Intercultural Sensitivity Chapter 1 Summary PDF

**Intercultural Sensitivity chapter 1 summary** **1.1 What is culture? Visible and invisible culture** Afbeelding met tekst, schermopname, cirkel, Lettertype Automatisch gegenereerde beschrijving Edgar Schein says culture consists of layers;\ 1. Artefacts of culture\ 2. Norms and values\ 3. Basic...

**Intercultural Sensitivity chapter 1 summary** **1.1 What is culture? Visible and invisible culture** Afbeelding met tekst, schermopname, cirkel, Lettertype Automatisch gegenereerde beschrijving Edgar Schein says culture consists of layers;\ 1. Artefacts of culture\ 2. Norms and values\ 3. Basic assumptions Artefacts of culture is seen as the material aspect of the union. These artifacts are the most obvious things you will notice. For example, when u first visit the Netherlands; bike lanes, large windows, open curtains, etc. Norms and values are written and unwritten expectations of desired behavior. Is it the norm to be to early or a little late to the appointment? Should you send a card to a sick classmate? Norms and values aren't easily visible, it takes time to notice and learn them. Basic assumptions are abstract and invisible. We learn them when we are very young. Unaware of the influence. Yet they shape our perception of the world. Intercultural communication is about making us aware of the basic assumptions of our own culture and that of others. **1.2 Definition of culture** The definition of cultural according to Geert Hofstede, 1991;\ ''The collective programming of the mind, which distinguishes the members of one group or category of people from another'' **1.3 Cultural programming** ''We are programmed trough upbringing, socialization, norms and values, and perception''. Upbringing is basically constantly doing a certain action until it feels normal for you. For example, shaking someone hand when meeting them for the first time. Socialization is about how you do the handshake. Does the handshake need to be firm or lose? This all is learned throughout interaction with that other culture. Europe \> firm handshake is preferred because it shows your physical power\ Asia \> loose handshake is preferred because of respect and politeness Three levels of programming;\ - Individual\ - Cultural\ - Human Nature To explain this further; human nature makes us look for food and eat it. Culture makes us use a plate, fork and knife. While the individual aspect is about whether u decide to use a spoon instead of a fork, or even eat without tools for some cuisines (example; friet). **1.4 Culture and subcultures** Culture is the collective mental programming of the mind. Collective indicates the group or subgroups we belong to. Which doesn't mean everyone out of that group has the same cultural patterns. On the contrary we belong to a lot of subgroups, for example; a continent, ethnic, regional, urban or rural culture, age, gender, profession, corporate etc. **1.5 Intercultural communication** Communication \> exchange of meaning\ The information is encoded by the appropriate language, gestures and nonverbal expressions.\ The medium (or channel) of communication can be various things such as; air, written or electronic. Receiver decodes your message and responds or gives feedback. You need to decode their message again. The whole process is an on-going, circular process. Communication takes place in context, for example; business context or family context. Intercultural communication is the communication between sources and receivers from different cultures. It requires intercultural competences such as cultural knowledge, sensitivity and skills in shifting frames of reference. Culture has impact on the whole circular process; encoding, decoding, feedback and choice of medium. A well coded message in one culture, can still be interpreted really unpleasant in another culture. For example, by choosing the wrong medium. It's hard to foresee these outcomes because it takes place in the deepest layer; the basic assumptions. Noise can create misunderstanding by the receiver.  **1.6 Noise. What exactly is communication noise?** Noise is anything that distorts or blocks the message, that distracts the receiver or causes them to not understand. There is external, internal and cultural noise. External noise; also called psychical noise, is when there is to much sound around you to understand the message or your vision is blocked. Internal noise; also called psychological noise, involves, emotions, worries or personal prejudices that get in the way of paying attention to what is actually being communicated. Also biased thoughts belong to internal noise; for example racism. Cultural noise; occurs when differences in cultural programming distort the message. This can for example be; speaking volume, amount eye contact, ect. Dutch researcher Edwin Hoffman developed a system called TOPOI model that helps with resolving cultural noise. **1.7 TOPOI model, Invention for cultural noise** The TOPOI model distinguishes five areas of possible misunderstanding. This can be used as checklist.\ - Tongue (language)\ - Order\ - Persons\ - Organization\ - Intention & influence Tongue; can be divided by verbal and nonverbal language. A verbal example would be; words can have different meanings in another language. A nonverbal example would be; u can't use your left hand in a social setting in Indonesia because its seen as the hand that gets used on the toilet to clean yourself. Order; how does the participant view, order and organize reality. Everyone has their own views on reality and what is logical to them. The importance of this is realizing there is never one truth or one reality. Persons; the relationship is part of the conversation. The relationship can determine or alter the meaning of what is being said. What perception do they have to each other. Organization; the social and professional organizational context of the communication. Intention and influence; what is the aim of the communication what are the intentions, needs and motives of everyone involved. Symmetrical relationships; same level of authority\ complementary relationships; difference in levels of authority **1.8 Global citizenship** Global education first initiative (GEFI) was first introduced in 2012. Fostering global citizenship became one if its priorities in education, along with gender equality for schools. ''It aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive and secure world.'' There are several approaches to global citizenship. They roughly share these competencies;\ - An attitude; towards understanding multiple identities and collective identity\ - Knowledge and cognitive skills; on global issues and universals values.