2.1: Chapter Resources

Activities

Values Comparison

Section 2.1 (A Values Analysis Approach to Intercultural Communication) introduces students to Geert Hofstede, sometimes called the father of modern cross-cultural science and thinking, who developed a framework for comparing values across cultures. This activity has students explore these comparisons further using the Country Comparison tools at Hofstede Insights.

Student Activity: Have students choose two or three countries to compare. You can use a single point of comparison for all students (e.g. the United States) or assign specific countries to students or let them choose the countries to compare. The comparison tool will display that countries score on the following metrics: Power Distance, Individualism, Masculinity, Uncertainty Avoidance, Long-Term Orientation, and Indulgence. Students can engage in whole country comparisons or focus on one or more of the specific dimensions. You can have students share their comparisons by presenting in class or having them write down their findings. The investigation questions can be used in a class discussion or you can provide them to students to guide their comparisons.

Investigation:

1. Assuming you are from one country and traveling to another, what differences would be important to understand and how would you have to adjust your expectations and behaviors in this new environment?
2. How would a business operate differently in these countries, would it depend on what kind of business it was?
3. Would you prefer to live in one country or another, why or why not?

We Are All Connected with Nature

In Section 2.1 (Value Orientation Theory) we are introduced to The Kluckhohn-Strodtbeck Value Orientations theory. According to Kluckhohn and Strodtbeck (1961), every culture faces the same basic survival needs and must answer the same universal questions. It is out of this need that cultural values arise. The basic questions faced by people everywhere fall into five categories and reflect concerns about: 1) human nature, 2) the relationship between human beings and the natural world, 3) time, 4) human activity, and 5) social relations.

This activity takes a closer look at how different cultures answer what is the relationship between human beings and the natural world? Some societies believe nature is a powerful force in the face of which human beings are essentially helpless. We could describe this as “nature over humans.” Other societies are more likely to believe that through intelligence and the application of technology, humans can control nature. In other words, they embrace “humans over nature” position. Between these two extremes are the societies that believe humans are wise to strive to live in “harmony with nature.”

Student Activity: Asks students to begin by focusing on their own national culture. You can have them write down a few sentences about how they think their culture answers these questions. After students have had time to reflect on their own perceptions of our relationship with nature. Share the following TED Talk video: The forest is our teacher. It's time to respect it, by Nemonte Nenquimo.

Investigation:

1. After watching the video how do you think indigenous cultures perceive the human relationship with nature?
2. How are these indigenous views of our relationship with nature different from your own?
3. What tensions exist between these two views and how has that contributed to the problems Nemonte identifies in the Amazon?
4. Do you think it is possible for understanding between two cultures who view nature and our relationship to it so differently?
5. What can we do to help protect indigenous land rights?

Values Collage

Chapter 2 begins with a focus on values. “Values are deeply felt and often serve as principles that guide people in their perceptions and behaviors. Using our values, certain ideas are judged to be right or wrong, good or bad, important or not important, desirable or not desirable.” Because values run so deep, it can be difficult to uncover them, using images can sometimes help us access the otherwise inaccessible.

Student Activity: Provide students with a prompt, here are some examples:

• Leadership
• Family
• Punctuality
• Personal Space
• Holiday
• Wealth
• Community

Then have students select several images and arrange them in a collage (on physical paper or digitally). Once they are finished students can share their collages in small groups or to the whole class. You can also have students write a description or a reflection about what they presented and/or learned about their own values surrounding the prompt.

Investigation:

1. What values did you identify for your prompt?
2. Were you aware of these values prior to the activity?
3. Were you surprised by any of the other presentations and what they valued about a specific area?
4. How are these values reinforced in your cultural experiences?
5. What if we wanted to change our cultural values about this concept? Do you think it is possible? How would we go about it?

Materials Note: If you want to do this activity in class you should plan on providing the images or assign the prompt ahead of time so students can bring the images to class with them.

Discussion

1. In Section 2.1 (Value Dimensions) we learned about power distance, “how openly a society or culture accepts or does not accept differences between people, as in hierarchies in the workplace.” Think about your current workplace (you could also use a previous workplace), where would you place it on the spectrum from large to small power distance? Some things to consider when answering:
   • Are hierarchies enforced amongst the employees?
   • Are formal titles used?
   • Are there chain of command rules that limit who you can communicate with and about what?
   • Are there differences in the uniform or clothing expectations depending on role?
   • Are you comfortable with where your workplace falls on this spectrum? Would you make changes if you could?
2. Section 2.2 (Intercultural Communication: A Dialectical Approach) focuses on a dialectical approach to communication. “Dichotomies are dualistic ways of thinking that highlight opposites, reducing the ability to see gradations that exist in between concepts.” Specifically, the static-dynamic dialectic suggests that culture and communication change over time yet often appear to be and are experienced as stable. While cultural change usually happens slowly when confronted with crises we can see significant cultural changes in a short period of time. We have been living through one of these events for the past few years. The Covid-19 pandemic will leave a lasting impact on many aspects of culture, where do you see this dichotomy play out in our cultural experiences coming out of the pandemic? What dynamic changes have taken place? Where had our culture remained static despite the crises we had to manage? There are great resources for this discussion available from the Claude Pepper Center at Florida State University, The Cultural Impact of COVID-19. In addition to the general discussion laid out here you could also choose one area from their list of resources and focus the discussion, for example on how our relationship with science and expertise has shifted.

Supplemental Resources

Geert Hofstede on Culture, Video interview with Geert Hofstede on culture and his exploration of it. 10/10/2011

The Fundamental Question of the Pandemic is Shifting: We understand how this will end. But who bears the risk that remains? Ed Yong, The Atlantic, June 9, 2021, Discusses individualist and collectivist attitudes toward the pandemic and the vaccine-

What We Get Wrong About Time. Claudia Hammond, BBC Future. December 3, 2019. Most of us tend to think of time as linear, absolute and constantly “running out” – but is that really true? And how can we change our perceptions to feel better about its passing?

A Discussion Series On Cultural Diversity: What Is Culture? National Model United Nations

6 Activities for Tackling Cultural Differences. Everyone is influenced by culture. The thing is, not everyone can pinpoint what beliefs, assumptions, and values come from their culture. In fact, if you asked your students to tell you about their culture, they may not know just what to say or where to start. These activities will get them, and you, past the cultural blinders. With these activities, issues of culture will naturally come forth, and that will give you and your class a chance to talk about them. By Susan Verner at Busy Teacher.