SlideShare a Scribd company logo
1 of 12
Sample of Making Acquaintances: Differences and Similarities
(Country: Kenya)
DIFFERENCES AND SIMILARITIES
Historical Background
Kenya is a country made up of many different languages,
ethnicities, races, and cultures. Because
its geography isolated the interior from the coastal regions until
the mid-19th century, Kenya’s
modern history is also divided (Horrobin, 1971). Over fifteen
hundred years ago in the interior of
Kenya, agriculturist Bantu language speakers from Western
Africa arrived, followed by the
pastoralist Nilotic speakers from North Africa (Editors of Time-
Life, 1987). These peoples would
remain in the interior with little contact outside of the areas
they settled until the arrival of
Europeans in the mid-1800s (Horrobin, 1971).
Along the coastal areas of Kenya between 200 and 1490c.e.
Indian, Indonesian, Persian, Arab,
Chinese, and even Roman sailors had made contact and traded
with the locals (Horrobin, 1971).
Eventually, many of the Arab and Persian traders settled in
these regions perpetuating Islam, and
the Swahili culture and language (Horrobin, 1971). The
prosperity of the coastal trade eventually
attracted the ill-fated attention of the Portuguese around 1500.
The Portuguese conquered, and
then ruled coastal Kenya until the mid-17th century, bringing
Christianity to the people (Editors of
Time-Life, 1987). The Portuguese were later ousted by the
Omanis who ruled from the early
1700s, returning Islam to the coast, until they slowly lost power
to Great Britain by 1898
(Horrobin, 1971). The British built roads and railroads to the
interior finally unifying the
country’s geography but bringing an influx of European settlers
(Finlay, Fitzpatrick, Fletcher, &
Ray, 2000). Colonial rule under Great Britain resulted in an
attempt to wipe out the African
culture, discriminate and suppress Kenyans in favor of the
British and European settlers. Over the
next 60 years, Britain would first oppress, but then later slowly
allow, through a series of violent
protests, the country to return to majority African rule. In 1963,
Kenya declared independence
and now functions as a republic (Horrobin, 1971).
Communication Styles
The official languages of Kenya are English and Kiswahili
(Horrobin, 1971). Because of the
diversity of the people, the total amount of languages spoken,
mostly African tribal languages, is
62 (“Kenya: Language, Culture, Customs and Etiquette,” n.d.).
The largest of these groups are the
Bantu language-based Kikuyu, Luhya, and Kamba peoples,
followed by the Nilotic based
speakers: Luo, Kalenjin, and the famous Maasai peoples (“The
World Factbook: Kenya,” n.d.).
Oral histories and folklore are the traditional methods of
preserving the history of the various
ethnic groups and have only recently begun to be preserved in
writing in English and Kiswahili,
using Latin script (Sobania, 2003). Nonverbal communication
styles include close proxemics
(even with new acquaintances), shaking of hands when greeting
anyone, and demurring eye
contact as a sign of respect and non-aggression (Finney, 2001).
Another important aspect of
communication styles for Kenyans is that they are a very
contextual society and when speaking
they will be neither direct nor frank (“ Kenya, Greetings,” n.d.).
They try to retain or build cordial
relationships and therefore want to couch anything they say
with the most amount of tact (“Kenya
Etiquette Tips,” n.d.).
Beliefs
While over 82% of Kenyans practice Christianity, roughly one-
third of those belong to “over 200
or so African independent churches” (Editors of Time-Life,
1987 p. 8). This reflects Kenyans’
desire to combine traditional African belief systems with
Christian belief systems. Traditional
beliefs focus on the here and now, the community, and health
and moral order in the present,
whereas Christianity focuses on the afterlife, the individual, and
salvation (Sobania, 2003). The
other dominant religion is Muslim, concentrated in the coastal
areas (“ The World Factbook:
Kenya,” n.d.). Kenyans place great emphasis on family and
kinship, respect for the elderly, and
cooperation among family members over individuals (Finney,
2001). Among rural areas,
Kenyans hold a subjugated belief towards nature, and until
colonialism and the introduction of
cash crop economy, did not rely on surplus farm production or
over-hunting of their territories
(Editors of Time-Life, 1987).
Society Structure
Kenya is a group oriented society and “Harambee” a Bantu word
meaning “to pull together” or
mutual assistance is practiced widely (“Kenya: Language,
Culture, Customs and Etiquette,” n.d.).
This is especially true for the family and extended family,
which is the center of Kenya’s
collectivistic society. Monogamous statutory marriages account
for 40% of all marriages and
60% are customary or Muslim marriages, of which 16% are
polygamous (“Gender Index:
Kenya,” n.d.). Families include parents, children, grandparents
and often extended relatives or
village members (Sobania, 2003).
Kenya is also a patriarchal society with a wide gender
inequality in favor of men (“Kenya,
Greetings,” n.d.). Men hold the majority of positions of
authority in politics, at work, in the
family and men are almost exclusively the landowners. In
village or rural settings, which account
for over 2/3 of the population, men are the members of the
elders, provide protection, and tend
herds (Sobania, 2003). Women do most of the farming, provide
all home maintenance, and child
rearing (Sobania, 2003). Children are highly valued, but are
expected to obey and show respect to
their elders without question (Finlay, Fitzpatrick, Fletcher, &
Ray, 2000).
The Republic of Kenya is a highly diverse nation with over 40
ethnic groups, multiple political
parties, and free elections (Finlay, Fitzpatrick, Fletcher, & Ray,
