S427 Cross-Cultural Communication: Special Topic--Chinese Culture and Communication Spring 2015

Transcription

1 S427 Cross-Cultural Communication: Special Topic--Chinese Culture and Communication Spring 2015 Instructor: Dr. Donna McLean Office: KO 221-C-Humanities Phone: (765) Required Texts: Martin, Judith & Thomas Nakayama. (2010). Intercultural Communication in contexts. New York: McGraw-Hill Publishing Company, (6th Edition). Chang, Jung. (1991). Wild Swans. New York: Simon and Schuster (Touchstone Book). Gao, Ge. & Stella Ting-Toomey. (1998). Communicating Effectively with the Chinese. Thousand Oaks: Sage Publications. Supplemental Texts: In order to better flesh out content, we will also be reviewing a number of online texts including short book chapters, short and longer format radio shows/podcasts, short newspaper/magazine articles, and short and longer format videos. Additionally, each student will complete a research project in an area of their own personal interest and will read and review scholarly and other texts for this project. Contextualizing Course Content: Cultural diversity is one of the most important topics in the United States today. But, given the importance of global trade, communication and increasingly sensitive global issues about territory, resource use, pollution and essential rights and freedoms, to truly understand crosscultural communication and diversity students can benefit greatly by in-depth examination of a foreign culture. Such an examination should include: communication patterns, efforts to successfully navigate diversity opportunities and challenges, understanding of narrative and its influence on cultural themes and beliefs, understanding of identity and how it is reflected in culture and communication, and theories of cross-cultural communication, what they reveal and how they can be applied to produce knowledge of cultural groups. Since ethnic and cultural diversity provides a basis for societal enrichment, cohesiveness and even survival, examination of Chinese culture by American students provides an extremely rich opportunity to explore value systems, beliefs, and verbal and nonverbal practices which sharply contrast with the individualism and direct forms of communication mainstreamed in America. In this course, students will be introduced to concepts critical to cross-cultural understanding such as culture, identity and stereotyping. We will discuss approaches to the study of crosscultural communication (critical, social scientific and interpretive); the relationships between verbal and nonverbal communication and culture; the impact of histories and power on cultural development and methods and models of cultural adaptation. We will also explore a variety of issues central to cross-cultural communication such as the management of conflict across cultural groups and the benefits and challenges of intercultural relationships. But, what makes this section of S427 unique is that the theoretical content will be filtered and explored through the unique lens of Chinese culture and communication. Taking the class as a communication major? Here are the communication learning outcomes particularly relevant for your degree:

2 (1) Students will demonstrate effective writing skills (Students will develop three project proposals and document results applying three different theoretical perspectives to studying Chinese culture and communication. Students will also complete an audiopowerpoint or podcast examining one cultural influence or issue as threaded through class discussions, readings/videos and their travel experience.) (2) Students will draw on theoretical knowledge to solve or diagnose real world communication problems (Working in groups, students will develop a manual for short term travel to China (for research, pleasure or business), documenting relevant background knowledge, dealing with logistics like visas and travel, explaining how to successfully interact and communicate, and detailing how to prepare for or deal with culture shock ) (3) Students will know and appreciate the history of the field and the field s connection to other disciplines and ways of knowing (three research reports each applying a different theoretical approach to Chinese culture and communication) Wondering, more generally, how the course will impact you either as a student of life, or someone pursuing a degree in another major? (Well of course the categories above will be addressed, but here are the overall course objectives specific to this class topic): Please note: We will be completing the research projects applying three theoretical perspectives to Chinese culture and the manual for avoiding culture shock in teams this semester. (1) students will achieve understanding of course material and some success in applying course materials to the unique context of Chinese culture and communication. To structure class explorations, we will focus on five key questions or concerns which I have tried to phrase from both a general academic orientation common to any setting and as applied to the Chinese context/culture: Academic understanding: (a) What is culture? What elements or components make up culture and how can it be studied? (b) Given that culture(s) operate in fluid and interconnected spheres/contexts, what is the connection between culture, context and power? (c) How are culture and communication linked? (d) How are cultures similar and different? What makes someone cross-culturally aware or sensitive? (e) What is identity, how is it formed, and Applied understanding: (a) How are Chinese cultured? In what way do their communication interactions influence them and the culture in which they reside? How do theoretical approaches to studying intercultural communication vary? How might they be applied to study of Chinese culture? (b) What influences have been significant to Chinese culture and in what ways do these varied influences compete, contradict, challenge or maintain personal and social beliefs, values and institutional structures for the cultural groups within China? (c) In what ways are Chinese communication patterns both a result of culture and an influence on culture? (d) How can you be more cross-culturally aware or cross-culturally sensitive to Chinese culture and the Chinese? (e) What identities are managed in China? How

