promoting intercultural engagement
TRANSCRIPT
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“If you think you
are too small to make a difference, try sleeping in a closed room with a mosquito.”
(Sudanese Proverb)
Promoting Intercultural
Engagement
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Intercultural Communication SkillsCultivating The Space in Between
Kathryn Brillinger
CEDP
Phase 4
May 27, 2010
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Kathryn Brillinger,
Unionville, ON, Circa 1970
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Objectives
Recognizing the opportunities that intercultural knowledge can bring
• Culture and its Impact
• Principles of Intercultural Communication
• ICC (Inter-Cultural Communication) Repair
Strategies
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Non-Verbal and Verbal Cues
• If someone were filming a movie of a
teaching encounter when you were
internally disapproving or anxious, how
would it look?
• Would it be a comedy, satire, tragedy,
drama?
• What facial expressions do you assume
when you are upset? What subtle posture
cues would the viewer see?
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Mini Case Study
• I went to a teacher with 3 of my friends
because we all had the same problem, and
we wanted another better student to talk for
us, but the professor said rudely – “One at
a time. He can go, he’s not in my class!”
(College Example)
• Turn to a partner and analyze this case
from both professor and student viewpoint
(2 minutes)
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Assume makes an _ _ _ of u and me
• In the case study, people assume
interference or lack of gumption by plaintiff
or unnecessary nuisance to themselves
but ….
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Cultural Tip
Many non-North Western cultures do not have
the ‘plaintiff’ speak for themselves.
• In China - the best student contract
• In the Middle East -the client with the lawyers
• In South America - power to the best talker
• In other cultures -the person ultimately
responsible for welfare in the new country –
older brother, husband, mother, family friend
**Study theories related to individualistic-collectivistic continuum (Hofstede)
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Stop, Start, Continue
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Internationalization in Canada has not
kept pace with Globalization
• Globalization is the
economic, political, and
societal forces of
international involvement.
• Internationalization is the
upgrading of international
perspectives, skills and
resources via inter-cultural
training and enhanced
language support.(Altbach & Knight, 2007)
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O Canada, Drew Brook-Cormack, 1000-pc jigsaw puzzle
Multiculturalism
supported by
Interculturalism -
our most
important
experiment
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Areas of DiversityThat Impact Education
We need to consider ethnicity, race, religion, nationality, and
• Personality• Gender • Age (Veteran, Baby Boomer, x, y and …)• Time in Canada, generation 1.5• Profession• Socio-economic status/employment status, 2nd
career• Wellness/illness and Mobility• Abilities/disabilities • Mental health
etc.
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• Prejudice
= Negative attitude towards another group
• Discrimination
= Observable adverse behavior towards group
• Prejudice + Discrimination +
Organizational/Dominant Group Power
= Unconscious and/or deliberate denial of
recognition, power, and rights
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Nadia-Alysha-Zahra-Tameera
“Each new generation is responsible to ensure the survival
of the seventh generation.” (Canadian Aboriginal Belief)
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What is culture and how does it impact interactions?
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Culture = Shared Meaning
“Shared meaning” informs values, beliefs, standards, language, thinking patterns, behavioral norms, communications styles, etc.
Culture guides the decisions and actions of individuals and groups.
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“Shared” Meaning
• Cognitive (concepts, ideas)“Status must be preserved.”“Hierarchies must be flattened.”
• Affective (emotions)“I think that’s perfectly ok.”“I think that’s primitive/disgusting!”
• Behavioral (procedures, rules, rituals) “Make yourself noticeable via contributions.”“The nail that sticks out gets pounded down.”
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The
Problematic
“Saris and
Samosas”
Approach
Prescription (versus
description) can occur
where power exists.
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One culture’s communication competence can be another’s
incompetence!
Few people actually want to be rude or difficult!!! We strive for
connections.
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Negotiables and Non-Negotiables
Tell a partner 2 of your non-negotiables.
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Striving for a Balance:Continuums NOT Stereotypes
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Haptics(the study of touching behaviour)Seven types of touch: *positive affect (support, appreciation, inclusion)*playfulness*control (compliance, attention wanted, response needed)*ritual (greeting/leave-taking)*hybrid (mix some of above as in a hug good-bye)*task-related*accidentalJones and Yarbrough (1985)
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Proxemics (the study of distance in interaction)
• Public
• Social
• Personal
• Intimate
Traditional
Forms of
Greeting
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Oculesics (the study of eye contact)
• attentive focus/challenging stare
• shifty-eyed/respectful looking away
• flirtatious up-look/“adultery of the eyes”
• lustful glance/complimentary notice
• attempt to access vocabulary/lack of attentiveness or ability
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Non-Verbal Communication Surprises
• Share an example with a partner of being
surprised by a non-verbal difference
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Gesture
• The triangle
• The wrist
• The hand to heart
• The 3 per utterance
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Presentation of Writing
• Kaplan’s ‘squiggles’
• Writer-responsible versus reader-
responsible
• The world as knowable versus the world
as mystery
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Case Study: Alejandra and the Essay
What rules are involved?
1.
2.
3.
What cultural values are displayed?
1.
2.
3.To what degree
did both parties
“share
meaning”?
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Presentation of Self
• Compliments
• Cologne
• Coffee
• Queries
• And Mohson’s finding Canadians rude in
the college hallways
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The Persian concept of “ta’arof”
involves language, discourse, culture etc.