2000). Like elders, political
leaders are given great respect (“Kenya: Language, Culture,
Customs and Etiquette,” n.d.). Kenya
is a also hierarchal society- a country of mostly “ wanachi”-
workers, laborer, domestics, and
farmers or herders, and “wabenzi”, meaning literally those who
drive a Mercedes-Benz (Sobania,
2003, p.2).
Reasons for Codes of Cultural Behavior
Do
1. Greet Kenyans by shaking hands each time you meet them. In
addition, it is considered
respectful to grasp your right wrist when shaking the hands of
an elderly, or higher ranking
person. Lastly, when meeting members of the opposite sex, it is
polite for a man to wait until a
woman offers her hand first (“Kenya, Greetings,” n.d.).
Reasons: Shake hands because Kenya is a
particularistic culture with situation –specific interactions that
are expected in social settings.
Shaking hands shows that you respect their common etiquette
rules. Grasping the wrist of the
elderly or higher ranking person is important because Kenya is
a collectivistic linear culture,
which means they consider the well-being of the group to be
paramount and they respect and
defer to those considered in a higher authoritative position. By
doing this you show the required
respect and that you are willing to put the group needs of social
well-being ahead of your
individual needs. Men should wait until a woman offers her
hand before shaking because Kenya
is both a hierarchical society with strong emphasis on status
differences between individuals and
an ascription valued society which places great importance on
inherent qualities such as gender or
religion. In Kenya’s hierarchical society, women are lower
socially than men and it is considered
respectful for them to approach the superior male. Kenya’s
ascription values highlight the
importance of honoring the differences in the various
backgrounds of women. Some may be
Muslim, which means they may never shake hands with a man
who is not a relation, and allowing
a woman to approach first, avoids the embarrassment of offering
a hand that cannot be shaken.
2. Address men as “bwana” and men obviously over 35 years
old as “mzee” to show respect.
Women of all ages are to be traditionally addressed as “mama”
(“ United Nations Office at
Nairobi,” n.d.). Reasons: Using Kenyan traditional terms of
address is important because they
value collective collateral relationships. This means the
individual is part of a social order that
values harmony and politeness. Using Kenyan terms shows a
willingness to be polite and put
others at ease, helping bring harmony to everyone. Using
“mzee” to address elder males is
important because Kenya is a linear society which expects
unquestioning respect to someone
considered in higher authority, such as males over 35 years old.
It is also important because
Kenya is an ascription based society which places higher status
based on gender and age and
therefore expects others to show respect to older males.
3. Always politely and patiently ask after your acquaintance’s
health and the health of their
family, ideally by using the Swahili term “Jambo?”, or “How
are you?” (“Kenya: Language,
Culture, Customs and Etiquette,” n.d.). Reasons: Kenyans are
collectivistic which means
individuals put group needs above their own, and Kenyans’
family groups are the most important.
You honor their group by inquiring after them. Kenyans also
have a present relationship to time.
The conversation they are having with you is the most important
thing at that moment. They also
have a polychromic relationship to time, which means they
believe the time, no matter how long,
spent building human relationships is not limited and wholly
worthwhile spent in conversation
with you. Being patient and thorough in this initial conversation
shows you value them as they
value you.
4. When invited to dinner at a private home, it is polite to bring
the hostess a gift such as flowers
or a dessert, and in rural areas it is polite to bring sugar or tea
(“Kenya Etiquette Tips,” (n.d.).
Reasons: Kenya is a particularistic, high-context culture. This
means there are situation-specific
patterns or rules of social situations that are followed such as
bringing a gift to a hostess. In
addition, Kenya’s high-context culture means there are rules of
behavior that are expected but not
explicitly spoken. This means bringing an appropriate gift such
as non-personal and useful items
are considered the most polite and appreciated even though no
specific examples are written out
in society.
5. When dining, use formal table manners, wash your hands
before and after dinner, and do not
start eating until the eldest male at the table has begun eating
(“Kenya: Language, Culture,
Customs and Etiquette,” (n.d.). Reasons: Kenyans have a
collateral relationship orientation which
value politeness and group harmony. Formal table manners and
washing hands show politeness
and a willingness to not cause any embarrassment to the host
group. In addition, deferring to the
eldest male is important because Kenyans also have an
ascription orientation which values the
inherent qualities of the individual based on, in this case,
gender and age. This means the eldest
male has a higher status among the group therefore you and the
group honor him by letting him
eat first.
Don’t
1. Do not take photographs of people without getting their
permission first. In addition, be
prepared to pay for the privilege (“United Nations Office at
Nairobi,” n.d.). Reason: This is
important because some of Kenya’s ethnic groups have a high
uncertainty avoidance which
means that anything uncertain to them is considered a threat.
Some indigenous people may
believe a photo can steal their souls (“ United Nations Office at
Nairobi,” n.d.). Tourists should
avoid threatening them by simply asking permission before
photographing. In addition, collateral