3 how does identity interact with culture and communication? (f) What are some of the issues related to cultures? Specifically, issues like stereotyping, prejudice, capitalism or globalization as homogenizing forces, security, etc. do these identities influence how others perceive the Chinese? (f) Here, we will question possible effects/issues deriving from cultural membership-what might some issues be for the Chinese? (For example, we will explore ethnic minorities and their broader inclusion). What opportunities and challenges exist in the national response to such issues? (2) students will apply intercultural/cross-cultural terms, concepts and theories to real life situations, current events and information learned from, about and in China. (3) students will enhance their communication, critical thinking and group skills through participation in group research activities and projects (4) students will develop an interest and awareness of intercultural communication and more sensitivity to multiple viewpoints or divergent perspectives (5) (and finally, it is my great hope that) students will have fun as they are challenged to learn. Course Assignments: Apply Theoretical Approach #1 Critical perspective: Design and complete a semiotic analysis of Chinese Propaganda Posters. Using sources such as a website maintained by Stefan Landsberger and the International Institute of Social History (IISH, Amsterdam, Netherlands), or (Shanghai Propaganda Art Center) students will develop a research study exploring power as exhibited and demonstrated in Chinese propaganda posters of the modern era (1940 s-1950s up until 1980s). Based on prior exhibits like: students will learn about the role of the posters and have a chance to complete a semiotic analysis of: (a) a particular theme, (b) use of a repeated subject (like books or factories), or (c) study of relationships (for example--how gender interactions represented). Apply Theoretical Approach #2 Interpretive/ethnography: Design and complete an interpretive study of some aspect of Chinese cultural life. Students will research their area of cultural interest prior to travel and then, as participant-observers, document how specific cultural patterns are created and maintained through communication. Students will write up their findings upon their return to the US. Students might explore contexts such as a tea house, daily life in a rural farm in Shaxi, Tai Chi or aspects of youth culture in Kunming. Apply theoretical Approach #3 Social Science Points: 100 pts. 100 pts 100 pts

4 Do a review of the literature related to a study of some aspect of Chinese or Chinese-American communication. Since this research perspective identifies variations in how communication is influenced by culture, students will research some area of communication of particular interest to them (interactions with elders, negotiation/conflict management, business/management communication styles, etc.). They will then complete a review of the literature in their selected area of study. Group Project Based on your understanding of the intercultural transitions chapter (Martin and Nakayama), you will work in one or two groups to develop a 20 page manual for travelers planning either short or longer term travel to China for business or academic interests. In this manual, you will address questions of culture shock, essential cultural knowledge, and develop a list of recommendations to help interested travelers prepare to successfully interact in Chinese culture. Audio-powerpoint or vodcast Individually, you will complete a vodcast or audio powerpoint examining a cultural issue or Chinese cultural influence as threaded through class discussions, resource materials/readings and your travel experience. This powerpoint/vodcast will combine images and/or video taken from your trip with discussion of the issue or influence and how you witnessed the chosen focus during your travel in China. FIVE On-line or in-class quizzes/activities (each worth 10 points) (You will complete a number of short quizzes or activities to help you process and learn course content or to build towards your application of the three research perspectives) THREE blogs (you will complete one blog prior to travel as to expectations about what you expect to see and do, one during travel related to what you are observing and how observations meet or challenge assumptions, and one at the end of the class related to how differently structured and unstructured research and observation inform our understanding of other cultures and people. The blogs may be somewhat less formal in style but should directly comment on at least five classroom sources and five travel experiences) 100 pts 150 pts 50 pts 75 pts TO summarize, class grades will be as follows: Three studies of Chinese Culture (critical, interpretive and social science (each worth 100 points) 300 points Team project 100 points Audio powerpoint or Vodcast Reflection 150 points FIVE quizzes (each worth 10 points) 50 points THREE Blogs (each worth 25 points) 75 points Total 675 points Calculation of Final grade: Overall then, each student may earn up to 550 points. To determine your letter grade I will then apply the following curve: A B C D : F

