With 20 years of experience with students from more than 40 countries and with educational organizations in 25 countries, I have a deep appreciation of the issues involved in multi- or trans-cultural education. My own practice as an educator looks at multi-cultural learning from both a pragmatic and a positive point of view. Pragmatically, for example, all of my classes in the past years are composed of students from a wide variety of cultural backgrounds. This simple fact brings to the fore in every situation the difficulties of language, and the cultural expressions that are deeply formed by language. Most often working under second-language conditions, I have honed my sensitivities to the relative speeds of comprehension and expression that second-language imposes and to the contingencies of difference that surface. Because difference is such a core creative source, I make it a practice in my workshops that students engage each other so as to open the potential pathways for creative collaboration.
It is tremendously important that a learning/creative situation is relevant to each particular student and that they feel comfortable enough to evolve and take on an experience that reflects a personal, internal source. Teaching in up to 20 different linguistic and cultural situations each year I have developed an appreciation for what is possible, what each distinct viewpoint opens up in a collective learning experience, and how personally relevant work may be seen as an inspiring source for peers. This kind of movement through radically different domains requires me to have a flexibility to engage and facilitate under widely varying conditions. While this is a constant challenge, it is one that I seek out for its richness, liveliness, and the consequential open space that arises when learners, myself included, are faced with the unknown — both inside the Self and inside the Other that they face. Because a fundamental concept of my creative work as well as my seminars and workshops is the facilitation of distributed (that is, non-hierarchic) network systems, I specifically deal with this human-to-human dynamic both in the conceptual/theoretical content as well as the lived practices that I stimulate in the classroom.