School of International Service American University Spring Semester 2011 SIS Cross-Cultural Communication (Section 020)

Transcription

1 1 School of International Service American University Spring Semester 2011 SIS Cross-Cultural Communication (Section 020) Professor: Maria De Jesus, PhD Class Time: Monday 11:20 am 2:00 pm Class: WATK 102 Office: New SIS Building Room 244 Office Hours: Mon 9:30 am-11:20 am and 2-3 pm, Wed 9:30 am-12:30 pm, after class, by , or by appointment Office Tel #: (202) Teaching Assistant: Daisy Kim I. Course Description and Objectives The course begins with a focus on the importance of self-awareness and self-reflexivity to gain a deeper understanding of the self and one s context at the interstices of gender, class, culture, race/ethnicity, religion, privilege, and power. In studying cross-cultural communication, it is vital to critically examine one s own cultural values and assumptions, which strongly influence one s worldview and interactions with members from different groups. We will then investigate the sociohistorical contexts, epistemologies and theoretical paradigms of the field of cross-cultural communication. We will also explore the core concepts in the field--culture--and its role in influencing diverse identities, languages, nonverbal codes, and cultural spaces in cross-cultural communication. In the second part of the course, we will examine specific cross-cultural experiences affecting immigrants and refugees, including assimilation, integration, marginalization, and multiculturalism issues, as well as cross-cultural adaptation and conflict. II. Learning Outcomes 1) critically examine one s own cultural identity and background; 2) analyze the sociohistorical and philosophical foundations of the field; 3) compare and contrast different epistemologies and theoretical paradigms adopted by the field (social science, interpretive, critical); 4) describe the core concepts and dialectical aspects of cross-cultural communication; 5) define the interrelationships among culture, identity, language, nonverbal codes, and cultural spaces; and 6) examine specific cross-cultural experiences and contexts to learn how to promote effective cross-cultural communication DEVELOPMENT OF A TEACHING-LEARNING COMMUNITY. It is expected that everyone will actively participate in the teaching-learning process. This goal requires informed contributions from everyone and, therefore, requires that students will have read the relevant materials and completed the relevant assignments BEFORE the class in which they will be discussed. It is expected that all students will complete assignments by their due dates. All

2 2 writing assignments have been organized to maximize meaningful class participation. Much of our class time will be spent in discussion. It is therefore important that you bring your ideas and questions to class with you and share them with others in the class. I will strive for an atmosphere where every student participates and receives the constructive and respectful response of other students. Through active participation, students will strengthen their critical skills and heighten their enjoyment of the course. Learning will involve lectures, in-class discussions and participatory and reflective exercises, group work, videos, an analytic paper, individual home assignments, and a group research report and presentation. For Cross-Cultural Communication classes, face-to-face learning is essential. Therefore, per the IC Program, no IT devices/mobiles are allowed in the classroom (except during break time). All SIS 140 sections require the use of Turabian as the format for written work for this class. Cross-Cultural Communication SIS 140 is a foundation-level course in Cluster 2 ( Multicultural Experience ) of Curricular Area 3 ( Global and Multicultural Perspectives ) in the American University s General Education Program. Successful completion of the requirements for this course allows you to take one of the following second-level courses: ANTH-210G Roots of Racism and Interracial Harmony ANTH-215G Sex, Gender, and Culture ANTH-220G Living in Multicultural Societies ANTH-230G India: Its Living Traditions HIST-250G Civilization and Modernization: Asia LFS-210G Latin America: History, Art, Literature RELG-210G Non-Western Religious Traditions SIS-210G Human Geography: Peoples, Places, and Cultures SIS-245G The World of Islam SIS-250G Civilizations of Africa SOCY-235G Women in the Third World Each of these second-level courses will provide opportunities to build on the concepts and ideas introduced in this foundation-level course. The overall learning objectives for Curricular Area 3 are to: - understand those habits of thought and feeling that distinguish cultures from one another; - explore comparative and cross-cultural perspectives; - develop analytical skills appropriate to the study of international and intercultural relations; - understand concepts, patterns, and trends that characterize international and intercultural relations; and

3 3 - analyze systematically such major issues as war and peace, global order, distributive justice, and the finite character of the earth s resources. III. Requirements Attendance is MANDATORY. If you have a valid excuse, please obtain a letter from the Academic Advisor, Dean's office, or a medical note Otherwise, unexcused absences, late arrivals and/or early departures from class sessions, will have a negative effect on the participation grade. Students are expected to have completed required readings before each class, and are prepared to discuss key concepts found in the readings. ***With the exception of emergency cases that are confirmed by the Academic Advisor or the Dean's Office, absolutely no I-grades (incomplete grades) will be given in this course.*** BREAKDOWN OF COURSE GRADE: 1. Student-led Discussion/Critique 10% of Final Grade At the beginning of the semester, students will be assigned to lead discussion/critique of selected themes/issues from weekly readings. When you are selected to lead discussion, please be sure to do the following: (a) prepare an 8-10 minute presentation based on selected themes/issues from the readings along with your specific thoughts and reflections on themes/issues; (b) construct one thought-stimulating discussion question for the class. These questions will serve to delve into a stimulating class discussion on the readings. Your grade will be based on the quality of the presentation, discussion question, and overall participation. 2. In-Class and Home Assignments and 15% of Final Grade Class Participation 3. Mid-term Exam 20% of Final Grade The in-class mid-term is scheduled for FEB. 28, The exam will cover all readings and class discussions up to the prior week. 4. Analytic Paper 15% of Final Grade DUE: March 28, Group Presentation and Written Research Report 20% of Final Grade on Cross-Cultural Conflict 6. Final Exam 20% of Final Grade

