Intercultural Conflict Research Articles

THE ROLE OF CONFLICTS ON TEAMWORK EFFECTIVENESS: A STUDY OF THAI AND GERMAN EMPLOYEES OF AN INTERNATIONAL AIRLINE

Conflicts seemed to be an everyday phenomenon in each organization. Nowadays, many multiethnic organizations realize how importance of conflict on teamwork effectiveness. This study anticipates not only examining how conflicts have an effect on teamwork performance, but also to investigate how flight attendants resolve interpersonal conflicts. Moreover, to suggest an appropriate approach to overcome conflict encountered. Nevertheless, the main objective is not to eliminate it but to learn how to manage it productively. The study adopts in-depth interview approach of qualitative investigation for data collection. Respondents are Thai, and German flight attendants of an international Airline who reported experiencing in conflict with their colleagues in the past two years and the strategy they adopted to manage such conflicts from their own perspectives. The result of the study indicated that the main cause that initiated conflicts for Thai flight attendants is discrimination; whereas German flight attendants mentioned the two major factors that cause conflicts which are lack of communication and misinterpretation. Surprisingly that conflict management styles both of them used is competing. However, both Thai and German strongly agreed that conflicts play tremendous role on teamwork performance. They believed that it is people who initiate and engage in conflict and determine whether it will finally be productive or destructive. Nevertheless, his study provided some suggestions to de-escalate conflicts that respondents experienced as it is the main goal of its solution. Keywords: Conflict management, Intercultural conflict, High context- Low context cultures, Multi-ethnic Organization.

Ensino de língua portuguesa, interculturalidade e políticas de letramentos

The present article analyzes two documents Parâmetros Curriculares Nacionais – Lingua Portuguesa (BRASIL, 1998) and Parâmetros Curriculares Nacionais – Temas Transversais – Pluralidade Cultural (BRASIL, 1998b), conceiving these documents as constituents of language policies (RICENTO, 2006; SHOHAMY, 2006) and literacy policies, and it focuses the intercultural dialogues/conflicts that these documents promote when guiding that the teaching of the language should have as main object the text and indicating which genres should be privileged. Thereby, the text deals with language policies, more specifically focusing in literacy policies (bringing to bear the concept of literacy formulated by the New Literacy Studies (STREET, 1984, 1993, 2003; BARTON; HAMILTON, 1998; SIGNORINI, 2001) and interculturality (JANZEN, 2005). The analysis of the documents is undertaken to the light of the bakhtinian conception of language and it mobilizes the following concepts of the Circle of Bakhtin: dialogism, utterance and genres of speech. Furthermore, this text is based methodologically on the orientations of the authors of this Circle for the study of the language (BAKHTIN/ VOLOSHINOV, 1986; BAKHTIN, 2003). The analysis indicates that the official documents, when promoting literacy policies, also promote intercultural conflicts, because they privilege the dominant literacies, silencing other literacy practices. We understood that this silencing and invalidating local literacy 428 SIGNUM: Estud. Ling., Londrina, n. 19/1, p. 426-458, jun. 2016 practices has implications for the constitutions of the students’ identities and local language policies.

Intercultural component of teaching Spanish as a foreign language: strategies of intercultural instruction Abstract

Concepts of teaching foreign languages haven’t cleared up the misunderstanding and difficulties which appeared because of the unsufficient level of the development of pupils’ sociocultural competence. These difficulties were closely connected with linguistic misunderstanding, striking difference in national characters, peculiarities of foreign cultures. Nowadays, while studying a foreign language, pupils realize that they should master not only a foreign language and get acquainted with other culture but get to know the other way of living. So the necessity of developing the intercultural competence alongside with the communicative one has appeared. Purpose . To give a short historical analysis of teaching within the intercultural approach, to show the connection between intercultural and communicative competences. Approaches to teaching and stages of sociocultural learning and its content are regarded. Intercultural context of teaching based on the sociocultural aspect of teaching a foreign language is described. The most important feature of such teaching is the role of a pupil and his necessity of dealing with a foreign culture. The main problems within intercultural communication are closely connected with a linguistic (language) shock (when the pupils’ level of the language competence is rather low), a cultural shock (when the problem solving strategies peculiar to the culture of the mother tongue do not hold) and the cultural stress may occur. It is connected with the change of a new social status in another culture. There are two another approaches towards skills development in intercultural teaching: The Social Skills Approach and The Holistic Approach. The scholars define three stages of intercultural competence development: monocultural (at this level a pupil watches and evaluates another culture on the grounds of his own one); intercultural (a pupil holds the position between two cultures and can compare them), and transcultural – a pupil acts as a mediator between two cultures. Different exercises and tasks for developing main strategies of an intercultural conflict resolution – to watch, understand and compare, interpret, act and interact are given.