relationships are valued in Kenya which means each person is
part of the social order and in that
order politeness is important. By asking permission, you are
showing the correct politeness. It is
important to be prepared to pay to photograph a Kenyan because
they are also a particularistic
culture-based society. In this instance, situation specific
patterns- thousands of tourists visiting
over decades- have developed an expectation of a certain
interaction- that of the tourists paying to
photograph people. This is especially true in the rural areas
where poverty can be extreme and
tourism is a large part of the local economy.
2. Do not dress sloppily or wear revealing tops or short bottoms
in places other than the beach, as
conservative dress is the norm (“Kenya Etiquette Tips,” (n.d.).
Reasons: Kenya is a collectivistic-
collateral culture where the emphasis is on the well-being of
others and adherence to group social
welfare and rules of etiquette. Neat, tidy, non-revealing clothes
are considered the social norm,
and tourists who don’t adhere to this show disrespect for
Kenyans’ social rules.
3. Do not get angry, swear, or blaspheme. Kenyans are a polite
and non-confrontational people,
and showing your temper is considered very ill mannered (“
Kenya, Greetings,” n.d.). Reasons:
Kenyans are a highly contextual society and one way this is
manifested is that they do not speak
directly or frankly, even under duress. Because their methods of
communications are very
implicit, they also do not show anger. Also, Kenya is a
collectivistic-collateral culture where the
emphasis is on the well-being of others and adherence to group
social welfare and rules of
etiquette, especially not causing embarrassment. Swearing or
blaspheming would show rude
manners and embarrassment to those around you.
4. Do not speak loudly, whether positive or negative, as it is
considered insulting (“ United
Nations Office at Nairobi,” n.d.). Reasons: Kenyans adhere to a
collectivistic-collateral culture
where the emphasis is on the well-being of others, adherence to
group harmony and being polite
in order to not cause embarrassment. Raising your voice would
violate these cultural values and
disrupt group harmony so you should always speak in a
reasonable voice.
5. Do not point your finger at someone, or call them by curling
up your finger or waving your
upturned palm towards you. All of these gestures are deemed
rude. Instead use your head to point
to something and beckon with your palm up (“United Nations
Office at Nairobi,” n.d.). Reasons:
Reasons: Kenya is a particularistic, high-context culture. This
means there are situation-specific
patterns or behaviors that are considered impolite in Kenya such
as the above hand gestures. In
addition, Kenya’s high-context culture means there are non-
verbal cues that are not acceptable,
even if there are no written rules about them. Tourists should
avoid using these gestures because
it would insult the person you are trying to communicate with as
well as those around them.
References
Editors of Time-Life. (1987). Library of Nations: East Africa.
Alexandria, VA: Time-Life Books.
Finlay, H., Fitzpatrick, M., Fletcher, M., & Ray, N. (2000).
Lonely Planet East Africa (5th ed.).
Melbourne, AUS: Lonely Planet Publications.
Finney, M.K. (2001). Kenya: Nonverbal Issues. Retrieved April
25, 2013, from
http://acad.depauw.edu/~mkfinney/teaching/Com227/culturalpor
tfolios/kenya/nonverbal.htm
Gender Index: Kenya. (n.d.). Gender Index Website. Retrieved
April 25, 2013, from
http://www.genderindex.org/country/kenya
Horrobin, D. F. (1971). A Guide to Kenya and Northern
Tanzania. New York, NY: Charles
Scribner’s Sons.
Kenya Etiquette Tips. (n.d.). Vayama Country Etiquette.
Retrieved February 18, 2013, from
http://www.vayama.com/etiquette/kenya/
Kenya, Greetings. (n.d.). Culture Crossing Website. Retrieved
February 18, 2013, from
http://www.culturecrossing.net/basics_business_student_details.
php?Id=7&CID=107
Kenya: Language, Culture, Customs and Etiquette. (n.d.).
Kwintessential Website. Retrieved
February 18, 2013, from
http://www.kwintessential.co.uk/resources/global-
etiquette/kenya.html
Sobania, N. (2003). Culture and Customs of Kenya. Westport,
CT: Greenwood Press.
The World Factbook: Kenya. (n.d.) Central Intelligence Agency
U.S. Retrieved April 25, 2013,
from https://www.cia.gov/library/publications/the-world-
factbook/geos/ke.html
United Nations Office at Nairobi. (n.d.). Cultural Do’s and
Dont’s. Retrieved February 18, 2013,
from
http://dcs.unon.org/index.php?option=com_content&view=articl
e&id=126&Itemid=172&lang=e
n
REPLY TO DIFFERENCES AND SIMILARITIES
Major Value Commonality
Japan and Kenya share a common value in collateral
relationships where group harmony and
politeness in social situations is very important. Kenyans will
not be frank when speaking to
others even if asked a direct question, going so far as to use
metaphors or context to get meanings
across. They do this to extend the most sensitivity to the
listener, rather than risk offending or
disappointing them. You mentioned that Japanese also prefer a
softer, non-confrontational style
in communication as well as a more diplomatic approach which
is in line with Kenyan values as
well.
Major Value Difference
There is a major cultural difference between Japan and Kenya in
their relationship to time. You
wrote the Japanese are a past-oriented society believing what
one has done in the past will
determine one’s future. Kenyans, in contrast, are a present-
oriented society. They do not see time
as circular; they are concentrated in the moment and consider
what is happening at the present to
have high significance. An example is when Kenyans meet
someone and spend what other
cultures might consider a very long time to inquire after each
other’s health and the well-being of
their family members.