5 A B C D A B C D- Course Policies: 1. All assignments must be submitted in a timely manner in order to be graded. I will expect written assignments to be submitted in hard copy during class time. I will take 10% off for each day a written assignment is submitted after its due date. 2. I expect students to attend class and participate fully in class discussion. It is your responsibility to find out what you ve missed when you fail to attend a class. I will post some summaries and reviews, as well as powerpoint slides on Oncourse, however, I expect you to ask specific questions related to missed content, or prefer you make an office appointment to discuss with me any confusion related to absences. 3. I will post rubrics with all assignments in Canvas.iu.edu for our course to help you determine how materials will be graded. Please let me know if you require any additional explanation or discussion of how content is to be graded. 4. Please turn off phones during class, or use in vibration mode. Come to class on time and please be sensitive about coming and going during discussion periods. 5. Be respectful of other classmates. 6. Plagiarism will not be tolerated. It is important that you do not take credit for work which isn t your own. Please review the student handbook for a definition and description of plagiarism policies. Any offending student will fail the course and be reported to the Dean of Students for further action. 7. Please participate and feel free to discuss issues in class. I am happy to answer any questions and want to make this a positive experience for all of us. 8. As a travel course this class requires that you attend two additional meetings or orientation sessions prior to travel. One will occur during the third week of January, the other in the first week of March. All students must be present for BOTH meetings. 9. We will have each student sign an additional behavioral agreement for travel and will discuss expectations for our trip in March please work well with others, be sensitive to one another s personalized interests relative to course content, and engage fully with each learning opportunity. If something frustrates you during travel recognize that it likely won t last long. If you need help, talk with me. If you can help others make every effort to do so. 10. Any additional policies you would like to recommend?? Daily Schedule: (We will attempt to follow this schedule as closely as we can, but may make minor changes as class size and needs demand) Class Day: Daily topics and discussion: Readings and assignments: One- Jan Day One Day Two Introduction to course syllabus, peers and assignments. Discuss approach to learning for our class. Preview of Chinese culture. Discuss imperatives for the study of intercultural communication. Read: Chung Interview Assign: Wild Swans Intro-p. 94 Read: Chapter One (Martin & Nakayama); complete Happiness reading from Time magazine; brief reading about China

