Inter-Cultural Communication Experience - Literature review Example

Inter-Cultural Communication Experience Customer Inserts His/Her Name Customer Inserts Grade Course Customer Inserts Tutor’s Name 14, 05, 2010 Introduction The event attended was a music festival held at Alerbon Primary School on the 26st May 2011. The event was attended by the parents, teachers and other guest outside the school. The rationale for the festival was to showcase talent building effort in the primary level of talent development. Since it was on a Thursday evening, we as partners found it convenient and of relevance for use to attend in order to experience a practical approach to the intercultural communication theory learnt in class. This analysis presents a combined view and an individual view of the art’s experience. Overview of intercultural communication theory According to Gudykunst (2003, p.53) communication is distinct in every culture while at the same time, there are systematic differences and similarities in different cultures. A cultural variability dimension theoretical approach explains the differences and similarities. One dimension is the individualism-collectivism. Individualism emphasises on person based information to establish each other’s behavioural orientation while a collectivistic culture emphasises on group bases approach in order to establish or predict each other’s behavioural orientation. According to Gudykunst (2005, p.10) an individualistic approach will emphasises on personal achievements and frequent use of ‘I’ in the conversation while a collectivist will emphasises on the groups achievement, and frequently use ‘we’ in the conversation. According to Samovar (2008, p.10) art events brings different cultural aspects and appreciation of cultural diversity to the attendees. Different arts exhibition of performances have varying effects on cultural aspects of the participants, in general terms arts bridges the intercultural communication. Analysis Individual element My name, a Chinese aged my age, ‘cultural outsider’ at this event I was able to experience a cultural diversity approach that naturally conflicted my own cultural values and approach. According to Karin & Gerhard (2009, p.33-38) the third culture which brings in the aspect of third space is elaborated to mean the divergent cultural patterns which loosens one’s own cultural attachment and became more open. The aspect of escaping one’s own cultural prison and interact with foreign culture in an event with different cultures presents an in-between space which facilitates cultural encounters that helps in bridging cultural difference. This event justifies the theoretical framework put forth in the work of Karin & Gerhard (2009, p.33-38). The rationale for this statement is the need to accept and get involved in a cultural activity like the music event I attended with my Australian partner. According to Gudykunst & Kim (2003, p. 55) the aspect of power distance was evident in the way the administrators and the audience communicated. In my own cultural upbringing, shouting and requesting encores was a rather rude approach and a sign of disregard to the administrator who represents the authority in this case. More so, the relationship aspect is of essence to my cultural beliefs and the need to keep one’s own opinion is an acceptable approach instead of a direct and loud approach which I experienced in the event. I was however fascinated by the openness of the audience and even the performers. The event rather opened my cautious nature and I felt freer as compared to before attending the event. Since Australian’s culture is a low power distance, questioning and commenting to the authority was clear in the event, the relationships were however not broken as it seemed a normal phenomena to them. In my own cultural orientation, authority was not to be questioned and it was rude and insensitive to do the same while in China. Theoretically my approach is a high power distance and thus the need to respect the authority. As stated by According to Gudykunst (2003, p.57) individualistic cultural variability entails openness, direct and explicit approach while collectivism entails indirect and ambiguous approach which focuses on maintaining harmony. This event was mainly full of direct approaches and openness to the performers’ achievements as individuals. This was however contrary to my own cultural variability which aligns more towards collectivism. I however learnt to appreciate and tolerate the cultural differences that existed between me and my Australian partner. As emphasised by Karin & Gerhard (2009, p.34), one’s politeness, tolerance and flexibility are the core aspects that an individual should appreciate in order to facilitate sound communication process. This aspect was particularly important to me as I interacted with the other audience before and after the event. It was also important for me to understand the Australian culture from the inside or rather their point of view, an approach that is theoretically considered Emic. This was important for the cross-culture communication process to be possible. Pair analysis The festival was advertised in the school’s website and the outside attendees were required to purchase tickets to the venue, with about $10, one would get a free drink as they enjoyed the event. The seating layout was in such a way that the attendees were strategically positioned to see the performance without close regard to different classes of people. There were few decorations in the event room, this strategy helped to