The Role of Cultural Competence to Overcome Intercultural Communication Conflict: Case study of Indonesian and Korean students in Kyungsung University, South Korea

Intercultural communication is a growing interest in the realm of global communication science and students pursuing degrees across the borders of nation-states. Nevertheless, the practice of intercultural communication does not always go effectively. This paper addresses problematics of intercultural communication occurred between Indonesian and South Korean students in Kyungsung University, Busan, largely nuanced by prejudice, stereotypes, ethnocentrism as well as values differences about social drinking culture, friendship, beauty, seniority, and perception on punctuality, which consequently trigger misunderstanding that leads to conflict. The goals of this study are twofold, namely, first, to gain deeper understanding on sources of intercultural communication conflict between Indonesian and South Korean students, secondly, to highlight the role of cultural competence to overcome conflict. The method of the research is case study with in-depth interview as the information gathering technique. The result will show that problems in intercultural communication are to a greater extent influenced by two inter-related attitudes which is cultural insensitivity and lack of cultural competence such as respect, socio linguistic awareness, deep cultural knowledge, and skills to listen and observe. The paper will also point to problem-solving alternative to reduce intercultural communication conflict both for Indonesian and South Korean students, namely to develop a more subtle approach when encountering religious-held beliefs with socially accepted norms. DOI: 10.5901/mjss.2016.v7n6p213

Intercultural Conflict in Groups

This article provides a critical review of interdisciplinary literature on intercultural conflict management. The authors provide theoretical frameworks and evidence-based strategies to help group counselors more effectively identify and address potential sources of overt and covert intercultural conflict in groups. Using practical examples and integrated case studies, we examine the dynamics of intercultural conflict in groups, effective and ineffective group leader interventions, and implications for research and the practice of group work.

Restorative Justice in Intercultural Conflicts, Expert Conference, 2 June, 2017 in Berlin

Restorative Justice in Intercultural Conflicts, Expert Conference, 2 June, 2017 in Berlin

Sustainability, urbanization and civilizations: focus on Spain

The problems that divide people - interreligious, interethnic, intercultural conflicts –slow down the reaction of the world community for solving common globalproblems, which should unite humanity. In the context of global developmentissues, it is emphasized on the role of Spain in the dialogue between civilizations;its activities within the framework of Club of Rome; its experience in smarturbanization and ways to achieve sustainable development.

Exploring diversity through dialogue: avowed and ascribed identities

Courses: Intercultural Communication, Conflict and Communication, Interpersonal CommunicationObjectives: After completing this single-class activity, students should be able to (1) differentiate between the avowed versus ascribed dimensions of cultural identity construction; (2) articulate the contested nature of cultural identity, including how cultural stereotypes guide perceptions of the Other; and (3) demonstrate tolerance through active and supportive listening to facilitate a nuanced appreciation of cultural diversity.

Where can your passport take you? Teaching citizenship, mobility, and identity

Courses: Intercultural Communication, Culture and Conflict, International Conflict and Alliance BuildingObjectives: After completing this single-class activity, students should be able to (1) describe the concepts of identity, citizenship, and mobility; (2) empathize with the everyday struggles of students who hold citizenship outside of their “homeland”; and (3) explain how intersectionality influences an individual’s ability to traverse national borders.

Межкультурная коммуникация в полиэтническом образовательном пространстве

Migration processes that have embraced the whole world and serve as
 one of the specific features of the 21st century have necessitated revision
 of priorities in preparation for cross-cultural communication. Traditionally
 it was common practice to prepare students for cross-cultural communication
 abroad while today, Russia numbers hundreds of multi-ethnic and
 multi-cultural companies and organizations both in the private and the state
 sectors. University authorities take certain efforts to help international students
 adapt to the teaching process. But no one considers it necessary to
 prepare Russian students for facing other cultures that are represented by
 their peers from the various regions of Russia. Lecturers face the same
 problem and often fail to realize that students who are seemingly reluctant
 to work in the classroom are culturally motivated. In both cases, the cultural
 clash may create communication barriers in academic communication and
 provoke inter-cultural conflicts. That explains the necessity of systematic
 work with the aim of preparing both students and lecturers for cross-cultural
 communication in the multi-ethnic educational space.