\ - Non cognitive skills and behavior; social skills, communication skills and aptitudes for networking. Global citizenship attitude includes understanding multiple levels of identity. It creates room for a ''collective identity''. This transcends individual, cultural, religious. Ethnic or other differences. **Intercultural Sensitivity chapter 2 summary\ **\ **2.1 Communication: High and Low Context** All communication takes place within a certain context. Exactly how much or little meaning is communicated trough the context itself differs from culture to culture. We distinguish high-context and low-context communication.\ \ **2.1.1 Low context** Low-context cultures make their sentences very structured, its divided in a lot of segments. They use explicitly words. They also require a lot of specific information and details in their sentences. A low-context culture prefers to start with the main point and end with details. Low-context doesn't rely on additional context, background information, or shared understanding. The expectation and meaning are clear and straightforward. **Example sentence;** Please submit the report by Friday at 5 PM, and make sure to include the financial data from Q3 **Segments are also called;** compartments\ **Ordering sentences with segments is called;** compartmentalizing\ \ **2.1.2 High Context**\ \ In high-context cultures, most of the message is to be found in the persons themselves and in the context of the message (what surrounds the message). So, not everything is spelled out explicitly with words, but implicitly and often nonverbally. One word, gesture or hint at the context is enough to understand the whole message. High-context cultures live in large communities. These networks keep them informed. Preference for starting with context and main point later. **Example sentence;** It would be good to have everything ready by the end of the week\ **\ 2.1.3 Misunderstanding caused by little or too much context** High-context and low-context cultures can easily irritate each other because of misunderstandings. That's why it is important to be aware of the preference of high- or low context that is being used by the person you're talking to. Without clear context a message is hard to follow or unclear. On one hand can too much information (for a high-context speaker) sound belittling. While to little information can be seen as vague by low-context speakers. **Intercultural sensitivity;** to be able to provide the right amount of context and explicitness U should be able to interpret ''Japan has a lot of earthquakes'' also as ''this house has strong foundations and walls, and a strong roof, made to withstand frequent earthquakes''. **2.4 Characteristics of low-context and high-context communication** Afbeelding met tekst, schermopname Automatisch gegenereerde beschrijving **2.1.4 High-context and low-context countries** High and low-context are not black and white opposites, but relative concepts. Furthermore, you can be high context with friends and low context at work. There may be an overlap. **Low-context cultures can be found in;** Anglo-saxon an Germanic linguistic areas (northwestern Europe, north America, Canada, Australia and New Zealand). **Medium-context cultures can be found in;** Central and Eastern Europe. **High-context cultures can be found in;** Latin Europe (the French, Spanish, Portuguese, Italian speaking countries), countries around the Mediterranean, the Middle East, Asia, Africa, Latin America and Oceania. **2.1.5 High-context and Low-context subcultures** Within a country, there is a whole range of differences in the need for context, depending on regional, rural, ethnic, social class, professional, gender and generational subcultures. In the Netherlands this difference is good visible with for example; Dutch and Turkish people. Dutch people always speak low-context while Turkish people (most of the time) speak high-context at home. Geographic location is also very relevant. Because there is less networking, more context is required to understand each other. Woman's and young people also tend to speak more high-context. **2.1.6 Can we communicate high as well as low context? Yes** If you are low-context and talk to someone with a high-context culture; try to start with a bit of context. Mention a place, historical background or your personal involvement. Now watch for that 'aha' look in their eyes. Then you may continue with the explicit main points. If someone with high-context talks to low-context; start with your main points and try to think about all the context the low-speaker isn't aware about. Then finish with the details. **2.2 Monochronic and polychronic time** Taking our personal or cultural assumptions about time for granted is one of the greatest obstacles in intercultural contacts. There are many different time systems. An important basic assumption of time is what Edward and Mildred Reed Hall call monochronic and/or polychronic time. Mono means one, poly means many.  **2.2.1 Monochronic cultures** In monochronic cultures, time is experienced linearly, like a long road loading from the past trough the present to the future. Monochronic time can be segmented into blocks of time, which is what we do when we plan our time in our agendas. This is called ''compartmentalization''. Monochronics like to concentrate at one thing. Thats why they are champions at meeting deadlines. Monochronic time is the preference for low-context countries. Relationships are also compartmentalized. **2.2.2 Polychronic cultures** People in polychronic cultures live in sea of times. Time moves spatially, in all direction, rather than linearly. Polychronics prefer doing a lot of things at the same time and are more concerned with people than with planning. Hereby time is elastic, and sudden events can change the planning. Polychronic cultures can be found in high-context countries. **2.2.3 How to succeed by both Monochronic and Polychronic** Basically, try to understand and chat with polychronic or monochronic people to understand the better. Resulting in that you can understand the perks and downsides things about both. **2.3 Personal space** How large your personal space is, depends on the situation and the relationship. Hall distinguishes four relationships and the corresponding appropriate distances; 1. Public space 2. Social space 3. Personal space 4. Intimate space. Afbeelding met tekst, cirkel, Apparaat voor gegevensopslag, compactdisk Automatisch gegenereerde beschrijving Low context cultures \> personal space and correct distance can be quite large\ High context cultures \> less personal space and correct distance **2.3.1 Dealing with differences in personal space** The appropriate personal distance is programed through our basic assumptions, that we learned at a young age. So, our reaction to people keeping the wrong distance is unconscious and automatic. Too close feels like a threat while too far away can feel cold and rejecting. It's important to understand that personal distance is part of people's cultural programming. **2.4 Fast and slow messages** Remember the communication model from the past chapter? It was about coding and decoding messages. Fast messages are those that we can decode very quickly. The essence of a slow message is that it is decoded and experienced slowly. Almost everything can be placed between slow and fast messaging, it's a spectrum. Advertisements are an example of fast messaging; you will receive and decode a lot in a matter of seconds. Slow messages are for example; paintings, poetry or art. Formal messages are also seen as slow. The speed of a message can also be different in other cultures than you are used to. It can result in misunderstandings when you don't think about what your receiver preferred speed of communication is. With strangers you create slow messages. A good example of messaging speed difference in other cultures are the Americans. They tend to make u feel like friends on first encounter, while in their culture it's normal to share personal things faster with stranger. But building a friendship is for them a step further than for the Dutch standards. Watch for verbal and nonverbal feedback. Adjust your speed, use of language and formality to the receiver's speed. **2.5.0 / 2.5.1 Fast and slow information flow** Besides the speed at which messages are decoded, messages can also reach their target faster because they are unrestricted, or slower because they are trapped in cultural barriers known as compartmentalization. In low-context countries information is compartmentalized. When they want information to be shared by other departments, they organize interdepartmental study days and other networking events. So, to be informed, people are briefed. America is also a low-context country; so, information is also slow. Directors are located in private offices, guarded by secretaries who protect them from information overload and prevent unwanted information leaks. **2.5.2 Fast information flow** In high-context countries such as China, France, Spain or Morrocco; information moves fast. It moves like it has a life of its own. There is a minimum of use of schedules and screening by secretaries and private offices, and a maximum of trying to keep up-to-date on information. People move in huge networks and share information naturally with friends within those networks. In a way the Dutch information also moves fast. But it is the norm to keep information compartmentalized, controlled and planned. More cross-departmental information sharing would be seen as unprofessional or gossiping. **2.6 Action chains** An action chain is the sequence of events in which people work together to achieve a goal. If one step of the sequence is omitted, rushed, delayed, or performed by the wrong person, you will not achieve the goal. Everything we do has its established action chains. Enrolling for a study, opening a bank, returning a malfunctioning cellphone, making an appointment with your supervisor, or asking a friend over for dinner. These steps can be technical and well thought about, but also unconscious. For example when a Chinese exchange student comes to study in the Netherlands; he is surprised that he needs to assign for exams. Because in China, its normal to automatically be assigned for your exams when you assign for the classes. The student wasn't aware of the difference in action chain, this may cause him problems. You could also think about the difference for health care, in the Netherlands we have the Huisarts while other countries don't work with that concept. **Intercultural sensitivity chapter 6 summary** **6.1 Denial** When we are in denial, we think that cultures are all the same. Or we are not really aware of cultures differences. We lack the terminology for describing cultural differences. People in denial would say things like; ''Oh well, students from Holland, or Belgium, or China, they are all the same'' ''There are McDonalds's, Zara and ATMs all over the world'' ''We all drink coke'' They mean well, but they are in denial of cultural differences. We are equal. But we are not the same. **6.1.1 Strategies for moving from the denial stage** The best