4 4 The final exam for this course is scheduled for May 2, Course Grading Scale: A A grades reflect consistent higher level thinking: analysis, synthesis & A evaluation; well organized & presented work; creativity & originality; Intellectual engagement with ideas, theories & interpretations. B B grades reflect a command of the material with some examples of higher B level thinking, organization, creativity and intellectual engagement. B C C grades reflect a lack of higher level thinking, intellectual engagement C well organized work. C D minimum course requirements were not fully met F below 67 minimum course requirements were not met IV. Academic Integrity Code All students are governed by American University's Academic Integrity Code. The Academic Integrity Code details specific violations of ethical conduct that relate to academic integrity. By registering, you have acknowledged your awareness of the Academic Integrity Code, and you are obliged to become familiar with your rights and responsibilities as defined by the code. All of your work (whether oral or written) in any and all classes is governed by the provisions of the Academic Integrity Code. Academic violations include but are not limited to: plagiarism, inappropriate collaboration, dishonesty in examinations whether in class or take-home, dishonesty in papers, work done for one course and submitted to another, deliberate falsification of data, interference with other students' work, and copyright violations. The adjudication process and possible penalties are listed in American University's Academic Integrity Code booklet, and is also available on the American University website. Being a member of this academic community entitles each of us to a wide degree of freedom and the pursuit of scholarly interests; with that freedom, however, comes a responsibility to uphold the high ethical standards of scholarly conduct. Standards of academic conduct are set forth in the University's Academic Integrity Code. Violations of the Academic Integrity Code will not be treated lightly, and disciplinary actions will be taken should such violations occur. Please see me if your have any questions about the academic violations described in the Code in general or as they relate to particular requirements for this course. I also encourage you to familiarize yourself with the AIC code found at Please remember to contact me if you have any questions regarding potential violations. V. Emergency Preparedness for Disruption of Classes

5 5 In the event of an emergency, American University will implement a plan for meeting the needs of all members of the university community. Should the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the timing of the emergency. Faculty will communicate classspecific information to students via AU and Blackboard, while students must inform their faculty immediately of any absence. Students are responsible for checking their AU regularly and keeping themselves informed of emergencies. In the event of an emergency, students should refer to the AU Student Portal, the AU Web site (www. prepared. american.edu) and the AU information line at (202) for general university-wide information, as well as contact their faculty and/or respective dean s office for course and school/ college-specific information. VI. Early Warning Notices Undergraduate students may receive Early Warning Notices within the first month of classes. These notices are designed for you to contact your faculty, receive assistance, and develop strategies to improve your performance in the class. Please note that you should seek help throughout the semester when you have questions, fail to submit an assignment, fail to attend class, or receive an unsatisfactory grade. VII. Required Texts (available in the bookstore) Martin, Judith and Thomas Nakayama. Intercultural Communication in Contexts. 5th ed. McGraw Hill: CA, Hall, Edward T. Beyond Culture. Garden City, NY: Doubleday, Various reprints will also be assigned and available on Blackboard at blackboard.american.edu. These are indicated with a * in the Course Outline below. RECOMMENDED READING: Turabian, Kate. A Manual for Writers of Term Papers, Theses, and Dissertations, 7 th ed. Chicago: University of Chicago Press, * = Access reading on Blackboard COURSE OUTLINE PART I: FOUNDATIONS AND PROCESSES OF CROSS-CULTURAL COMMUNICATION

6 6 Jan 10 I. Introduction to the course and its participants II. Developing an understanding of ourselves and our contexts Expectations for the semester Review syllabus, including requirements Developing ground rules for discussion Building a teaching-learning community In-Class Assignment #1 Home Assignment #1 (due next class) Jan 17 Martin Luther King, Jr. Day; no classes, university offices closed Jan 24 Narrating the self and one s context at the intersections of gender, class, culture, race/ethnicity, religion, privilege, & power *McIntosh, P. (1992). White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies. In Race, Class, and Gender: An Anthology. Pp *Chisom, R. & Washington, M. (1997). Undoing racism: A philosophy of international social change. New Orleans, LA: People s Institute Press. Pp *hooks, bell. (1994). Confronting class in the classroom. In Teaching to Transgress: Education as the practice of freedom. New York: Routledge. Pp *Reinharz, S. (1997). Who am I? The need for a variety of selves in the field. In R. Hertz (Ed.). Reflexivity and Voice (pp. 3-20). Thousand Oaks, CA: Sage. Video: The Color of Fear In-Class Assignment #2 Home Assignment #2 (due next class) Jan 31 What is cross-cultural communication, and why study it? Martin & Nakayama, chapter 1 Hall, Chapters 1 & 2 In-Class Assignment #3

