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Cross cultural experiences
Example of intercultural encounters
Gender differences in intercultural communication
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Class discussion and analysis has been centered on interactions between Africans, African Americans, Europeans, and European Americans. Through various texts and genres, the class has been shown various intercultural encounters that have shaped the perceptions of the people of the twenty-first century. Many factors play a role in intercultural encounters. This paper examines three such factors: race, gender, and education. Examination of these three factors will ultimately give the reader choices to choose out of when deciding what factor is the most responsible for shaping the intercultural encounters that have been presented in class texts.
When looking at intercultural encounters, it is important to keep in mind the complexity involved when an encounter occurs. Initial interactions lead to a power dynamic that usually leads to a superior figure and, consequently, an inferior figure. The idea of power dynamics will be sufficiently covered later in this paper. However, after the initial interaction, there is a catalyst that propels the encounter to further heights. The mystery is finding those catalysts, or reasons for continuing the intercultural encounter. The three factors that could be the most responsible for shaping the intercultural encounters that have occurred in our classroom texts – race, gender, and education – can all be examined as separate entities. Before this paper does just that, a look at all three factors playing a role simultaneously in an intercultural encounter are looked at.
Tsitsi Dangarembga’s Nervous Conditions is a culmination of all three factors playing a role in the various intercultural encounters that take place within its text. Early on in the story, Tambu states to her brother, “I want to go...
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...the driving force to which the white race has suppressed the black race. Education and gender, moreover, are seen as separate mediums to which manipulation could be facilitated through. Educational manipulation was shown in Babamakuru’s actions and in Frank’s words. Gender, as well, was shown through inequality women suffer through when related to the power dynamic system that was described above.
As a reader, various factors that could be responsible for shaping intercultural encounters have been presented. Race, gender and education have been detailed thoroughly. Moreover, a common denominator that was said to be inferiority was also related to the three factors presented in this paper. It is incumbent of you to decide which factor is the most responsible for shaping intercultural encounters. The options have been presented, and now it is time for you to choose.
3. Delpit, Lisa D. Other People's Children: Cultural Conflict in the Classroom. New York: New, 1995. Print.
“We all use stereotypes all the time, without knowing it. We have met the enemy of equality, and the enemy is us,” quoted by Annie Murphy Paul, a journalist. Human beings typically have varied mindsets as they grow up with different cultural values as well as social environment. Author Gary Soto’s “Like Mexican” compares his Mexican life with his wife’s Japanese background, while author Deborah Tannen’s “Gender in the Classroom” contrasts the “gender-related styles” of male and female students. From the two perspectives Soto’s and Tannen’s experiences’ give a universal, stereotypical point how different gender tendencies, conversational styles, and cultural background can result in a miscommunication of one’s behavior.
These questions, and many more, have long been a part of the agenda for multicultural education but are recently coming more clearly into focus. Most of the work and studies in race relations and teaching in a multicultural environment in the U.S. have put an emphasis on the unique cultural experiences and perspectives of Black, Hispanic, Asian, and Native American groups. These are the groups that have historically been marginalized in various ways by the repeated asserted dominance by American people of European backgrounds. As the populations of the U.S. changes to take in even larger numbers of those groups...
Martin, J. N., & Nakayama, T. K. (2013). Intercultural Communication in Contexts (6th ed.). New York: McGraw-Hill.
D’Angelo, Raymond and Douglas, Herbert. Taking Sides: Clashing Views in Race and Ethnicity (8th Edition). New York: Contemporary Learning Series group within the McGraw-Hill Higher Education division, 2011.
In 1995, Delpit published Other People's Children: Cultural Conflict in the Classroom. Although the excerpt analyzed in this paper is from a larger work, it was written by Delpit (1995) as a self-contained speech. This excerpt includes many of the concepts Delpit believes to be the basic cultural conflicts in the classroom, which are stereotyping, child-deficit assumptions and student isolation and invisibility. Delpit's goal is to "remove the dynamic of oppression that are inherent in any classroom…that come together when (primarily white) teachers spend time with 'other people's children'" (Delpit, 1995, pg.69). Through Other People's Children: Cultural Conflict in the Classroom, Delpit lays the foundation for multicultural education and details ways teachers can solve the inherent problems that arise as a result of many cultures interacting in the classroom. The purpose of this paper is an analysis of this text through an analytic, interpretive and normative reading.
