EDU616S12025Teaching,LearningandWorkinginCulturallyDiverseEnvironments

Teaching,LearningandWorkinginCulturallyDiverseEnvironments

This guide should be used in conjunction with theHandbookas the official source of informationaboutthisunit.RefertomyMurdochLearningforon-goingcommunication and your learning and assessment content.

Unitcoordinator:DrMadelineBurgess

MurdochUniversity Lecturer

SchoolofEducation Ph: 08 9360 6064

M.Burgess@murdoch.edu.au

AcknowledgementofCountry

We acknowledge that Murdoch University is situated on the lands of the Whadjuk and Binjareb Noongar people. We pay our respects to their enduring and dynamic culture and the leadership of Noongar Elders past andpresent.Theboodjar(country)onwhichMurdochUniversityislocated has, for thousands of years, been a place of learning. We at Murdoch University are proud to continue this long tradition.

PublishedbyMurdochUniversity,Perth,WesternAustralia,February2025.

This publication is copyright. Except as permitted by the Copyright Act no part of it may in anyformorbyanyelectronic,mechanical,photocopying,recordingoranyothermeansbe reproduced, stored in a retrieval system or be broadcast or transmitted without the prior written permission of the publisher.

Contents

1. Unitdetails 5

• UnitOverview 5

1.1.1Aimsoftheunit 5

• Learningoutcomes 6

1.2.1Prerequisites 7

• Graduateattributes 7

1.3.1Unitchangesinresponsetostudentfeedback 8

• Strategicthemes 8
• Generalguidanceandrequirements 8

1.5.1InclusivityStatement 8

1.5.2Wheretogethelpforyourlearningsuccessandwellbeing 9

1.5.3Keydatesandconsiderationsforwithdrawingfromthisunit 9

• Contactdetails 10

• Unitcoordinator 10
• Tutorcontact 10
  • Howtostudythisunit 11

3.1.1Learningapproachunderpinningunit 11

3.1.2Face-to-face(FF)modeofStudy 11

3.1.3OnlineFlexible(OF)modeofStudy 12

• Expectedtimecommitment 12
  • UnitSchedule 13
  • Assessments 15
• Assessmentsummary 15
• Assessmentinformation 16

Assessment1:ParticipationandEngagement(10%) 16

Due:WeeklyandOngoing 16

Assessment2:Presentation(10%) 18

Due:Face-to-Facestudents(Inclass)duringweeks7,8,10,11 18

Due:OnlineFlexiblestudents(viauploadlinkonLMS)Sunday27thApril,11.59pm 18

Assessment3: ExperientialEssay(40%) WordCount1500words 20

5.2.1Assessment4:AnnotatedBibliography(40%)WordCount2500words 22

• Marks 25

• Academicintegrity 26
• Extensions,latesubmissionsandresubmissionpolicy 27
• Determinationofthefinalgrade 28
  • Learningresources 29
• Alllearningresources 29
• Essentiallearningresources 29
  • AcademicAdviceandStudentSupport 30
• Learningguide32
• Topic132

Culture,IdentityandCulturalDiversity32

8.2.1Topic1Keyconcepts 39

8.2.2Questionsforreflection 39

Topic240

• Aboutculture,acculturation,andinterculturalinteractions40

8.3.1RequiredReadings 40

8.3.2Introduction 41

8.3.3Topic2Keyconcepts 45

8.3.4Questionsforreflection 45

Topic3 46

• Aboutsocialidentityandthenegotiationofmultipleidentities46

8.4.1Introduction 47

8.4.2Topic3Keyconcepts 52

• Questionsforreflection 52
• Topic4 53
• Impactofsocialcategorisationprocessesoninterculturalcommunicationandinteractions53

8.7.1Introduction 53

8.7.2Topic4Keyconcepts 59

8.7.3Questionsforreflection 59

• Topic5 61
• Cosmopolitanlearningandasharedsenseofwe61

8.9.1Introduction 61

8.9.2Workingthroughthereadings 62

8.9.3Topic5Keyconcepts 64

• Questions 65

1.Unitdetails

Welcometo:

EDU616S1,2025

Teaching,LearningandWorkinginCulturallyDiverseEnvironments

• UnitOverview

This unit examines challenges and potential of cultural diversity in learning from school to university,includinginternational,transnationaleducation,studyoflanguages,vocationaland professionalworkplacelearning.Amultidisciplinaryapproachisadoptedwithconceptsdrawn from social, cross-cultural and cultural psychology; sociology; cultural studies; intercultural relations and communication; and intercultural learning. Participants gain solid, research- based understanding of key culture-related concepts and ideas and will be well prepared to promote productive cultural diversity and positive intercultural transformation.