More Related Content

Similar to Making Acquaintances in Kenya: Comparing Cultural Differences and Similarities

TALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docx
TALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docxTALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docx
TALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docxssuserf9c51d
 
The Diversity Of Aboriginal Education
The Diversity Of Aboriginal EducationThe Diversity Of Aboriginal Education
The Diversity Of Aboriginal EducationSonia Sanchez
 
ATR:A Religious Drama
ATR:A Religious DramaATR:A Religious Drama
ATR:A Religious Dramassuser665f78
 
INT-450 Topic 3a Ethnicity.pdf
INT-450 Topic 3a Ethnicity.pdfINT-450 Topic 3a Ethnicity.pdf
INT-450 Topic 3a Ethnicity.pdfS Meyer
 
Kulanu Presentation 5 6 2009
Kulanu Presentation 5 6 2009Kulanu Presentation 5 6 2009
Kulanu Presentation 5 6 2009guestff028378a
 

Similar to Making Acquaintances in Kenya: Comparing Cultural Differences and Similarities (7)

TALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docx
TALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docxTALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docx
TALKING ABOUT TRIBEMOVING FROMSTEREOTYPES TO ANALYSIS.docx
 
The Diversity Of Aboriginal Education
The Diversity Of Aboriginal EducationThe Diversity Of Aboriginal Education
The Diversity Of Aboriginal Education
 
West African Religion
West African ReligionWest African Religion
West African Religion
 
Essay On Chinese Culture
Essay On Chinese CultureEssay On Chinese Culture
Essay On Chinese Culture
 
ATR:A Religious Drama
ATR:A Religious DramaATR:A Religious Drama
ATR:A Religious Drama
 
INT-450 Topic 3a Ethnicity.pdf
INT-450 Topic 3a Ethnicity.pdfINT-450 Topic 3a Ethnicity.pdf
INT-450 Topic 3a Ethnicity.pdf
 
Kulanu Presentation 5 6 2009
Kulanu Presentation 5 6 2009Kulanu Presentation 5 6 2009
Kulanu Presentation 5 6 2009
 

More from rtodd599

SAGE was founded in 1965 by Sa.docx
SAGE was founded in 1965 by Sa.docxSAGE was founded in 1965 by Sa.docx
SAGE was founded in 1965 by Sa.docxrtodd599
 
SafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docx
SafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docxSafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docx
SafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docxrtodd599
 
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docx
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docxSafety Management System1SMS-1Jeffrey D Carpenter, CSP.docx
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docxrtodd599
 
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docx
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docxSajan Thapa1) Allegory suggests that enlightenment or educatio.docx
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docxrtodd599
 
Safety and Health Providing a safe and secure environment for emplo.docx
Safety and Health Providing a safe and secure environment for emplo.docxSafety and Health Providing a safe and secure environment for emplo.docx
Safety and Health Providing a safe and secure environment for emplo.docxrtodd599
 
SAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docx
SAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docxSAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docx
SAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docxrtodd599
 
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx
Safeby Rachael FabelurinSubmission dat e  07 - Jan- 201.docxSafeby Rachael FabelurinSubmission dat e  07 - Jan- 201.docx
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docxrtodd599
 
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docx
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docxSAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docx
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docxrtodd599
 
Safe Work Environment  Please respond to the followingRecommen.docx
Safe Work Environment  Please respond to the followingRecommen.docxSafe Work Environment  Please respond to the followingRecommen.docx
Safe Work Environment  Please respond to the followingRecommen.docxrtodd599
 
Sadder and Less Accurate False Memory for NegativeMaterial .docx
Sadder and Less Accurate False Memory for NegativeMaterial .docxSadder and Less Accurate False Memory for NegativeMaterial .docx
Sadder and Less Accurate False Memory for NegativeMaterial .docxrtodd599
 
Safe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docxSafe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docxrtodd599
 
Safe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docxSafe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docxrtodd599
 
S216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docx
S216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docxS216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docx
S216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docxrtodd599
 
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docxSAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docxrtodd599
 
S18SOCI111SocialNetworksHomework4DUE66198.docx
S18SOCI111SocialNetworksHomework4DUE66198.docxS18SOCI111SocialNetworksHomework4DUE66198.docx
S18SOCI111SocialNetworksHomework4DUE66198.docxrtodd599
 
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docxSAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docxrtodd599
 
Sadly today police are not often viewed in the best light. Not a.docx
Sadly today police are not often viewed in the best light. Not a.docxSadly today police are not often viewed in the best light. Not a.docx
Sadly today police are not often viewed in the best light. Not a.docxrtodd599
 
S w 909E24 ENGRO CHEMICALS PAKISTAN LIMITED — .docx
S w  909E24    ENGRO CHEMICALS PAKISTAN LIMITED — .docxS w  909E24    ENGRO CHEMICALS PAKISTAN LIMITED — .docx
S w 909E24 ENGRO CHEMICALS PAKISTAN LIMITED — .docxrtodd599
 
SA #1 What is Ekman Divergence Wherewhat are three location.docx
SA #1 What is Ekman Divergence Wherewhat are three location.docxSA #1 What is Ekman Divergence Wherewhat are three location.docx
SA #1 What is Ekman Divergence Wherewhat are three location.docxrtodd599
 
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docx
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docxS&J Plumbing, Inc.s 2010 income statement shows a net profit before.docx
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docxrtodd599
 

More from rtodd599 (20)

SAGE was founded in 1965 by Sa.docx
SAGE was founded in 1965 by Sa.docxSAGE was founded in 1965 by Sa.docx
SAGE was founded in 1965 by Sa.docx
 
SafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docx
SafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docxSafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docx
SafeAssignCheckTest - CSU SafeAssign Plagiarism Check ToolSafeAs.docx
 
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docx
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docxSafety Management System1SMS-1Jeffrey D Carpenter, CSP.docx
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docx
 
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docx
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docxSajan Thapa1) Allegory suggests that enlightenment or educatio.docx
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docx
 
Safety and Health Providing a safe and secure environment for emplo.docx
Safety and Health Providing a safe and secure environment for emplo.docxSafety and Health Providing a safe and secure environment for emplo.docx
Safety and Health Providing a safe and secure environment for emplo.docx
 
SAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docx
SAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docxSAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docx
SAGE OpenJuly-September 2013 1 –10© The Author(s) 2013D.docx
 