Restorative Justice in Intercultural Conflicts, Expert Conference, 2 June, 2017 in Berlin

Restorative Justice in Intercultural Conflicts, Expert Conference, 2 June, 2017 in Berlin

Indigenous People in Latin America: Movements and Universities. Achievements, Challenges, and Intercultural Conflicts

ABSTRACTThe idea of social movements tends to be associated, in a reductionist manner, with protests in public spaces and negotiations in institutional spaces. Nevertheless, social movements are agents of change across a wide variety of social spaces. One of the most notable ones is that of education. While the most visible initiatives tend to be short-term courses, some sectors of several social movements have also promoted higher education programmes through alliances with conventional Higher Education institutions, or have created their own institutions. Indigenous peoples around the world have long fought for their educational rights. Some have struggled for access to higher education institutions, for suitable reforms to existing institutions, and for the right to establish their own institutions. Their interest in advancing higher education initiatives is directly related to a need to train individuals in political, professional and technical resource areas in order to successfully advance projects of social, economic, political, institutional, and/or legal reforms. Based on participatory field and documentary research, this article discusses some salient aspects of the experiences of higher education institutions that sectors of indigenous people movements in Latin America have established, highlighting their main achievements and challenges, as well as the intercultural conflicts they confront.

Rethinking the concept of intercultural conflict: Italian returnees’ attitudes towards others during a cultural conflict

The article aims to rethink the concept of intercultural conflict. Specifically, I argue that the use of the adjective “intercultural” within ‘intercultural conflict’ is usually an expression of rhetorical discourse or is not appropriate. Following a semantic analysis I show that a cultural conflict, here conceptualized as incompatibility of cultural values between a minimum of two people belonging to different cultural backgrounds, might be described as an intercultural conflict. This is possible if the interactants, rather than focussing on solutions, adopt an ‘intercultural attitude’ (comity, ethical relativism, critical self-reflection, openness toward a potential change, suspending judgment, reframing meanings, curiosity, respect, and self-decentralization) between them. Existing theoretical concepts are explored through qualitative research examining supposedly interculturally competent high school students’ (after one scholastic year abroad) attitudes towards others during a cultural conflict. The study shows that curiosity and respect towards others might be considered as preconditions for a true dialogue. Two main attitudes emerge from the analysis: the multicultural one and the intercultural one. The former corresponds to respect for the different ideas of others. The second is exemplified by true interaction between interactants who seek a deep understanding of what is behind the point of view held by themselves and others. Adopting an intercultural attitude, they make all possible efforts to truly encounter each other’s otherness.

Hermenéutica y Argumentación: Aportes para la comprensión del diálogo intercultural

In today's pluralistic societies, the meeting of heterogeneous rationalities has led to the emergence of intercultural conflicts, whose solution is usually expected from intercultural dialogue spaces. In these spaces, dialogue's argumentative dimension is fundamental, for the parts in conflict have the leading role in a reason exchange with a communicative aim. Nevertheless, since it's an intercultural dialogue, the argumentative dimension is insufficient for it does not offer the necessary lineaments to understand arguments justified by a rationality different from its own. As a result, intercultural dialogue needs a hermeneutic dimension, which should exhibit how the dialogical encounter of heterogeneous rationalities helps to expand the comprehension processes of the parties, and so, establishing the dialogical base required for the construction of a pluralist society.

PENSANDO E REPENSANDO ACERCA DAS MIGRAÇÕES: ALGUNS ASPECTOS INTERCULTURAIS

This study makes a critical analysis of migration and immigration, especially regarding the behavior of people who intend to study abroad. Researchers like Kim (2003), Bennett (2008) and Hall (1977), among others, have observed the processes of migration and immigration, most notably, of people who go abroad in an attempt to learn languages or specialize in their respective areas. For this investigation, we introduce some topics such as cultural issues that will guide the theme addressed. The formulation of the problem discusses what should be the attitude of those who deal with intercultural conflicts in Brazil or abroad. Methodologically, we started from the material analysis and interviews of migrants and immigrants. As theoretical tools we used the U- Curve and W –Curve Models, and others to analyze the communication on the challenges of life to study and/or work abroad. Initial results showed that the models explain the behavioral movement investigated, although there is recognition that more accuracy is required for the improvement of such theories. We also consider that for a peaceful relationship among nations, we need an Education that values respect concerning diversity.