• Aimsof theunit

The unit aims at fostering participants' understanding and critical reflection on the nature and significanceofculture,socialidentityandgroupcategorisationinmulticulturalenvironments.It examines the implications of holding essentialist beliefs about culture and identity, and the potential social problems emerging from perceiving others as different. A social psychological perspective is adopted to examine a range of culture-related concepts and ideas, including the negotiation of multiple identities, the processes and outcomes of acculturation, the conditions under which miscommunication, stereotyping, in-group/out-group distinctions, and prejudice develop.

More specifically, the unit addresses issues of values, expectations, communication, stereotypes, in-group/out-group perceptions, and social dynamics in culturally diverse groups and situations, and more generally within societies that comprise increasing numbers of individuals with hyphenated or multicultural identities. It examines the importance of interculturallearning,reciprocalunderstandingandtolerance,butalsothepromotionofglobal citizenship, cosmopolitan learning and a shared sense of we.

Theunitalsoaimsatprovidingparticipantswithaconceptualbasisfordevelopingeducational activitiesand/orworkplaceinitiativesthatpromoteproductiveculturaldiversityandenrichthe quality of intercultural communication, interactions and professional practices of all involved.

All participants will have opportunities to capitalise upon their personal cultural experiences, onthegroundsthateachindividualisaculturalbeingandallsocialactivitiesinvolvecultural practices.

The focus on cultural diversity rather than cross-cultural differences reflects the importance placed on addressing cultural issues in a forward-looking, constructive way. Given the heavy emphasis in some literature on promoting the development of cultural awareness in terms of understandingcross-culturaldifferences,therewillbeconstantremindersoftheimportanceof not treating cultures as if they were fixed entities. The importance of recognising their fuzzy borders, their constantly re-constructed and changing nature, as well as the importance of sub-cultures, mixed cultures and multiple cultures within the same individuals will be discussed, in relation to proposals to foster cosmopolitan learning rather than multicultural education pedagogies.

• Learningoutcomes

Thisunitenablesyoutodemonstrateyourachievementofthefollowingunitlearning outcomes.

UnitLearningOutcomes
1. Appraise the nature and significance of culture, social identity/ies andgroup categorisation in multicultural environments, as well as a range ofculture-relatedprocessesaffectingcommunicationandsocialinteractionsin culturally diverse environments
2. Critiquecriticalissuesrelatedtoculturaldiversityineducation,atworkandthe community at large
3. Analyseeducationalactivitiesorworkplaceinitiativeswhichpromotethepositive aspects of cultural diversity - and develop original initiatives
4. Criticallyanalysetheunderlyingprinciplesandclaimedvalueofglobalcitizenship, cosmopolitan learning, and a shared sense of 'we'

UnitLearningOutcomes	CourseLearningOutcomes
Onsuccessfulcompletionofthisunitstudents should be able to discuss: 1. The nature and significance of culture, social identity/ies and group categorisation in multiculturalenvironments,aswellasarangeof culture-related processes affecting communication and social interactions in culturallydiverseenvironments	ThisUnitisanelectivein various courses at Murdoch Pleaserefertoyour particular course outcomes.
2. Identify and analyse educational activities or workplaceinitiatives,whichpromotethepositive aspects of cultural diversity
3.Usedifferentapproachestoanalysecultural initiatives and issues

• Prerequisites

Therearenoprerequisitesforthisunit.

• Graduateattributes

ThisunitwillcontributetothedevelopmentofthefollowingGraduateAttributes:

• Communication
• Criticalandcreativethinking
• Socialinteraction
• Ethics
• Socialjustice
• Globalperspective
• Interdisciplinarity
• In-depthknowledgeofafieldofCultureandDiversity

• Unitchangesinresponsetostudentfeedback

Theteaching-learningactivitiesaswellasreadingsinthisunithavebeenadjustedeveryyear in response to students suggestions.