7 7 Home Assignment #3 (due next class) Feb 7 The History of the Study of Intercultural Communication Martin & Nakayama, chapter 2 Hall, Chapters 3, 4, & 5 *Miner, H. (2002). Body ritual among the Naricema. In P. R. DeVita & J. D. Armstrong (Eds.) Distant Mirrors: America as a Foreign Culture (3rd Ed.) (pp ). Belmont, CA: Wadsworth. In-Class Assignment #4 Home Assignment #4 (due next class) Feb 14 Culture, Communication, Context, and Power Martin & Nakayama, chapter 3 Hall, Chapters 6, 7, & 8 *Weaver, Gary R. (2000). Contrasting and comparing cultures. In Gary R. Weaver (Ed.) Culture, Communication and Conflict. (Rev. 2nd Ed.) (pp ). Boston: Pearson. In-Class Assignment #5 Home Assignment #5 (due next class) Feb 21 Identity and Intercultural Communication Martin & Nakayama, chapter 5 *Ernst, G. (2002). País de mis sueños: Reflections on ethnic labels, dichotomies, and ritual interactions. In P. R. DeVita & J. D. Armstrong (Eds.) Distant Mirrors: America as a Foreign Culture (3rd Ed.) (pp ). Belmont, CA: Wadsworth. *Finn Jordan, K. A. (2000). Third culture persons. In Gary R. Weaver (Ed.) Culture, Communication and Conflict. (Rev. 2nd Ed.) (pp ). Boston: Pearson. *Adler, P.S. (2000). Beyond cultural identity: Reflections on Cultural and Multicultural Man. In Gary R. Weaver (Ed.) Culture, Communication and Conflict. (Rev. 2nd Ed.) (pp ). Boston: Pearson. Film: The Power of An Illusion

8 8 In-Class Assignment #6 Home Assignment #6 (due March 14) Feb 28 MIDTERM March 7 SPRING BREAK PART II: CROSS-CULTURAL EXPERIENCES, CONTEXTS, AND CONFLICT March 14 Language, Nonverbal Codes, and Cultural Space Martin & Nakayama, chapters 6 & 7 Film: American Tongues In-Class Assignment #7 March 21 Understanding Intercultural Transitions Martin & Nakayama, chapter 8 *Weaver, Gary R. (2000). Understanding and coping with cross-cultural adjustment stress. In Gary R. Weaver (Ed.) Culture, Communication and Conflict. (Rev. 2nd Ed.) (pp ). Boston: Pearson. *Weaver, Gary R. (2000). The process of reentry. In Gary R. Weaver (Ed.) Culture, Communication and Conflict. (Rev. 2nd Ed.) (pp ). Boston: Pearson. In-Class Assignment #8 Home Assignment #7 (due next class) March 28 Experiences of Immigrants and Refugees *Capps, R., Fix, M., Henderson, E., & Reardon-Anderson, J. (2005). A profile of low-income working immigrant families. The Urban Institute, 8(B-67). New Federalism: National Survey of America s Families.

9 9 *Singer, A. & Wilson, J. H. (Sept 2006). From there to here : Refugee resettlement in metropolitan America. The Brookings Institution. Living Cities Census Series. *U.S. Citizenship and Immigration Services. (Feb 2009). Fact Sheet: Iraqi refugee processing. *Ghareeb, E., Ranard, D., & Tutunji, J. (Oct 2008). Cultural Orientation Resource Center. Refugees from Iraq: Their history, cultures, and background Experiences. Film: Wetback In-Class Assignment #9 Home Assignment #8 (due next class) April 4 Culture, Communication, and Conflict Martin & Nakayama, chapter 11 and pp *Hall, E.T. & Hall, E. (2000). How cultures collide. In Gary R. Weaver (Ed.) Culture, Communication and Conflict. (Rev. 2nd Ed.) (pp. 9-16). Boston: Pearson. *Archibold, R. C. (April 23, 2010). Arizona enacts stringent law on immigration. The New York Times. *Stopping Arizona: Editorial. (April 29, 2010). The New York Times. In-Class Assignment #10 Home Assignment #9 April 11 Presentations April 18 Presentations April 25 Presentations Engaged and Effective Intercultural Communication Martin & Nakayama, chapter 12 In-Class Assignment #11

10 10 _ ***Final Exam on Monday, May 2, 2011***