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Conflict Resolution and Leadership Mindfulness into Action (MIA) for Cultural Humility and Awareness (MIA-CHA): Toward Ending Microaggressions and Fostering Harmony
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Author(s): Mariana I. Vergara Esquivel (Teachers College Columbia University, USA), Barbara Wallace (Teachers College Columbia University, USA), Apeksha Mewani (Teachers College Columbia University, USA), Adriana Reyes (Teachers College Columbia University, USA), Victoria Marsick (Teachers College Columbia University, USA), Lyle Yorks (Teachers College Columbia University, USA), Edmund W. Gordon (Teachers College Columbia University, USA), Xiaoxue Du (Teachers College Columbia University, USA), Fung Ling Ong (Teachers College Columbia University, USA), Clare Parks (Teachers College Columbia University, USA), Irma Hidayana (Teachers College Columbia University, USA), Susan Tirhi (Teachers College Columbia University, USA), Karla Ruiz (Teachers College Columbia University, USA), Adam Mac Quarrie (Norwegian University of Science and Technology, Norway), Carl D. Brustad Tjernstad (Norwegian University of Science and Technology, Norway), Jingyi Dong (Norwegian University of Science and Technology, Norway), Ingunn Hagen (Norwegian University of Science and Technology, Norway), Marit Honerød Hoveid (Norwegian University of Science and Technology, Norway), Jimmy Cuaran Guerrero (Universidad Tecnica del Norte, Ecuador), Pedro Rocha (Universidad Tecnica del Norte, Ecuador), Fausto Calderon (Universidad Tecnica del Norte, Ecuador), Katharina Steinlechner (Universidad Tecnica del Norte, Ecuador), Fernando Caicedo (Universidad Tecnica del Norte, Ecuador), Mariana I. Tamariz (Rutgers University, USA)and John-Martin Green (Teachers College Columbia University, USA)
Copyright: 2017
Pages: 12
Source title:
Encyclopedia of Strategic Leadership and Management
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-5225-1049-9.ch006
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Abstract
Mindfulness into Action (MIA) for Cultural Humility and Awareness (MIA-CHA) has the two main aims: 1) training students in how to be transformational leaders who are capable of addressing and resolving tension around diversity issues within organizations/ communities/ societies, as they emerge skilled in ending microaggressions (Pierce, 1995; Sue et al, 2007) and fostering cross-cultural harmony; and, 2) training students to emerge as competent researchers who may contribute data regarding the utility of MIA-CHA for ending microaggressions and promoting cultural humility and awareness to meet contemporary diversity challenges. The anticipated result is a new generation of researchers and new era of grant-funded research that pioneers MIA-CHA for ending microaggressions and fostering harmony. Through participation in a leadership skills development methodology (chapter 31) that incorporates indigenous knowledge and organizational learning techniques, students gradually become more aware of their own unconscious behaviors, more in tune with the people surrounding them, and increasingly skillful in engaging in conscious and intentional action. They become what Boyatzis and Mckee (2005) call “resonant leaders.” This means that they are capable of achieving a new awareness that is vital in cross-cultural interactions: i.e. the ability to connect with their thoughts, emotions, and hearts in ways that enable them to counteract the destructive effects of stress, dissonance, and self-limiting mindsets often associated with contemporary diversity challenges; and, instead, they learn to nurture the development of sustainable, harmonious, and high functioning relationships shared among the diverse membership of organizations and communities. Further, they enter into a process that is consistent with learning cultural humility, as a valued construct in the discourse on achieving cultural competence (Tervaln & Murray-Garcia, 1998; Waters & Asbill, 2013; Hook et al, 2013). This is virtually the process described by Wallace (2008), as shifting from hierarchical authority (A/B) in interpersonal and organizational relationships to non-hierarchical equality (A=B). In similar way, Participatory Action Research (PAR) is doing research with people rather than on them (Fals Borda, 1979; Heron, 1996; Heron & Reason 1997; Reason 1996, 1988; Reason & Bradbury, 2010).
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