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Today, students are more familiar with other cultures than ever before because of the media, Internet, local diversity, and their own travels abroad. Using a social constructionist framework, Inter/Cultural Communication provides today's students with a rich understanding of how culture and communication affect and effect each other. Weaving multiple approaches together to provide a comprehensive understanding of and appreciation for the diversity of cultural and intercultural communication, this text helps students become more aware of their own identities and how powerful their identities can be in facilitating change―both in their own lives and in the lives of others.
- Sales Rank: #158913 in Books
- Brand: Brand: SAGE Publications, Inc
- Published on: 2012-07-23
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x 1.00" w x 7.30" l, 1.75 pounds
- Binding: Paperback
- 496 pages
- Used Book in Good Condition
Review
There is so much here, I could go on and on...There is a full range of approaches to understanding culture from the perspectives of communication theory and social psychology. It provides a good overview and an update for those of us who don't get to see it all put together in the same place very often. At the same time, for those of us who don't have an airline ticket to New York, the book provides a deep sense of how diversity discourse is constructed, expressed and propagated in the USA. (Dr. George Simons 2013-06-17)
About the Author
Anastacia Kurylo (Ph.D., Rutgers University) is Assistant Professor of Communication Arts at Marymount Manhattan College in New York City. She teaches courses in Interpersonal Communication, Advanced Interpersonal Communication Theory, Gender and Communication, Organizational Communication, Principles and Theories of Communication, Public Speaking, Intercultural Communication, Stereotypes and Communication. In her twelve years of teaching she has taught at numerous colleges including Borough of Manhattan Community College, Marymount Manhattan College, New York University, Pace University, Rutgers University, and St. John’s University. Her research interests include the examination of stereotypes communicated in interpersonal, intercultural, and organizational contexts and the implications of these for stereotype maintenance. She also studies pedagogy and mentorship as well as emotion and culture. She has published five teaching activities, four book chapters, a recent interdisciplinary article on stereotypes published in Qualitative Research in Psychology, and her blog TheCommunicatedStereotype.com. She is currently writing The Communicated Stereotype: From Media to Everyday Talk to be published with Lexington Press. She is a former President of the New Jersey Communication Association and serves as a reviewer or Editorial board member for several journals and associations. She enjoys spending time with her family, creating mosaics, eating in cafes, and working on research with her students.
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US Framework for IC work.
By George F. Simons
Inter/Cultural Communication is a textbook for college students studying intercultural communication, written specifically for the United States academic marketplace. Its particular merit is that it provides up-to-date and relatively comprehensive looks at cultural dynamics viewed from a wide variety of disciplinary perspectives and, in that sense, can be a valuable reference work for interculturalists seeking to update themselves on their perspectives, paradigms, and tools. While there is a lot of discipline-specific jargon, in general the style is simple enough and proposed activities are easy enough for beginning students to wrestle with successfully.
Though I am frequently called on to lecture in academic institutions, I want to state at the outset that I am reviewing this book from the point of view of a practicing intercultural consultant, trainer, and coach, more than that of an academic.
Not too long ago I was called on to do a lecture in a British university where my mandate was to address shifts and directions in the intercultural field. My research on this topic is sometimes serendipitous and sometimes focal. It is serendipitous because a lot of material is regularly tossed on my plate for review; focal, because I try to integrate what I read and look for the missing parts and connections to create a coherent perspective. In the course of preparing for this specific lecture, I found over twenty—certainly there are more—academic departments and disciplines that claim to have the lowdown on culture, and which, surprisingly, talk to each other all too rarely. A nice feature of this book is that quite a few of these disciplines are at least set side-by-side, when not called on to interact with each other by Kurylo’s comments and editing.
While respecting and betimes referring to more classical works in the field at the outset, and referencing them in the bibliographies found at the end of each chapter, this book is both grounded and truly up-to-date, exposing the user to current and cutting-edge developments in the fields that it explores. This is not limited to theory and culture-specific research, but includes exploration of the impact and role of new technologies, social media, and other current developments.
Exploration into non-US cultures, while frequent in the text, seems more a matter of comparison and juxtaposition, enabling the student to see his or her own cultural imprint reflected against that of others, and usefully raising curiosity about the different "others." More in-depth analyses of half a dozen specific cultures and cultural phenomena are found in appendices A-F. A comprehensive and useful glossary is provided and the end of the book, even though most of the individual terms are highlighted in color when first introduced in the main chapters of the book and referenced at the end of each chapter.
I imagine that the benefit of the discussions, stimulated by using this text accompanied by classroom lectures on intercultural issues, between US students and those visiting scholars from abroad are as close as many native born US students get to experiencing foreign cultures. While the numbers of US students studying abroad is in decline, more significantly the duration of study abroad is often too short to claim significant impact on cultural learning. The number of US students going abroad for a full academic year is roughly 4%, half of what it was a decade ago. Almost all of the courses that I teach at several universities and business schools in Europe are presented in English, and my classes frequently range from 70 to 90 students, yet I've had roughly only a dozen students from the USA in the past seven or eight years and none recently. This certainly means that it is incumbent upon US intercultural education programs to use texts like this to create enlightening interaction between students of different origins.
