and philosopher Nishida) will be juxtaposed against Western models of self (proposed by Lacan, Kohut and Freud) and discussed in terms of the presenter’s empirical research results. The findings suggest that there are both personal and socialized levels of self-self and self-other structuring, which can manifest in various configurations of inter-relational shaming dynamics. From the researcher’s empirical data, a model for understanding cultural factors for inter-relational shame triggers will be proposed.

Abstract Cubism subsequently transformed Modern Art and broke the formalities of classical paintings creating new forms of expression. We propose in this new times of the intercultural knowledge to see how was the Leadership of the cubism after the renaissance. African Mask so profoundly affected Pablo Picasso that it provided the creative works that shed all conventions and enabled him to lead the twentieth century of Western Art Movement. We show how was this influence and the symbiotic relationship with concepts of African Art and to create a new aesthetic language for an intercultural leadership. We will identify some keys that Leadership through Cubism offered due to the impact of the intercultural field. Revisiting the Cubism can help to understand better the Intercultural leadership.

閉会 (Closing) (Room A)