way of making people aware of cultural differences is in an entertaining way. Step 1. Start with visible differences in artifacts of culture Step 2. You can organize an exotic meal together or another social activity relating to culture Step 4. Let everyone talk about their own culture Step 5. When it's time; you can explain the deeper layers of culture, norms, values and basic assumption. **6.2 Defence / polarization** When we are in the defence stage, we are aware of cultural difference, but in a dualistic them versus way. As if there were only two cultures in the world. Ours and all those others. People in defence will say things like; ''They don't even speak our language'' ''They refuse to shake hands'' ''Theyre taking away our jobs'' ''Democracy? They still have a long way to go..'' ''They should start by learning our language'' If you ask someone in the defence stage to take intercultural sensitivity classes. They will tell you; ''Not me. They're the ones who needs classes! Whose country is this anyway?'' Reversed defence stage is also a thing. According to Jenet and Milton Bennett's study; people can view other cultures as superior and your own as inferior. It is the same kind of ''them versus us'' thinking, but then reversed. People in reversed defence stage will say things like; ''I am so ashamed of our people'' ''I wish I could be one of them'' ''Intercultural sensitivity classes? No, not for me. But my compatriots they could sure use some lessons'' **6.2.1 Strategies for moving on from the (reversed or classic) defence stage.** To come out of this stage; it is important for people to recognize and accept that besides cultural differences there are similarities as well. Miscommunication between different cultures is not so much caused but their real differences, but by the negative image they have of each other. Reading or watching content from other / foreigner cultures will open up a whole new world for people in the defence stage. **6.3 Minimization** When we are in a minimization stage, we are aware of cultural differences, but mainly of superficial ones. We still see our own norms and values as universal, rather than as cultural programming. These people are still culturally biased. Because of that, we will judge other people's behavior according to what is right or wrong, good or bad according to our norms. We will want to change them. Or help them change, so they will be more like us. People in the minimization fase will say things like; ''They eat with chopsticks, and we use knife and fork, but besides that we're basically the same'' ''Shall we give them lessons on emancipation?'' ''Going on an internship to Finland? Oh, just be yourself and everything will be fine'' If you suggest intercultural sensitivity classes to someone in the minimization stage, they will probably say; ''All I need is a list go do's and don'ts'' **6.3.1 Strategies for moving on from minimization stage** Awareness of our own culture, of our own cultural programming, is the most important lever for moving on from this stage. The goal is to place our own norms, values and basic assumptions within a larger context to realize that our own norms and values are not universal. **6.4 Acceptance** When we are in the acceptance stage, we can recognize and accept cultural differences in values and behavior. In this stage we see cultural differences as a source of new ideas and solutions to problems. This is the beginning of cultural relativism. Cultural relativism is the idea that the beliefs and practices of a culture can only be judged from within that culture itself. People in this stage would say things like; ''More culture, more ideas!'' ''We're equal, but not the same'' **6.4.1 Strategies for moving on from the acceptance stage** When we are in this stage, the most important thing to learn is cultural empathy. To put ourselves in the shoes of the person from another culture. To learn to look at another culture from that culture's cultural programming. It's called cultural frame of reference shifting. Playing role play simulations games or living in foreign countries are good ways to do this. **6.5 Adaptation** When we are in adaptation fase, we can evaluate a different culture from the the frame of reference of that culture. And we can adjust to adjust our behavior appropriately. We are able to place ourselves in the norms and values system of the other culture. The difference between this and acceptation is that we not only adipate in knowledge but also in a behavior level. What would people say in this stage; ''To solve this problem professionally, I am going to try a different strategy'' ''I don't usually shake hands, but it would hurt her feelings if I didn't. So I will shake hands'' **6.5.1 Strategies for further development when you are in adaptation** Keep practicing frame of reference shifting. Mentally practice placing yourself in norms and values systems of other cultures. **6.6 Integration / intercultural competence** In this stage you are able to practice multiple frames of reference, or bicultural frames of reference. Your cultural empathy makes you a good intercultural mediator. People in this fase will say; ''My management skills have improved since I use multiple frames of reference'' ''Our organization has become more inclusive and more welcoming'' For Third Culture Kids (TCK); children of migrants or expats living in a different host culture, children of culturally, mixed marriages, or who grow up bilingually or trilingually, or in different countries. It is natural to acquire multiple frames of reference. If there are TCK's and ATCK's (Adult Third Culture Kids) at your school and in your organization, they are good resource persons with their ease in frame of reference shifting. On a final note, the growth in intercultural sensitivity is not a linear process. It is dynamic. It can evolve in all directions. So it doesn't necessarily happen in steps or planned. It can be simultaneously.