Why did she do that?   Ways of viewing intercultural communication
The iceberg view of culture <ul><li>Ways of doing: </li></ul><ul><li>Food </li></ul><ul><li>Dress </li></ul><ul><li>Religi...
Interculturalism at COTR <ul><li>Increasing multiculturalism in Canadian society     our student body </li></ul><ul><li>I...
Hall, 1959 High-context & low-context cultures Adapted from UBC Centre for Intercultural Communication 2005 High-context L...
Where do we fit in? <ul><li>Knowing what you do about high-context and low-context cultures, where do you think Anglo-Cana...
High-context, low-context gradient <ul><li>High Context </li></ul><ul><li>Japanese </li></ul><ul><li>Chinese </li></ul><ul...
Hofstede, 1996 - Values Framework Collectivism vs. Individualism Adapted from UBC Centre for Intercultural Communication 2...
Hofstede, 1996 - Values Framework High vs. low power distance Adapted from UBC Centre for Intercultural Communication 2005...
For definition & discussion <ul><li>Culture </li></ul><ul><li>Ethnicity </li></ul><ul><li>Race </li></ul>
Some definitions to consider… <ul><li>1. Culture: the learned values and behaviour shared by a group that are passed along...
D.I.E. Model <ul><li>D escribe objectively/observe </li></ul><ul><li>I nterpret possible solutions/explanations </li></ul>...
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Culture Communication Cotr Pd

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Culture Communication Cotr Pd

  1. 1. Why did she do that? Ways of viewing intercultural communication
  2. 2. The iceberg view of culture <ul><li>Ways of doing: </li></ul><ul><li>Food </li></ul><ul><li>Dress </li></ul><ul><li>Religious rituals </li></ul><ul><li>Ways of thinking: </li></ul><ul><li>Attitudes </li></ul><ul><li>Communication styles </li></ul><ul><li>Perceptions </li></ul><ul><li>Assumptions </li></ul><ul><li>Ways of being: </li></ul><ul><li>Beliefs </li></ul><ul><li>Values </li></ul><ul><li>World view </li></ul>Adapted from UBC Centre for Intercultural Communication 2005
  3. 3. Interculturalism at COTR <ul><li>Increasing multiculturalism in Canadian society  our student body </li></ul><ul><li>Increasing focus on internationalization (Internationalization survey & Task Group) </li></ul><ul><li>Increasing interest in issues of diversity (Diversity Committee, diversity survey) </li></ul>
  4. 4. Hall, 1959 High-context & low-context cultures Adapted from UBC Centre for Intercultural Communication 2005 High-context Low-context Most information resides in receiver and setting. Most information resides in explicit messages. Receiver must ‘intuit’ meaning of the message. Sender must make the message clear. Emphasis on relational aspects of the message. Emphasis on direct, unambiguous messages. HR decisions based on maintaining stability of cultural patterns. HR decisions based on skills and rules only. Cultural patterns slow to change. Culture is receptive to change.
  5. 5. Where do we fit in? <ul><li>Knowing what you do about high-context and low-context cultures, where do you think Anglo-Canadians fit in? </li></ul><ul><li>High context </li></ul><ul><li>Low context </li></ul>
  6. 6. High-context, low-context gradient <ul><li>High Context </li></ul><ul><li>Japanese </li></ul><ul><li>Chinese </li></ul><ul><li>Arab </li></ul><ul><li>Greek </li></ul><ul><li>Mexican </li></ul><ul><li>Spanish </li></ul><ul><li>Italian </li></ul><ul><li>French </li></ul><ul><li>French Canadian </li></ul><ul><li>English </li></ul><ul><li>English Canadian </li></ul><ul><li>American </li></ul><ul><li>Scandinavian </li></ul><ul><li>German </li></ul><ul><li>German-Swiss </li></ul><ul><li>Low Context Source: Copeland and Griggs (1985, p. 107) </li></ul>
  7. 7. Hofstede, 1996 - Values Framework Collectivism vs. Individualism Adapted from UBC Centre for Intercultural Communication 2005 Collectivist Individualist Extended families/groups provide protection; require loyalty Individual responsible for self and immediate family High-context communication (Hall) Low-context communication (Hall) Harmony important; direct confrontations avoided Speaking one’s mind = honesty Relationships prevail over task Task prevails over relationship Private life invaded by group(s) Everyone has right to privacy Ultimate goal: harmony and consensus Ultimate goal: self-actualization
  8. 8. Hofstede, 1996 - Values Framework High vs. low power distance Adapted from UBC Centre for Intercultural Communication 2005 Inequalities should be minimized Inequalities are expected and desired Parents and children are equals Parents teach children obedience; children treat parents with respect Students expected to take some initiative Teachers expected to take all initiative Privileges and status symbols frowned upon Privileges and status symbols sought Narrow salary range within organizations Wide salary range within organizations Low power distance High power distance
  9. 9. For definition & discussion <ul><li>Culture </li></ul><ul><li>Ethnicity </li></ul><ul><li>Race </li></ul>
  10. 10. Some definitions to consider… <ul><li>1. Culture: the learned values and behaviour shared by a group that are passed along from generation to generation. Culture changes over time (UBC, 2003) </li></ul>2. Ethnicity: a group that is differentiated from other groups by its national origin or distinctive cultural patterns. The group shares a common historical or geographical background (UBC, 2003) 3. Race: a socially-defined group which sees itself and/or is seen by others as being different from other groups in its common descent or external features (Ontario Anti-Racism Secretariat, 1993)
  11. 11. D.I.E. Model <ul><li>D escribe objectively/observe </li></ul><ul><li>I nterpret possible solutions/explanations </li></ul><ul><li>E valuate – after you have gathered information </li></ul>“ Observing without evaluating is the highest form of intelligence.” J. Krishnamurti (Indian philosopher)

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