6 Class Day: Daily topics and discussion: Readings and assignments: Two: Jan Day Three Three approaches to the study of cross cultural communication Read: Chapter Two (Martin & Nakayama); Wild Swans pp Assign: Social Science Review of the literature. Day Four Continued discussion of three approaches, discuss Read: Chapter Two (M & N), Orientation 1 3: Jan Day Five Day Six Four: Feb 2-6 Day Seven Day Eight Five: Feb 9-13 Day Nine Day 10 Six: Feb Day 11 Day 12 Seven: Feb Day 13 dialectical imperatives Meet to discuss logistics (health, safety and basic itinerary), currency, meshing student interests with travel schedule, collect fees and passports for Tourist visa Defining culture: work to clarify the meaning of culture cultural artifacts. Discussing the link between communication, culture, power and context. Introduce issue/cultural influence assignment of audio powerpoint or vodcast. Seeing history as a moving target alternative histories. Discuss Chinese cultural revolution. Watch Sunrise over Tiananmen Square by Shui-Bo Wang (30 min) Background on Semiotic analysis and review of Online materials, Analyzing visual texts discussion of process and findings--considering propaganda poster (original text), reflections, historical readings. Watch To Live, continue discussion of semiotic analysis Continue To Live, continue discussion of semiotic analysis Discuss Identity, identity development, explore through class texts. Consider elements which influence, different types of identity. Looking at language, tonal language and emphasis on relationship in communication and perceptions Exploring nonverbal communication and its relationship to identity and culture supplemental as. Review paperwork about trip sent online. Read: Chapter Three (M & N) Read: Chapter Three (M & N), supplemental readings as. Read: Chapter Four (M & N), Wild Swans pp Read: Online readings Assign: Semiotic Study Read: Chapter Five (M & N); supplemental readings Read: Chapter Five (M & N); supplemental readings Read: Wild Swans pp Read: Chapter Six (M & N); Communicating with Chinesepp Read: Chapter Seven (M & N), Communicating with Chinesepp Submit: Semiotic Analysis Day 14 Continuing Nonverbal Communication Read: Supplemental readings as Submit: Blog One

7 Class Day: Daily topics and discussion: Readings and assignments: Eight: Mar 2-6 Day 15 Discuss steps to be taken for interpretive analysis, develop plan to complete ethnographic studies Read: Supplemental readings as Start issue novel/text: students start text to prepare for Audio PP or vodcast Day 16 Discuss social science reviews of the literature Read: Chapter Ten (M & N) Submit: Theoretical Approach #3 Social Science analysis Orientation 2 Nine: Mar 9-13 Day 17 Discuss logistics prepare for travel in second session. Sign behavioral agreement, discuss safety-final travel preparations. Continue planning for interpretive analysis, practice observations and writing observations. Review paperwork about trip and cultural timelines set online. Read: Supplemental readings as. Day 18 Leave for China Take readings on pop and folk culture Ten: March Overseas (class 1) Chinese language and communication patterns Read: supplemental readings Overseas (class 2) Eleven Mar Return from China Chinese ethnic populations, pop and folk culture Return from China Read: supplemental readings Complete: Second blog relative to travel on trip. Day 22 Time to organize notes and materials Complete: pull together notes, sort images and reflection Twelve Mar 30-Apr 3 Day 23 Day 24 Thirteen: Apr 6-10 Day 25 Day 26 Understanding intercultural Traditions Read: Chapter Eight (M & N) Discuss categories and planning for Travel Manual introduce cultural trainings what topics frequently discussed what would you most have wanted info about, what info best supported your travel. Discuss conflict and stereotyping understanding Chinese approach to conflict Discuss audio pp and vodcasts training and compiling information. Read: supplemental readings Submit: Blog #2 Read: (M & N) Chapter 11; Communicating effectively with the Chinese, pp Read: Supplemental readings as

8 Class Day: Daily topics and discussion: Readings and assignments: Fourteen: Apr Discuss how to avoid miscommunication some theories of intercultural communication and how they might apply to Chinese culture. Read: Supplemental readings as ; Chapter Twelve (M & N) Day 27 Day 28 Second group discussion on travel manual preparing Read: Supplemental readings as Fifteen: Apr Day 29 Day 30 Sixteen: Apr Day 31 Day 32 Final Exam: May? manual and updating information Questions about interpretive analysis compiling ethnographic analysis. No Readings Third group discussion and compilation of travel manual Read: supplemental readings as Submit: Interpretive analysis ethnographic study What s next in intercultural communication? Understanding future theoretical and applied directions in this field of study. Finishing up, answering questions, complete course evaluations. Final examination period present your audio powerpoint or vodcast about cultural influence or issue No readings: but prepare final projects. Submit: blog #3 No Readings Complete: Audio PP or vodcast and Travel Manual for China Submit travel manual