This year's Living Within Diversity (LiDI) SiG will be a workshop that introduces grassroots leadership concepts and activities by a grassroots group that promotes diversity and leadership, TABUNKO.

Lisa Rogers will introduce the role of gender in leadership. Women tend to create networks and assert collaborative leadership. This allows them to maintain independence and focus on various women’s issues while collaborating to leverage group efforts in working together to exchange information and work towards managing a wide variety of women’s issues at the same time.

Michi Saki & Elisabeth Williams created one such group, TABUNKO, to focus on women’s, family’s and ethnic group issues.

TABUNKO is a grassroots group created by foreign women, for families of all ethnicities and diverse backgrounds who live multiculturally in Japan. The purpose of the group is to provide support and resources, as well as provide a safe & comfortable space for these families to gather and exchange information with one another 公益財団法人 京都市国際交流協会（kokoka）の支援を受けて、TABUNKOという草の根グループを作りました。 「多文化共生＋子供育て= TABUNKOという名をつけました」 TABUNKOは、外国人女性によって作られた、日本で多文化に暮らすあらゆる民族と多様な背景を持つ家族のためのグループです。このグループの目的は、家族への支援と情報を提供すること。そして、情報交換ができる、誰でも気楽に行ける居場所を提供することです。

TABUNKO is: -A group that offers information exchange opportunities, workshops and events for all families who are wishing to raise their families multicultural regardless of ethnic background 多文化な背景を持つことに関わらず、多文化社会の中で子育てについて関心のなる人のためのワークショップ、イベントなどを開催するグループ

-Supports and connects multicultural families 多文化な背景を持つ家族と支援団体の間の懸け橋になること

- Provides a space for multicultural families to meet, connect and share experiences and information多様な文化的の背景をもつ家族のための居場所作り

Research has demonstrated that effective leadership is critical for successful businesses, as well as for educational, social and political organizations (Bush, 2003). Even in everyday life, there are numerous examples where disappointing outcomes can be easily traced to the people at the top. In the past, it was thought that a good leader would have knowledge and experience in their particular field; however, studies have shown that effective leadership, in fact, involves an additional separate skill—it is not necessarily a naturally given talent. The effective leader has the ability to shape the goals, motivations and actions of others. Some would claim that vision is an essential requirement, and all would agree that the ability to communicate to others is essential. Rather than an academic analysis of good leadership, this workshop invites participants to explore this area in a unique way—through first observing an actual interaction of two people and then participating in a discussion to try to understand what qualities and actions of leadership occurred or were not displayed. It is expected that there will be different points of view as far as what motivations were displayed and what actions were most effective. The goal is not for everyone to reach the same conclusion, but instead to encourage a diversity of perspectives where hopefully every participant can hear a new viewpoint that had never occurred to them before. Unlike most conference discussions, this one welcomes healthy disagreement. Bush, T. (2003) Educational leadership and management. Sage: London

There is no doubt that inclusive leadership impacts positively on performance in both private and public organizations. Two of the factors defined by Deloitte consultants, besides cultural intelligence, are humility and effective collaboration. There is emerging consensus among leading HR consultants that understanding cultural differences and adjusting one’s behaviour accordingly are important competencies for effectiveness in multicultural contexts and that these competences seem to be universal and expected all over the world.

Effective collaboration is defined differently in cultures to tend to be more hierarchical and collectivist cultures than in cultures that tend to be more egalitarian and individualistic. The same can be said about seeking feedback. According to Deloitte, seeking feedback on one’s inclusive leadership style, for example, can be a real challenge in some parts of the world. The hierarchy and importance of saving face in many Asian cultures can be barriers for an inclusive approach to leadership.

In their workshop Anna Zelno and Wendan Long will introduce some culture-specific challenges that organizations are facing while introducing their inclusive leadership models globally. Later, In the breakout rooms, participants will analyse real life scenarios and co-design culturally sensitive solutions for their challenges. Participants will also share and discuss their solutions in the plenary. Working in multicultural groups will give participants the opportunity to learn more about different perspectives and during the debriefing participants will have the chance to reflect on their collaboration from the meta level of intercultural communication. At the end participants will give each other feedback on the collaboration process by completing a form.

Talking about cultural difference is an important part of intercultural education. At the same time, the topic of cultural difference must be treated with care in order to avoid reinforcing stereotypes or overgeneralizing. This workshop will explore different approaches to talking about cultural difference in educational contexts. It will introduce a theoretical framework—Being, Seeing & Doing—to help educators choose the best approach to doing so. This framework is based on the Developmental Model of Linguaculture Learning (DMLL). The DMLL is based on dynamic skill theory and describes 4 levels of intercultural understanding.