In an increasingly diversified world, children bring a variety of cultural backgrounds to the classroom. Sometimes educators have preconceived ideas about cultures that can affect how they view students. For example, a recent article by Puchner and Markowitz (2015) examined the preconceived notion
Patriarchy is a form of social organization in which a male is the head of the family and has all the power to control and be a dominant individual. Male dominance is an ever present concept in society but women found a way to challenge this notion and overcome the hardships of male elitism. In “Nervous Conditions” by Tsitsi Dangarembga is focused on the colonized African clan called the Sigauke clan. The novel examines unequal power relations between men and women in the Sigauke clan which is largely steeped in tradition. The women in the story challenge the practices of male dominance; usually unsuccessful but each of these women make an effort to question some of decisions that were righteous of the patriarch. The women also break out of the role of domesticity and servility to the surprise of the men. “The Awakening” by Kate Chopin and “Things fall apart” by Chinua Achebe are very similar to the notion of woman challenging male elitism.
Many people who go to visit or work in another country suffer some misunderstanding from the local people, because they have a different culture. Different culture will cause disparity points of view about almost everything. In the article, Intercultural Communication Stumbling Blocks by Laray M. Barna, there are five stumbling blocks mentioned that are seen in a cross-culture communication. These blocks are: language, nonverbal signs and symbols, preconceptions and stereotypes, the tendency to evaluate and high anxiety. Barna wants to use these stumbling blocks to show the common blockades between different cultures. I agree with what she thinks about the language, nonverbal signs and symbols, preconceptions and stereotypes, and the tendency
They suggested that teachers needed to go beyond practicing multiculturalism in the classroom, they need to embrace it as a modicum of everyday life and find ways to get involved in organizations and events that encourage social justice. The techniques suggested by the authors were realistic and easy to implement in the classroom. The authors acknowledge that though white educators will experience some difficulties in teaching cross-cultural courses, these difficulties should not discourage them from teaching multicultural content. This article should be a required reading for all multicultural courses because it can provide a sense of enlightenment for all students, regardless of their cultural backgrounds. It exposed some of the trials and tribulations that white professors’ experience, and even acknowledges some of the thoughts that I would have as a black student being taught by a white professor. I think having this article as a required reading will impact white students by making them consciously aware of their white privilege and will influence them to explore it and their racial identity. For students of other ethnic backgrounds, it will help us to better understand the perspective of white people, and teach us how to better communicate with them so that they too may understand our
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
When individuals or groups from different cultures communicate, this process is called intercultural communication. The transaction process of listening and responding to people from different cultural backgrounds can be challenging. The greater the difference in culture between two people, the greater the potential of misunderstanding and mistrust. Misunderstanding and miscommunication occur between people from different cultures because of different coding rules and cultural norms, which play a major role in shaping the patterns of interaction (Jandt, 2012).
Durant, A. & Shepherd, I. (2009).Cultural and communication in intercultural communication.Retrieved November 5, 2013 fromEbscohost online.http://web.ebscohost.com.libproxy.troy.edu/ehost/pdfviewer/pdfviewer?sid=156ad285-9697-4852-955e-40fe40b75b83%40sessionmgr110&vid=6&hid=118
Interpersonal Communication in an Intercultural Setting Cultural growth in the twenty-first century has heightened the emphasis on interpersonal communication in an intercultural setting. As our world grows, expands and becomes increasingly more interconnected by various technological advances, the need for effective interpersonal communication among differing cultures has become quite clear. Due to the advancement of technology in today's world, a world in which some businesspeople are involved in transactions with other businesspeople in faraway countries, the call for knowledge of intercultural communication within this setting has become a reality. Interpersonal communication is a form of communication that involves a small number of people who can interact exclusively with one another and who therefore have the ability to both adapt their messages specifically for those others and to obtain immediate interpretations from them (Lustig et al, 1993). Although interpersonal communication is usually thought of as being perf!
12.Environments," in Culture, Communication and Conflict: Readings in Intercultural Relations, 2d ed., ed. Gary R. Weaver (Needham Heights, MA: Simon & Schuster Publishing, 1998), 185-186.