• Central concept = warm welcoming, praising, and good manners
• Origins in the term for “mutual recognition”
• Essential ability for negotiating relationships
• Involves offers, compliments, exchange of pleasantries, food, gifts, and invitations
• Expression of selflessness and humility - necessary for keeping face - “shaxsiiyaet” and showing sincerity and respect - “ehteram”
• Can be interpreted as empty formality or ritual courtesy by NA but runs much deeper - has no equivalent in NA culture
• Iranians can be dismayed by a lack of ‘ta’arof’ in our classroom cultures
(Cultural info from Eslami, 2005)
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Moving Forward
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A Model for Intercultural Engagement: Principles
and Practices
Yuri Kagolovsky and Kathryn Brillinger
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Cultivating the Space in Between:
Sharing Meaning
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What are some principles
that can ease
intercultural communication?
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Principle #1
We are cultural beings.
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Principle #2
We are unaware of how our cultures inform our perceptions, cognition, emotions and actions.
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Principle #3
Culture provides unstated sets of rules by which we operate and reward and punish.
E.g. Kathryn’s big presentation in Mexico City.
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From Monochronic to Polychronic (Chronemics)
Monochronic Concepts
• one thing at a time is best - concentrate on the task at hand
• time commitments/deadlines/schedules are serious
• adhere religiously to plans
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Polychronic Concepts
• Do many things at once
• Commit to people and relationships not time
• Change plans often and easily
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Principle #4
We are unaware of our own level of inter-cultural sensitivity and skills.
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Changes must occur in three areas.
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Principle #5
Building inter-cultural communication skills is an ongoing, recursive process.
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Principle #6
Inter-cultural
communication is the
responsibility of each party.
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Guan Xi (Collectivism)• Explained the problem as an absence of guan xi
“an extensive interdependent relationship among all one’s family and social connections in which favors are exchanged necessarily.” (Swagler & Ellis, 2003)
• Being independent is contrary to the Chinese ideal of guan xior collectivism and was described as a “serious ordeal.”
• A majority mentioned a concern with having to learn to be independent.
• Being able to be independent was found to be a crucial factor in being able to adjust to North America.
• We need to help newcomers feel supported as they learn to live without extensive guan xi.
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Face• Dominant concept in interpreting and regulating social
behavior
• Must be maintained and enhanced
• Each person in a social group is responsible for saving his/her own face and the face of others
• The person with authority, having a higher social standing, is expected to adhere to a higher standard of ethics and to maintain self-control
• should not “argue”
• should protect the face of others and the institution
“I lost a lot of face by being unable to answer the question.
How could he do that to me? I really have no face now.”
(Chan, 2005)
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Principle #7
Inter-cultural communication necessitates a re-distribution of power.
E.g. Examples from Canadian and world history
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“You may never know what results come of your action, but if you do nothing there will be no
result.” - Ghandi
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Cultural Competency Success
• Everyone can experience
• Everyone can contribute
• Everyone can learn
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Seven questions to ask ourselves when
intercultural communication goes wrong:
• Is it language ability?
• Is it discourse rules?
• Is it culture?
• Is it the situation or context?
• Is it a systemic barrier? Is it racism,
nationalism, or discrimination?
• Is it someone’s personality or life stress?
• Is it me?
Without a
diagnosis moving
forward is nearly
impossible. Let’s
look at an
example of each.
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Is it language ability?
•pronunciation
•intonation
•use of modals
•use of imperative
“One person gets
the information
and the next one
doesn’t.”
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Is it discourse rules?•pushing too much to make a connection•not pushing to make a connection•# of items in answer to a prompt•pushiness•lack of self-promotion•giving of compliments•asking for too much detail•challenging information given•Not obeying ‘wrap-up’ cues
“People from
_______don’t
make a
connection.
Seem too stiff.”
“People from
_______act like
they are your best
friend.”
“People from
_______ never
give up. And they
never go away”
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Is it culture?
•handshakes
•proxemics
•timing
•haptics
•clothing etc.
“I really can't
stand when
someone takes
over my desk.”
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Is it the situation or context?•noise level in office
•privacy in office
•needing to give personal information
•time allotted
“I can’t handle it
when people sit
like they are
never leaving.”
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Is it a systemic barrier?•international credential assessment•criteria for programs•falsely raised expectations
Is it racism,
nationalism, or
discrimination?
“People from
_______ don’t
emote enough –
no personality.”
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Is it someone’s personality or life stress or learning style?
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Is it me?
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ICC Repair Strategies
• Asking someone why they do something can cause a defensive reaction
• “Why” questions can be seen as promoting potentially unfavorable comparisons and “otherness”
• Use an invitational approach that can create a dialogue and allow for shared meaning
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Repair Strategies
• What does <this> mean to you personally?• What does <this> mean to you as a member of
your group?• What does <this> mean to the community where
you live now/lived before?• Do you know the history of this
phenomenon? Has it changed over time?• If <this> does not happen, what would it
mean to you (your group, your community, society)?
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Expect Challenges - Nurture Empathy
• Communication in a heterogeneous context is tiring and can not take place in the same way as in a homogeneous context.
• We need to be explicit about expectations and responsibilities.
• Intercultural communication becomes more interesting and less frustrating if we have principles and methods to apply!
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Summary
• We need to continually develop our intercultural competency to support our diversity.
• We need to determine and exemplify best practices.
• We need to foster hope and resiliency in ourselves and in our students/clients.
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Stop, Start, Continue
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The Space in Between
“Once the realization is accepted that even between the closest human beings infinite distances continue, a wonderful living side by side can grow, if they succeed in loving the distance between them which makes it possible for each to see the other whole against the sky.”
Rainer Maria Rilke (1875-1926)