The workshop will begin with an overview of challenges facing educators in discussing cultural difference, such as stereotyping or overgeneralizing. Common approaches to describing cultural difference will be examined, such as Hofstede’s dimensions of culture, Trompenaars and Hampden-Turner’s cultural onion, and the World Values Survey. Advantages and disadvantages of these approaches will be discussed. It will be argued that care must be taken in how cultural difference is presented to learners.

Following this, the Being, Doing and Seeing framework will be introduced. There will be a brief explanation of its theoretical background and the Developmental Model of Linguaculture Learning. The Being Doing and Seeing framework distinguishes between three approaches to discussing cultural difference: essentialist (culture as being—identity and essential qualities); behaviorist (culture as doing—shared behaviors or values); seeing (culture as a way of perceiving—how we make sense of things). It will be argued that educators need to understand the advantages and disadvantages of each.

Participants will have the opportunity to discuss their approach to talking about cultural difference and to experience activities designed with the Being, Doing and Seeing framework. The workshop will be participatory and there will be discussion of how this framework can be applied in different education and training contexts.

MusIICでは、相手と心を通いあわせるコミュニケーションを行うための方法を研究しています。これまでのワークショップでは、人間への理解を深めるため、五感を使って相手を受け入れるアクティビィティをしてきました。相手を心から「受け入れる」ことは、広い意味での承認欲求を満たすことにもなります。

私たちは、今回、対象をさらに広げて、「人でない者たち」とのあいだに心の絆を築く試みをします。じつは、子供は多かれ少なかれ、みんなそういうことをしています。人形やぬいぐるみに話しかけたり、植物や動物に問いかけたり、大人から見ると不思議な遊びです。

童話作家の斎藤洋さん(68歳)が、ここ数年「人でない者たちとの会話」を楽しんでいると公表されていて、さすが！と思いました。斎藤さんは、動物園で、「もし自分がレッサーパンダだったら、私になんて言うだろうか、そして、それを言われたら私はレッサーパンダにどう答えるだろうか」とふと思ったそうです。そして、実際にやってみるとなかなかおもしろい。「つまり、私はレッサーパンダと話をした…ようなものなのだ」と述べられています。以来、公園の風車と話をするなどいろいろ行い、ついには、大学病院のドクターヘリがプロペラをブンブン回転させながら「きみたちも、将来、世のため、人のためになる仕事をしなさい」と、見物に来ていた少年たちに声をかけているのがわかったということです(日経新聞2021-07-18)。

さて、わたしたちもいろいろ遊んでみたいと思います。MusIICで取りくんでいるドラマセラピーやドラマワークでは、子供の世界に戻って自由に想像を広げます。大人同士でも、ごっこ遊びを展開するとさわやかな気持ちになります。人ではない身近なモノに話しかけたら、どんな会話ができるでしょうか。植物や、動物も、石も思わぬ反応をしてくれるかもしれません。心の中で思うだけでなく、実際に声に出してみます。子供が素直にそうするように。

このワークショップが終わった後、「人やものを受け入れること」が容易になりコミュニケーションがさらに楽しくなっていたらうれしいです。

ちなみに、もしやってみようと思えば、ちょっと苦手な人に想像のなかで話しかけてみたり、あるいは、もう会えない人としみじみ会話をする、ということだってできますね。

【参考文献】 尾上明代（2006）『心ひらくドラマセラピー 自分を表現すればコミュニケーションはもっとうまくいく!』 ルネ・エムナー（2007） 『ドラマセラピーのプロセス・技法・上演 ― 演じることから現実へ』（北大路書房） 斎藤洋(1987)『ルドルフとイッパイアッテナ』（講談社） 八代京子・樋口容視子・日下啓・ 勝又恵理子(2019)『アクティブラーニングで学ぶコミュニケーション』（研究社） Axel Honneth (1995) The struggle for Recognition – the Moral Grammar of Social Conflicts

SIG (Special Interest Group ）のひとつである MusIIC (Multi-sensory Approaches to Integral Intercultural Communication) 共同発表者：樋口容視子(アイデアマラソン研究所）、八代京子（麗澤大学名誉教授）、磯崎京子（NPO法人ベルダレルネーヨ）、山本薫（桜美林大学）

参加人数：16名まで