The book is not only written for the US market but it is shaped by culturally specific US perceptions of diversity and inclusion, change agency, and fixed in the framework of victims and oppressors. There is a subtext of social urgency in most of the material, a call to individual ethical responsibility in the face of US diversity challenges, and preoccupation with the status of targeted groups. There are, in fact, complete chapters on in-groups and out-groups, privilege and culture, and advocacy. On the other hand, the book gives the reader a vast amount of terminology, definitions and description of behaviors. But, despite the morally imperative tone of a lot of the text, and the intense demand for sensitivity and avoidance of labeling and name-calling, there is very little discourse about managing cultural conflict, “what to do” or “how to do it.”
There are frequent mentions of disparities of power, wealth and access to resources, indeed a full chapter on “Privilege and Culture,” but too little in the way of understanding activism and learning how to walk the talk. Ideology is there, but the interpersonal is mostly about “don'ts.” Consequently this text stands at the frontier between knowledge and engagement, raising the question of the role and place of university education in the shaping of culture. Perhaps it is somewhat indicative of the need for academia to straddle the line between the political left and right, to balance its political and financial well-being while agitating for its social mission. As higher education is tending for financial reasons to become more and more of a product to be sold rather than a public obligation to citizens, we wonder what ethical ambivalences this will create in the future. Or, perhaps implementation belongs in another course…?
US Americans have long been concerned about the propensity of low self-esteem to encourage violence to oneself and others. There is an ambivalence in the culture between hyperpositiveness in order to avoid conflict and rejection, and a sensitivity to criticism that seem to go hand in hand to produce either denial and extreme self-righteousness, or an explosion waiting to happen. It has been noted that in the USA, when something goes wrong, shame is virtually non-existent while guilt and being found wrong is the omnipresent concern. Finding and condemning the guilty culprit declares the rest innocent. This means an enormous CYA effort in work and in life. While we separate by guilt, we are connected and often motivated by shame, but only if we admit it as a possible emotion.
The need to be right too often trumps the need to connect effectively. This is a true dilemma for any academic text, but especially one of this sort. Of course, a textbook is only a textbook and the behavior and delivery of teaching and the modeling of behavior both within the text and on the part of instructors make all of the difference. This should not be forgotten, as we move more and more into distance learning and perhaps still to be proven forms of public education, perhaps currently signaled by the emergence of Massive Open Online Courses (MOOCs) and the like. Most of us have tended to remember the teachers who opened us the excitement of learning and supported us in doing so more than the tools and texts that they may have used to do it.
Each chapter concludes with suggestions for further study, most often online, review questions and an index of key terms, as well as a section called "say what?" which provides a handful of one-paragraph cases of incidents of everyday stereotyping. While useful to call attention to this phenomenon, I found these a bit tedious and repetitive after a while, perhaps more conducive to creating hypersensitivity than simply curiosity and sensitivity, the vignettes themselves almost a stereotype of US political correctness. I was surprised not to find confirmation bias discussed in this context or elsewhere – unless I missed it. I will be curious to find out how US students and foreign visiting students react to these mini-discourses, and how they see it affecting their daily lives in a multicultural USA. It reminded me that creating a habit of not taking offense is as important as eliminating habits of giving offense, though again, I do not recall seeing mention of this. I had a good chuckle at a two-page discussion of the stereotypes of librarians as prim and repressed, recalling that my efforts to hit on a librarian, whom I came to know quite a few years ago, came to a screeching halt when I discovered that she expected me to go skydiving with her.
Highlights for me in this volume included the fact that it seems to be successfully breaking free from the essentialist perceptions and practices of cultural studies and practice in adopting a variety of more dynamic approaches. Certainly strong affirmation of the principles of the social constructionist approach shifts the focus of attention to how culture is created and propagated for good or ill, while the same time giving the learner a solid standpoint, a lever to budge cultural worlds and get beyond reality traps. Linguistic analysis has yet to develop into a practical tool, and its representations in print are hard to read and comprehend, particularly for newcomers to this discipline. Hyperlinks to related topics are stimulating. Certainly the increasing use of a variety of media to explore and interpret cultural discourse will take this to a better level in the future.
There is so much here, I could go on and on. But let me try to sum up from the viewpoint of an intercultural practitioner abroad, rather than that of a student at home. Inter/Cultural Communication is not a book to sit down and read, but one to digest, if not in a semester, over a summer, exploring bit by bit. There is a full range of approaches to understanding culture from the perspectives of communication theory and social psychology. It provides a good overview and an update for those of us who don't get to see it all put together in the same place very often.
At the same time, for those of us who don't have an airline ticket to New York, the book provides a deep sense of how diversity discourse is constructed, expressed and propagated in the USA. This offers considerable insight into how we practitioners, when contracted by US organizations, must wrestle with how to design, adapt, and deliver diversity training to their affiliates in other countries. As I write today, the innards of US culture are being laid bare, in what is yet the unfinished autopsy of the Boston Marathon bombing. What the media brings us often highlights the stereotypes and cultural challenges discussed in this text. What a teaching moment!
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A textbook worth reading.
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