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx
Safeby Rachael FabelurinSubmission dat e  07 - Jan- 201.docxSafeby Rachael FabelurinSubmission dat e  07 - Jan- 201.docx
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx
 
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docx
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docxSAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docx
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL.docx
 
Safe Work Environment  Please respond to the followingRecommen.docx
Safe Work Environment  Please respond to the followingRecommen.docxSafe Work Environment  Please respond to the followingRecommen.docx
Safe Work Environment  Please respond to the followingRecommen.docx
 
Sadder and Less Accurate False Memory for NegativeMaterial .docx
Sadder and Less Accurate False Memory for NegativeMaterial .docxSadder and Less Accurate False Memory for NegativeMaterial .docx
Sadder and Less Accurate False Memory for NegativeMaterial .docx
 
Safe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docxSafe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docx
 
Safe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docxSafe Work Environment  Please respond to the followingRecomme.docx
Safe Work Environment  Please respond to the followingRecomme.docx
 
S216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docx
S216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docxS216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docx
S216 MAN506 ORGANISATIONAL BEHAVIOUR httpsonline.cdu.edu..docx
 
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docxSAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docx
 
S18SOCI111SocialNetworksHomework4DUE66198.docx
S18SOCI111SocialNetworksHomework4DUE66198.docxS18SOCI111SocialNetworksHomework4DUE66198.docx
S18SOCI111SocialNetworksHomework4DUE66198.docx
 
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docxSAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docx
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docx
 
Sadly today police are not often viewed in the best light. Not a.docx
Sadly today police are not often viewed in the best light. Not a.docxSadly today police are not often viewed in the best light. Not a.docx
Sadly today police are not often viewed in the best light. Not a.docx
 
S w 909E24 ENGRO CHEMICALS PAKISTAN LIMITED — .docx
S w  909E24    ENGRO CHEMICALS PAKISTAN LIMITED — .docxS w  909E24    ENGRO CHEMICALS PAKISTAN LIMITED — .docx
S w 909E24 ENGRO CHEMICALS PAKISTAN LIMITED — .docx
 
SA #1 What is Ekman Divergence Wherewhat are three location.docx
SA #1 What is Ekman Divergence Wherewhat are three location.docxSA #1 What is Ekman Divergence Wherewhat are three location.docx
SA #1 What is Ekman Divergence Wherewhat are three location.docx
 
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docx
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docxS&J Plumbing, Inc.s 2010 income statement shows a net profit before.docx
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docx
 

Recently uploaded

Science 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its CharacteristicsScience 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its CharacteristicsKarinaGenton
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docxPoojaSen20
 
Hybridoma Technology ( Production , Purification , and Application )
Hybridoma Technology  ( Production , Purification , and Application  ) Hybridoma Technology  ( Production , Purification , and Application  )
Hybridoma Technology ( Production , Purification , and Application ) Sakshi Ghasle
 
How to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptxHow to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptxmanuelaromero2013
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdfSoniaTolstoy
 
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions  for the students and aspirants of Chemistry12th.pptxOrganic Name Reactions  for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions for the students and aspirants of Chemistry12th.pptxVS Mahajan Coaching Centre
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAssociation for Project Management
 
Solving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxSolving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxOH TEIK BIN
 
PSYCHIATRIC History collection FORMAT.pptx
PSYCHIATRIC   History collection FORMAT.pptxPSYCHIATRIC   History collection FORMAT.pptx
PSYCHIATRIC History collection FORMAT.pptxPoojaSen20
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfchloefrazer622
 
Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Educationpboyjonauth
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3JemimahLaneBuaron
 
Presiding Officer Training module 2024 lok sabha elections
Presiding Officer Training module 2024 lok sabha electionsPresiding Officer Training module 2024 lok sabha elections
Presiding Officer Training module 2024 lok sabha electionsanshu789521
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon AUnboundStockton
 
CARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptxCARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptxGaneshChakor2
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesFatimaKhan178732
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactdawncurless
 

Recently uploaded (20)

Science 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its CharacteristicsScience 7 - LAND and SEA BREEZE and its Characteristics
Science 7 - LAND and SEA BREEZE and its Characteristics
 
mini mental status format.docx
mini    mental       status     format.docxmini    mental       status     format.docx
mini mental status format.docx
 
Hybridoma Technology ( Production , Purification , and Application )
Hybridoma Technology  ( Production , Purification , and Application  ) Hybridoma Technology  ( Production , Purification , and Application  )
Hybridoma Technology ( Production , Purification , and Application )
 
How to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptxHow to Make a Pirate ship Primary Education.pptx
How to Make a Pirate ship Primary Education.pptx
 
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdfBASLIQ CURRENT LOOKBOOK  LOOKBOOK(1) (1).pdf
BASLIQ CURRENT LOOKBOOK LOOKBOOK(1) (1).pdf
 
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions  for the students and aspirants of Chemistry12th.pptxOrganic Name Reactions  for the students and aspirants of Chemistry12th.pptx
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
 
APM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across SectorsAPM Welcome, APM North West Network Conference, Synergies Across Sectors
APM Welcome, APM North West Network Conference, Synergies Across Sectors
 
Solving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptxSolving Puzzles Benefits Everyone (English).pptx
Solving Puzzles Benefits Everyone (English).pptx
 
PSYCHIATRIC History collection FORMAT.pptx
PSYCHIATRIC   History collection FORMAT.pptxPSYCHIATRIC   History collection FORMAT.pptx
PSYCHIATRIC History collection FORMAT.pptx
 
Arihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdfArihant handbook biology for class 11 .pdf
Arihant handbook biology for class 11 .pdf
 
Introduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher EducationIntroduction to ArtificiaI Intelligence in Higher Education
Introduction to ArtificiaI Intelligence in Higher Education
 
Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3Q4-W6-Restating Informational Text Grade 3
Q4-W6-Restating Informational Text Grade 3
 
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
Model Call Girl in Tilak Nagar Delhi reach out to us at 🔝9953056974🔝
 
Presiding Officer Training module 2024 lok sabha elections
Presiding Officer Training module 2024 lok sabha electionsPresiding Officer Training module 2024 lok sabha elections
Presiding Officer Training module 2024 lok sabha elections
 
Crayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon ACrayon Activity Handout For the Crayon A
Crayon Activity Handout For the Crayon A
 
CARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptxCARE OF CHILD IN INCUBATOR..........pptx
CARE OF CHILD IN INCUBATOR..........pptx
 
Separation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and ActinidesSeparation of Lanthanides/ Lanthanides and Actinides
Separation of Lanthanides/ Lanthanides and Actinides
 
Staff of Color (SOC) Retention Efforts DDSD
Staff of Color (SOC) Retention Efforts DDSDStaff of Color (SOC) Retention Efforts DDSD
Staff of Color (SOC) Retention Efforts DDSD
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 
Accessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impactAccessible design: Minimum effort, maximum impact
Accessible design: Minimum effort, maximum impact
 

