Abusing Culture in the Classroom

Abstract

Culture is one of the most common words in English. It is also one of the most difficult to define. Despite this complexity, the notion of culture has found its way into other languages and societies. It is used to explain differences, similarities, impasses, technological transformations, political forms, and criminal behaviors. As language teachers we are told that to learn the language is not enough; we must experience culture. Yet, a precise conception of culture eludes us when the particulars of cultures are questioned. This paper begins by demonstrating some of the astonishing and disconcerting talk of Chinese culture in academic, political and journalist discourse. Secondly, the essay shows how this concept, originally a technical term in anthropology, has come to have emotional and political meaning for people of national cultures, such as Japan and China. Thirdly, the paper addresses how the liberal hope attached to this concept has come to serve ossifying conceptions of multicultural difference. Lastly, this paper offers some suggestions to language teachers and learners on how to avoid abusing culture in the classroom.