Module Code and Title:        CTH204 Cultural Diversity in Communication

Programme:                          BA in Mass Communication

Credit Value:                         12

Module Tutor:                       Lindsay Kamakahi

General objective: This module aims to connect the concepts of culture, self and identity to the intrapersonal, interpersonal, small-group, and mass media communications around them. The module serves as a foundation for students to understand how cultural intakes impact the ways people communicate through language, gestures, clothing, hierarchy and other internal and external messages that are seemingly trivial for those of the same homogenous group, and to explore the differences in paradigms from insider to outsider groups in communication.

Learning outcomes – On completion of this module, students will be able to:

1. Identify individual cultural norms in communication.
2. Discuss how stereotypes, prejudice, racism and ethnocentrism in the past and present impact the discussion of self and others.
3. Analyse the impact of cultural diversity on the communication of current events.
4. Discuss the differences between self-portrayal and portrayal of a community by a different culture.
5. Examine and reflect on different people’s personal experiences with intercultural communication.
6. Debate on scenarios between various cultural groups based on recent news.
7. Explain how preconceived ideas on a variety of groups come through in the way they are represented in media.

Learning and Teaching Approach:

Assessment Approach:                                       

A. Individual Analytical writing: Portion of Final Mark: 15%

Students will write an analytical piece focused on a topic of cultural diversity to explain opposing viewpoints in communication concerning a topical event in the news. This piece should introduce the original source of the news and the representation of the “in” group and the summary of the work (5%). Using the concepts learned in class, the analysis should define how the author has defined the minority group/s or others. The student will elaborate on at least 3 examples of contextual background information and vocabulary to support their findings (5%). Students will re-write their summary from the “out” group to illustrate their understanding of intercultural communication (5%).

B. Midterm examination: Portion of Final Mark: 15%

Students will be required to sit for a written midterm examination of 1.5 hr duration proving their theoretical grasp of the concepts, as well as their ability to apply the concepts using practical examples.

C. Individual Intercultural interviews and presentation: Portion of Final Mark: 20%

Students will create interview questions surrounding intercultural communication to ask 5 people about. Students will make an appointment outside of class to discuss the questionnaire. Students will take a picture of each of the respondents and draw up interview profiles. The interview profiles, including pictures, will be in a multimedia blog post that discusses the findings from the interviews and any reflections on the project (750-1000 words).

3%       Questionnaire preparation for meeting with tutor

2%       Edits to questionnaire based on discussion

1%       Appointment plan for 5 people to be interviewed

2%       Photos for all interviewees

5%       Quality of blog post with multimedia presentation materials

3%       Comprehensive profiles

4%       Thoughtful reflections on interview findings

D. Individual Debate with classmate: Portion of Final Mark: 10%

Students will pick a current event relevant topic of intercultural significance in order to debate with another classmate. These topics could include those such as debate over ownership of the islands in the South China Sea, geopolitical relations between India and China, different countries’ approaches to the Paris climate accords, bidirectional tourism between Bhutan and India, intercultural feuds resulting in communal violence, etc. Each student should prepare a persuasive pro/con stance of 3-5 minutes to defend their stance. Each student will have 2 minutes to answer audience questions for 10%. The remaining 10% will be a persuasive paper of approximately 500-750 words that uses 3 outside sources to defend their stance.

4%       Preparation of relevant materials for debate stance

4%       Ability to respond in rebuttal format diplomatically

2%       Quality answers to audience questions

4%       Quality of outside sources

4%       Logical Argument

2%       Structure of paper, grammar, mechanics

Pre-requisites: CTH102 Introductory Theories of Mass Communication, CTH203 Contemporary Media Theory and Practice

Subject matter:

1. Unit I: Introduction to Intercultural Communications
   • Overview of cultural aspects of communication
   • Key Definitions: Nature, Place, Relation, Membership, Behaviour, Communication
   • Recognizing the various factors that creates one’s identity
   • Significance of one’s cultural identity in communications
2. Unit II: Us and others: Language and culture impacts on understanding of self and others
   • Defining how individuals communicate about themselves and how it changes over time
   • Changing communication roles in daily life due to interactions with different age groups or other cultures
     • Older generations vs. youth views, e.g., exploring the Gho and Kira: conversations in national identity
   • Challenges of third-culture kids and culture shock leading to communication errors
   • Risk of isolation due to use of patronizing and culturist language
   • Role of hate speech in showcasing the failure to communicate with others: Rise of Trumpism
3. Unit III: Media’s construction of ‘foreign other’ in the fields of interpersonal, public and mass communications
   • Use of images to differentiate people
   • Portrayal of stereotypical gender based roles
   • Lopsided view of popular representation
   • Interactions in minority and majority groups
4. Unit IV: Representation in mass media
   • Difference in depiction of one’s own culture and that of others by the media
   • Creation of stereotypes
     • Stereotyping in sports and media coverage
   • Typecasting foreign cultures and groups
     • Portrayal of immigrants, refugees and asylum seekers
   • Impact on tradition, religion and community
     • Analysis of Charlie Hebdo shooting over Muhammad cartoon
     • Discussions on identity, nationality and ethnicity in India, China, Bhutan and Nepal

5. Unit V: Identity: A personal reflection process using principles of communication
   • Variance in communication based on whether we are part of the majority or minority group
   • Impact of globalization on our identity
   • Understanding how issues need to be projected based on the cultural context
   • Role of creating an identity during language learning
   • Using cultural models as tools of enquiry
     • Models on inequality, competition, class or race

6. Unit VI: Creation of a new self-perspective by showcasing cultural sensitivity
   • Analysis of impact of communication of others on our “self”
   • Learning how to project disagreement and discontent
   • Realigning our communication style in the age of internet
   • Coming up with self-selected ideas of self

Reading List:

1. Essential Reading
   • Charlie Hebdo Shooting: 12 Killed at Muhammad Cartoons Magazine in Paris. (2015, January 07). Retrieved February 23, 2018, from https://www.nbcnews.com/storyline/paris-magazine-attack/charlie-hebdo-shooting-12-killed-muhammad-cartoons-magazine-paris-n281266
   • Holliday, A., Hyde, M., & Kullman, J. (2010). Intercultural communication: an advanced resource book. Milton Park, Abingdon, Oxon: New York, NY.
   • Samovar, L. A., Porter, R. E., McDaniel, E. R., & Roy, C. S. (1998). Communication between cultures. Boston, MA: Cengage Learning.
   • Worth a thousand words – how photos shape attitudes to refugees. (2016, December 13). Retrieved from http://ethicaljournalismnetwork.org/worth-thousand-words-photos-shape-attitudes-refugees
2. Additional Reading
   • Chidambaram, L., & Zigurs, I. (2001). Our virtual world: the transformation of work, play, and life via technology. Hershey, PA: IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA).
   • Gripsrud, J. (2010).Understanding media culture. London: Bloomsbury Acad.
   • Horowitz, D. L. (2011). Ethnic groups in conflict: with a new preface. Berkeley: University of California Press.
   • Lustig, M. W., & Koester, J. (2003). Intercultural competence: interpersonal communication across cultures. NY, NY: Pearson.
   • Martin, J. N., & Nakayama, T. K. (2004). Intercultural communication in contexts. New York, NY: McGraw-Hill Education.
   • Miller, D., & Slater, D. (2000). The Internet: an ethnographic approach. Oxford: Berg.
   • Morley, D. (2000). Home territories: media, mobility and identity. London: Routledge.
   • Osborne, G., Lewis, G., & Osborne, G. (1995). Communication traditions in Australia: packaging the people. Melbourne: Oxford University Press.
   • Rao, R. N., & Thombre, A. (2015). Intercultural communication: the Indian context. New Delhi: SAGE Publications.
   • Rowe, D. (2008). Sport, culture and the media: the unruly trinity. Maidenhead: Open University Press.
   • Solomos, J., & Back, L. (2000). Theories of race and racism: a reader. London: Routledge.
   • Stokes, J. C. (2003). How to do media and cultural studies. Los Angeles, CA: SAGE.

Date:  May 14, 2018