focus the attention of the attendees to the performance. There were brochures about the school and also few shirts sold as way of visitor’s contribution to the event. Music presenters wore casual but uniform clothes; the participants constantly cheered by clapping to the performing group. There was a clear close relationship between the performers and the audience as evident from their constant cheering and appreciation of their music (Gudykunst 2005). Notably, all guest arrived early and were all seated before the presentation began, to an insider this was a typical value of the Australians. One notable strange happening at the event as a cultural outsider was the loud calling of individual names as a sign of appreciation. This was particularly common among parents of the performing children. For a cultural outsider, such an approach seems arrogant and insensitive to other performing children. In contrast to the values and approaches of a collectivism approach, an individual should not supersede a group. To an individualist such appreciation seemed acceptable and thus aimed at promoting personal identities and growth instead of a group progress as evident from the aspect of a cultural insider (Jandt 2004). To a cultural outsider, the conductor’s approach to the audience seemed less sensitive and occasionally accepted loud encores from the audience. This seemed to be less sensitive to the other groups, audience mostly stayed silent when the performance continued but occasionally interrupted with loud clapping and shouting. To a cultural insider, free communication between the audience and the performers looked normal and acceptable, a clear characteristic of egalitarianism mindset with a clear believe of equality (Bloomfield 2007). The performers expressed values of openness and honesty with some aspects of casual approach to life despite their tender age (Gudykunst 2005). Notably the performers were punctual in their presentation program and the theme of most of the songs presentation focused on prospective future achievements of the school and the country as a whole. The audience also expressed a culture of openness as evident from their shouting’s and clippings’ as a sign of appreciation to the performers (Neuliep 2008). Notably, the calling of names by the audience was a clear indication of how Australian’s in general value the aspect of personal achievements a value that is clearly opposed to a cultural outsider. The administrators seemed to take the audience opinions seriously and thus responding to encores. To a cultural insider, the happenings in the event was a general revelation of how the Australians approached life, some happenings in the event were however contrary to the cultural outsider as it opposed the values of a group achievement instead of individual recognition. Shouting of names sounded insensitive and rude according to an outsider (Powell 2010). Etiquette generally refers to the acceptable behaviours in a community, as a cultural insider explained, openness sand direct express of personal feelings was part of the Australian community (Neuliep 2008). This was thus a foundation to the social norms. It was however confusing for a cultural outsider to comprehend the need to point out individuals while the entire process was achieved through a teamwork. To both the cultural insider and outsider, the reception at the event was warm and welcoming. Conclusion This analysis has provided both the combined approach of the musical event in Alerbon Primary School from a cultural insider and outsider perspective. The approach of the festival was more individualistic because the majority of the audience and administrators came from Australia. From the Chinese perspective, some of the displays like shouting and calling names were unacceptable because of high power distance aspect and the need to maintain relationship. This was contrary on the side of a cultural insider who appreciated the need to be open and direct. Values such as tolerance, flexibility and politeness were the underlying aspects that facilitated inter-cultural communication before and after the event. These are the key aspects that we as partners learned to apply in the future interactions with other cultures. People should also be taught more on appreciating cultural difference in order to fully bridge inter-cultural communication in the future. References Bloomfield, J 2007, Intercultural dialogue: Creating the new, paper presented at the Expanding Cultures: Arts and Local Government Conference, Melbourne, 24-27 July. Gudykunst, WB 2005, Cross-cultural and intercultural communication,SAGE, Thousand, Oaks. Gudykunst, WB 2005, Theorizing about intercultural communication, SAGE, Thousand, Oaks. Pp. 7-15. Gudykunst, WB. & Kim, YK 2003, Chapter 3: Cultural influences on the process, in Communicating with strangers. An approach to intercultural communication. 4th ed. McGraw-Hill, Boston. Pp. 52-90. Jandt, FE 2004, Intercultural communication: A global reader, SAGE, Canberra. Karin, I & Gerhard, W 2009, Communicating in the third space, Routledge, New York. PP. 26-42. Neuliep, JW. 2008, Intercultural communication: a contextual approach, Sage, Sydney. Powell, M 2010, The inclusive aesthetic: Inclusion is not just good for our health, it is good for our art, Local-Global Journal: ReGenerating community: Arts, community and governance (RMIT), vol 7, pp. 198-208. (Note: CCD stands for ‘Community Cultural Development’). Samovar, LA & McDaniel, ER 2008, Intercultural Communication: A Reader, Cengage Learning, Sydney. Pp.2-12. Read More