Moreover, if one does not know how to interpert those understandings, one can face lot of stress, anxiety, and difficulties while communicating. That is particularly why understanding culture and studying the phenomenon of intercultural communication is important. More specifically, I will base the research on my own intercultural experiences as
8. CROSS CULTURE COMMUNICATION The term cross cultural communication can be defined as the process of communication happening between individuals coming from different cultural backgrounds and they need to make effort pass on messages to someone who is from a different culture. 8.1. CROSS CULTURAL COMMUNICATION AS A SOURCE OF CONFLICT In every cultural differences arising from a communication process, there must be cultural conflicts. Below are some reasons to show how are misunderstandings or conflicts are created: • If there are people coming from different countries, ethnic groups or religions involved in an interaction, there are many conflicts that arises.
In analysing the discourse of any culture, the researcher must not be contended with a cultural singular lens but can also draw from other diverse cultural resources. Secondly, the researcher should strive to be holistic in theorising discourses of human cultures. This is important because one should take into account not only the present but the past as well as the future and further what to also consider through intercultural connections. This stresses the importance that the historical and intellectual dialects of discourses must be recognised at the highest
Prejudice requires attitude, a misconception is just a hearsay. Discrimination involves behavior and there’s no behavior in thoughts and having an opinion doesn’t make it hate. An example would be, “Freshman are small, Seniors are lazy.” There are times when stereotypes and misconceptions are true. Taking information and images that are exposed to everyday and consciously making split-moment decisions to accept them. Some may not agree with what they say, but when the same message is conveyed in a number of quantities, it becomes part of the environment and people choose to not question these "known"
There are those who feel that diversity is not a necessary thing, and do not want their children exposed to different ways of life (UNSECO, n.d.). This can be a hindrance to a child or an adult. Many people that have not been exposed to different cultures at some point will rely only how they think the world operates and what to expect from it (UNSECO, n.d.). Diversity is not always just what background you come from, but it is any unique difference between human beings. We can learn from people who have different beliefs and perspectives on things (UNSECO,
Although one comportment or disorder might be regarded as norm in one culture, it could be regarded as abnormal in another culture, and thus making therapy less equal in altered populations. Counselors must take into justification every culture, otherwise they are unwitting and are under culture coercion. Unfortunately, individuals come with bias and pre-conceived concepts. These biases and pre-conceived concepts generally impinge on treatment and therapy, because when working with culturally diverse populaces heedless of their beliefs and values, the outcomes of therapy are ineffective. Those who are attentive in the study of multiculturalism have even defined counselors negatively in the sense of treatment by calling them impervious to the beliefs and values of their culturally distinctive clients.
METHODOLOGICAL APPROACHES IN COMPARATIVE EDUCATION Introduction There are a number of methodological approaches used by scholars in their approach to the study of comparative education. It is important to note that methodology in comparative education, as in other educational disciplines, is determined by the purpose of the study. Like other social sciences, comparative education has been studied at different times of its development with different methodological approaches. A close look at the various developmental phases reveal that, each phase has produced a different type of work, that mainly depend on the dominant views and motives for comparative education study. In this regard therefore, we note that methodological approaches used in comparative education are divided into two broad categories, namely traditional approach and modern approach.
cultural difference in Non-verbal communication Cross-cultural communication is so difficult in many place of the world because what is thinking in one culture may be unacceptable in another country or any place.When people are involve deeply in a particular activity or in an environment where facial expressions such as eye contact and body gestures are explain to their own experience, they may suffer from disorientation and frustration.Therefore, it is necessary to learn the body language of different cultures. Body language or non-verbal communication is an important part of how people communicate and there are differences from culture to culture. arm and hand gestures,eye contact and touch are a few of the aspects of non-verbal communication
2. Literature Review Introduction In this chapter, will review works that are related to this research study and show evidences to prove that the problem can be solved. Information that can be found in articles, websites, journals and books. Firstly, understanding the perception of culture. Secondly, this work will assess other means that has being used already for educational.
Qualitative methods were initially introduced in the education system via anthropological and sociological methods (Shank, 1995). This method, as stated by Daymon and Holloway (2011), is used to study intricacy, power relations and the co-construction of meaning in a detailed sense and the findings are a combination of perception and interpretation.