KBS <이웃집 찰스>에 나타난 국내거주 외국인의 문화 간 커뮤니케이션 갈등 사례 연구

KBS <이웃집 찰스>에 나타난 국내거주 외국인의 문화 간 커뮤니케이션 갈등 사례 연구

Perspectiva Bioética Intercultural e Direitos Humanos: a busca de instrumentos éticos para a solução de conflitos de base cultural.

Este artigo tem como objetivos contribuir para o aprofundamento da reflexão acerca dos conflitos culturais na esfera bioética e problematizar o emprego dos direitos humanos como referencial teórico-normativo, mediador dos conflitos em bioética que apresentem elementos de interculturalidade. Os passos metodológicos adotados neste estudo foram: análise do conceito de Perspectiva Bioética Intercultural e deconflito cultural em bioética, a partir da acepção desenvolvida pelo ColectivoAmani; exame dos direitos humanos enquanto instrumentos da cultura da humanidade, com base na teoria de Bauman; investigação acerca dos instrumentos que os direitos humanos fornecem para a solução de conflitos culturais em bioética. Concluiu-se que a Perspectiva Bioética Intercultural deve incorporar às suas tarefas prescritivas e descritivas: os instrumentais dos direitos humanos, que concorrem para a solução de conflitos culturais; as normas e instituições de direitos humanos, que asseguram a participação e integração social dos sujeitos integrantes de comunidades culturais em conflito.

Intercultural competence. Management of foreignness in intensive care medicine

Living in a multicultural society is characterized by different attitudes caused by a variety of religions and cultures. In intensive care medicine such a variety of cultural aspects with respect to pain, shame, bodiliness, dying and death is of importance in this scenario. To assess the importance of cultural and religious attitudes in the face of foreignness in intensive care medicine and nursing. Notification of misunderstandings and misinterpretations in communication and actions. An analysis of the scientific literature was carried out and typical intercultural conflict burden situations regarding the management of brain death, organ donation and end of life decisions are depicted. Specific attitudes are found in various religions or cultures regarding the change of a therapeutic target, the value of the patient's living will and the organization of rituals for dying. Intercultural conflicts are mostly due to misunderstandings, assessment differences, discrimination and differences in values. Intercultural competence is crucial in intensive care medicine and includes knowledge of social and cultural influences of different attitudes on health and illness, the abstraction from own attitudes and the acceptance of other or foreign attitudes.

Sharing cultural knowledge at work: a study of chat interactions of an internationally dispersed team

In this study the ethnomethodological method of membership categorisation analysis is applied to examine how members of an internationally dispersed team share cultural knowledge in their Skype™ chat conversations through mobilising categorisation as ‘cultural knower’ and ‘not knower’ for oneself and the others. Four recurring ways of sharing cultural knowledge were identified as the participants managed the distribution and completion of tasks, and attended to building mutual understanding in the unfolding interaction. The findings illustrate that cultural knowledge sharing is dynamic, situational and collaborative. Rather than hindering or enhancing interaction, culture is an interactional accomplishment with fluid referents, boundaries and membership. These observations problematise the predominant accounts of internationally dispersed teaming as either fraught with intercultural misunderstanding and conflict, or brimming with innovation and synergy.

Recognition in multicultural societies. Intergroup relations as second-order recognition

Since the 1990s, the notion of social recognition has developed into a key concept for sociological theory. Recognition theory seems especially promising as a means of understanding intercultural conflicts, as the sociology of intercultural relations often addresses claims of recognition of a specific identity that is different from that of the main society. The aim of this article is to show that recognition theory can be used as a key concept in examining group inclusion in multicultural societies. Nevertheless, the existing theoretical approaches to recognition are insufficient for that purpose. Therefore, I develop my own approach to the recognition of minority groups as second-order recognition . The concept of second-order recognition helps analyzing, understanding and evaluating conflicts in multicultural societies. It allows conflicts within groups that involve a struggle for firstorder recognition to be distinguished from conflicts between cultural minorities and the main society that involve a struggle for second-order recognition.