Making Acquaintances in Kenya: Comparing Cultural Differences and Similarities

  • 1. Sample of Making Acquaintances: Differences and Similarities (Country: Kenya) DIFFERENCES AND SIMILARITIES Historical Background Kenya is a country made up of many different languages, ethnicities, races, and cultures. Because its geography isolated the interior from the coastal regions until the mid-19th century, Kenya’s modern history is also divided (Horrobin, 1971). Over fifteen hundred years ago in the interior of Kenya, agriculturist Bantu language speakers from Western Africa arrived, followed by the pastoralist Nilotic speakers from North Africa (Editors of Time- Life, 1987). These peoples would remain in the interior with little contact outside of the areas they settled until the arrival of Europeans in the mid-1800s (Horrobin, 1971). Along the coastal areas of Kenya between 200 and 1490c.e. Indian, Indonesian, Persian, Arab, Chinese, and even Roman sailors had made contact and traded with the locals (Horrobin, 1971). Eventually, many of the Arab and Persian traders settled in these regions perpetuating Islam, and the Swahili culture and language (Horrobin, 1971). The prosperity of the coastal trade eventually attracted the ill-fated attention of the Portuguese around 1500. The Portuguese conquered, and then ruled coastal Kenya until the mid-17th century, bringing Christianity to the people (Editors of
  • 2. Time-Life, 1987). The Portuguese were later ousted by the Omanis who ruled from the early 1700s, returning Islam to the coast, until they slowly lost power to Great Britain by 1898 (Horrobin, 1971). The British built roads and railroads to the interior finally unifying the country’s geography but bringing an influx of European settlers (Finlay, Fitzpatrick, Fletcher, & Ray, 2000). Colonial rule under Great Britain resulted in an attempt to wipe out the African culture, discriminate and suppress Kenyans in favor of the British and European settlers. Over the next 60 years, Britain would first oppress, but then later slowly allow, through a series of violent protests, the country to return to majority African rule. In 1963, Kenya declared independence and now functions as a republic (Horrobin, 1971). Communication Styles The official languages of Kenya are English and Kiswahili (Horrobin, 1971). Because of the diversity of the people, the total amount of languages spoken, mostly African tribal languages, is 62 (“Kenya: Language, Culture, Customs and Etiquette,” n.d.). The largest of these groups are the Bantu language-based Kikuyu, Luhya, and Kamba peoples, followed by the Nilotic based speakers: Luo, Kalenjin, and the famous Maasai peoples (“The World Factbook: Kenya,” n.d.). Oral histories and folklore are the traditional methods of preserving the history of the various ethnic groups and have only recently begun to be preserved in writing in English and Kiswahili, using Latin script (Sobania, 2003). Nonverbal communication styles include close proxemics (even with new acquaintances), shaking of hands when greeting anyone, and demurring eye
  • 3. contact as a sign of respect and non-aggression (Finney, 2001). Another important aspect of communication styles for Kenyans is that they are a very contextual society and when speaking they will be neither direct nor frank (“ Kenya, Greetings,” n.d.). They try to retain or build cordial relationships and therefore want to couch anything they say with the most amount of tact (“Kenya Etiquette Tips,” n.d.). Beliefs While over 82% of Kenyans practice Christianity, roughly one- third of those belong to “over 200 or so African independent churches” (Editors of Time-Life, 1987 p. 8). This reflects Kenyans’ desire to combine traditional African belief systems with Christian belief systems. Traditional beliefs focus on the here and now, the community, and health and moral order in the present, whereas Christianity focuses on the afterlife, the individual, and salvation (Sobania, 2003). The other dominant religion is Muslim, concentrated in the coastal areas (“ The World Factbook: Kenya,” n.d.). Kenyans place great emphasis on family and kinship, respect for the elderly, and cooperation among family members over individuals (Finney, 2001). Among rural areas, Kenyans hold a subjugated belief towards nature, and until colonialism and the introduction of cash crop economy, did not rely on surplus farm production or over-hunting of their territories (Editors of Time-Life, 1987). Society Structure Kenya is a group oriented society and “Harambee” a Bantu word
  • 4. meaning “to pull together” or mutual assistance is practiced widely (“Kenya: Language, Culture, Customs and Etiquette,” n.d.). This is especially true for the family and extended family, which is the center of Kenya’s collectivistic society. Monogamous statutory marriages account for 40% of all marriages and 60% are customary or Muslim marriages, of which 16% are polygamous (“Gender Index: Kenya,” n.d.). Families include parents, children, grandparents and often extended relatives or village members (Sobania, 2003). Kenya is also a patriarchal society with a wide gender inequality in favor of men (“Kenya, Greetings,” n.d.). Men hold the majority of positions of authority in politics, at work, in the family and men are almost exclusively the landowners. In village or rural settings, which account for over 2/3 of the population, men are the members of the elders, provide protection, and tend herds (Sobania, 2003). Women do most of the farming, provide all home maintenance, and child rearing (Sobania, 2003). Children are highly valued, but are expected to obey and show respect to their elders without question (Finlay, Fitzpatrick, Fletcher, & Ray, 2000). The Republic of Kenya is a highly diverse nation with over 40 ethnic groups, multiple political parties, and free elections (Finlay, Fitzpatrick, Fletcher, & Ray, 2000). Like elders, political leaders are given great respect (“Kenya: Language, Culture, Customs and Etiquette,” n.d.). Kenya is a also hierarchal society- a country of mostly “ wanachi”- workers, laborer, domestics, and farmers or herders, and “wabenzi”, meaning literally those who drive a Mercedes-Benz (Sobania,
  • 5. 2003, p.2). Reasons for Codes of Cultural Behavior Do 1. Greet Kenyans by shaking hands each time you meet them. In addition, it is considered respectful to grasp your right wrist when shaking the hands of an elderly, or higher ranking person. Lastly, when meeting members of the opposite sex, it is polite for a man to wait until a woman offers her hand first (“Kenya, Greetings,” n.d.). Reasons: Shake hands because Kenya is a particularistic culture with situation –specific interactions that are expected in social settings. Shaking hands shows that you respect their common etiquette rules. Grasping the wrist of the elderly or higher ranking person is important because Kenya is a collectivistic linear culture, which means they consider the well-being of the group to be paramount and they respect and defer to those considered in a higher authoritative position. By doing this you show the required respect and that you are willing to put the group needs of social well-being ahead of your individual needs. Men should wait until a woman offers her hand before shaking because Kenya is both a hierarchical society with strong emphasis on status differences between individuals and an ascription valued society which places great importance on inherent qualities such as gender or religion. In Kenya’s hierarchical society, women are lower socially than men and it is considered respectful for them to approach the superior male. Kenya’s ascription values highlight the importance of honoring the differences in the various backgrounds of women. Some may be
  • 6. Muslim, which means they may never shake hands with a man who is not a relation, and allowing a woman to approach first, avoids the embarrassment of offering a hand that cannot be shaken. 2. Address men as “bwana” and men obviously over 35 years old as “mzee” to show respect. Women of all ages are to be traditionally addressed as “mama” (“ United Nations Office at Nairobi,” n.d.). Reasons: Using Kenyan traditional terms of address is important because they value collective collateral relationships. This means the individual is part of a social order that values harmony and politeness. Using Kenyan terms shows a willingness to be polite and put others at ease, helping bring harmony to everyone. Using “mzee” to address elder males is important because Kenya is a linear society which expects unquestioning respect to someone considered in higher authority, such as males over 35 years old. It is also important because Kenya is an ascription based society which places higher status based on gender and age and therefore expects others to show respect to older males. 3. Always politely and patiently ask after your acquaintance’s health and the health of their family, ideally by using the Swahili term “Jambo?”, or “How are you?” (“Kenya: Language, Culture, Customs and Etiquette,” n.d.). Reasons: Kenyans are collectivistic which means individuals put group needs above their own, and Kenyans’ family groups are the most important. You honor their group by inquiring after them. Kenyans also have a present relationship to time.
  • 7. The conversation they are having with you is the most important thing at that moment. They also have a polychromic relationship to time, which means they believe the time, no matter how long, spent building human relationships is not limited and wholly worthwhile spent in conversation with you. Being patient and thorough in this initial conversation shows you value them as they value you. 4. When invited to dinner at a private home, it is polite to bring the hostess a gift such as flowers or a dessert, and in rural areas it is polite to bring sugar or tea (“Kenya Etiquette Tips,” (n.d.). Reasons: Kenya is a particularistic, high-context culture. This means there are situation-specific patterns or rules of social situations that are followed such as bringing a gift to a hostess. In addition, Kenya’s high-context culture means there are rules of behavior that are expected but not explicitly spoken. This means bringing an appropriate gift such as non-personal and useful items are considered the most polite and appreciated even though no specific examples are written out in society. 5. When dining, use formal table manners, wash your hands before and after dinner, and do not start eating until the eldest male at the table has begun eating (“Kenya: Language, Culture, Customs and Etiquette,” (n.d.). Reasons: Kenyans have a collateral relationship orientation which value politeness and group harmony. Formal table manners and washing hands show politeness and a willingness to not cause any embarrassment to the host group. In addition, deferring to the eldest male is important because Kenyans also have an ascription orientation which values the
  • 8. inherent qualities of the individual based on, in this case, gender and age. This means the eldest male has a higher status among the group therefore you and the group honor him by letting him eat first. Don’t 1. Do not take photographs of people without getting their permission first. In addition, be prepared to pay for the privilege (“United Nations Office at Nairobi,” n.d.). Reason: This is important because some of Kenya’s ethnic groups have a high uncertainty avoidance which means that anything uncertain to them is considered a threat. Some indigenous people may believe a photo can steal their souls (“ United Nations Office at Nairobi,” n.d.). Tourists should avoid threatening them by simply asking permission before photographing. In addition, collateral relationships are valued in Kenya which means each person is part of the social order and in that order politeness is important. By asking permission, you are showing the correct politeness. It is important to be prepared to pay to photograph a Kenyan because they are also a particularistic culture-based society. In this instance, situation specific patterns- thousands of tourists visiting over decades- have developed an expectation of a certain interaction- that of the tourists paying to photograph people. This is especially true in the rural areas where poverty can be extreme and tourism is a large part of the local economy. 2. Do not dress sloppily or wear revealing tops or short bottoms in places other than the beach, as
  • 9. conservative dress is the norm (“Kenya Etiquette Tips,” (n.d.). Reasons: Kenya is a collectivistic- collateral culture where the emphasis is on the well-being of others and adherence to group social welfare and rules of etiquette. Neat, tidy, non-revealing clothes are considered the social norm, and tourists who don’t adhere to this show disrespect for Kenyans’ social rules. 3. Do not get angry, swear, or blaspheme. Kenyans are a polite and non-confrontational people, and showing your temper is considered very ill mannered (“ Kenya, Greetings,” n.d.). Reasons: Kenyans are a highly contextual society and one way this is manifested is that they do not speak directly or frankly, even under duress. Because their methods of communications are very implicit, they also do not show anger. Also, Kenya is a collectivistic-collateral culture where the emphasis is on the well-being of others and adherence to group social welfare and rules of etiquette, especially not causing embarrassment. Swearing or blaspheming would show rude manners and embarrassment to those around you. 4. Do not speak loudly, whether positive or negative, as it is considered insulting (“ United Nations Office at Nairobi,” n.d.). Reasons: Kenyans adhere to a collectivistic-collateral culture where the emphasis is on the well-being of others, adherence to group harmony and being polite in order to not cause embarrassment. Raising your voice would violate these cultural values and disrupt group harmony so you should always speak in a reasonable voice. 5. Do not point your finger at someone, or call them by curling up your finger or waving your upturned palm towards you. All of these gestures are deemed
  • 10. rude. Instead use your head to point to something and beckon with your palm up (“United Nations Office at Nairobi,” n.d.). Reasons: Reasons: Kenya is a particularistic, high-context culture. This means there are situation-specific patterns or behaviors that are considered impolite in Kenya such as the above hand gestures. In addition, Kenya’s high-context culture means there are non- verbal cues that are not acceptable, even if there are no written rules about them. Tourists should avoid using these gestures because it would insult the person you are trying to communicate with as well as those around them. References Editors of Time-Life. (1987). Library of Nations: East Africa. Alexandria, VA: Time-Life Books. Finlay, H., Fitzpatrick, M., Fletcher, M., & Ray, N. (2000). Lonely Planet East Africa (5th ed.). Melbourne, AUS: Lonely Planet Publications. Finney, M.K. (2001). Kenya: Nonverbal Issues. Retrieved April 25, 2013, from http://acad.depauw.edu/~mkfinney/teaching/Com227/culturalpor tfolios/kenya/nonverbal.htm Gender Index: Kenya. (n.d.). Gender Index Website. Retrieved April 25, 2013, from http://www.genderindex.org/country/kenya Horrobin, D. F. (1971). A Guide to Kenya and Northern Tanzania. New York, NY: Charles Scribner’s Sons. Kenya Etiquette Tips. (n.d.). Vayama Country Etiquette. Retrieved February 18, 2013, from http://www.vayama.com/etiquette/kenya/ Kenya, Greetings. (n.d.). Culture Crossing Website. Retrieved February 18, 2013, from http://www.culturecrossing.net/basics_business_student_details.
  • 11. php?Id=7&CID=107 Kenya: Language, Culture, Customs and Etiquette. (n.d.). Kwintessential Website. Retrieved February 18, 2013, from http://www.kwintessential.co.uk/resources/global- etiquette/kenya.html Sobania, N. (2003). Culture and Customs of Kenya. Westport, CT: Greenwood Press. The World Factbook: Kenya. (n.d.) Central Intelligence Agency U.S. Retrieved April 25, 2013, from https://www.cia.gov/library/publications/the-world- factbook/geos/ke.html United Nations Office at Nairobi. (n.d.). Cultural Do’s and Dont’s. Retrieved February 18, 2013, from http://dcs.unon.org/index.php?option=com_content&view=articl e&id=126&Itemid=172&lang=e n REPLY TO DIFFERENCES AND SIMILARITIES Major Value Commonality Japan and Kenya share a common value in collateral relationships where group harmony and politeness in social situations is very important. Kenyans will not be frank when speaking to others even if asked a direct question, going so far as to use metaphors or context to get meanings across. They do this to extend the most sensitivity to the listener, rather than risk offending or
  • 12. disappointing them. You mentioned that Japanese also prefer a softer, non-confrontational style in communication as well as a more diplomatic approach which is in line with Kenyan values as well. Major Value Difference There is a major cultural difference between Japan and Kenya in their relationship to time. You wrote the Japanese are a past-oriented society believing what one has done in the past will determine one’s future. Kenyans, in contrast, are a present- oriented society. They do not see time as circular; they are concentrated in the moment and consider what is happening at the present to have high significance. An example is when Kenyans meet someone and spend what other cultures might consider a very long time to inquire after each other’s health and the well-being of their family members.