Furthermore,thereadingshavebeenconstantlyupdatedandbroadenedtocaterforthe increasingly diverse range of students in this unit.

To continue keeping this unit up-to-date and relevant to students personal and professional interests,everyoneisinvitedtonominateresourcesnotcurrentlyincludedintheReaderorat the back of the UILG, that they found particularly useful for their learning, so they could be included in future years.

Note:InSemester12025thisunitisofferedintheFace-to-Facemode(Internal)and Online Flexible (External).

• Strategicthemes

This unit aims to critically analyse the nature and significance of culture, social identities, and groupcategorisation,aswellasarangeofculture-relatedprocessesaffectingcommunication and social interactions in culturally diverse environments.Through this process themes of equity and diversity and democratic process are incorporated as well as issues of power, nation, land rights and sovereignty these address the university strategic themes.

• Generalguidanceandrequirements

Allstudentsarerequiredtoreadthis UnitOutlineandLearningguide. Face-to-face(internal) students will attend weekly two-hour Seminars and listen to the recorded lecture. Online flexible (external)students willlisten to the recorded lectureand respond toweekly activities and questions online.

• InclusivityStatement

Murdoch University strives to be a place of belonging for all staff and students. We are committed to supporting and celebrating all community members including all abilities, ethnicities,orreligions,sexualorgenderidentities.Homophobia,transphobia,racism,and ablism are not tolerated.

Forhelpandsupport,pleaseseeinformationandcontacts inHealth&wellbeingin myMurdoch.

• Wheretogethelpforyourlearningsuccessandwellbeing

PleaserefertoSupport&AdviceviamyMurdochforalltheinformationyouneedforyour studies.

Thisincludes:

• Studentadmin,Exams,Policies(refertoAssessmentPolicyandothers),Keydates,Complaints and appeals
• Learningandstudysupport,includinginformationaboutAcademicIntegrityand Murdoch Academic Passport
• Health and wellbeinginformation, including Accessibility services, Medical and counsellingservices,AboriginalandTorresStraitIslandersupport,andSexualityand gender diversity support
  • ContactAccessandInclusionifyouhaveadisability,SpecificLearningDisorder or health condition (including mental health condition), are pregnant or breastfeeding or are caring for a person with a disability,andrequire support in accessing your studies.
  • KulbardiAboriginalCentreprovidessupportforAboriginalandTorresStrait Islander students.

• Keydatesandconsiderationsforwithdrawingfromthisunit

Ifyouareconsideringwithdrawingfromthisunit,seetheWithdrawingpageforgeneral information and implications.

See theTeaching Periodspage for implications of withdrawing at different times of the teachingperiod,includingCensusDate,andsearchforthespecificdatesforyourcurrent teaching period. The Census Date for this year is 24thMarch 2025.

2Contactdetails

• Unitcoordinator

Name:
Name andpreferredpronouns:	DrMadelineBurgess(she/her)
School:	SchoolofEducation
Campus:	SouthStreetCampus
Email:	M.Burgess@murdoch.edu.au
Phone:	0893606064

Ifstudentswishtocontacttheunitcoordinator,pleasedosoviaemailinthefirstinstance to ensure a response.

• Tutorcontact

Name:
Name andpreferredpronouns:	MsThiliniMeemanage(she/her)
School:	SchoolofEducation
Campus:	SouthStreetCampus
Email:	thilini.meemanage@murdoch.edu.au

3Howtostudythisunit

• Learningapproachunderpinningunit

Theunitadoptsamulti-disciplinaryperspective.Itincludesreadingsfrom:social, cross- cultural, and cultural psychology; sociology; cultural studies; intercultural relations and communication; international education and intercultural learning.

Toaccommodatetheneedsandinterestsofaverydiversestudentpopulation,theunithasa dualorientation.Thisunitaddresseskeyconceptsandissuesrelatedtoculture, identity,and cultural diversity, with related core readings to enhance conceptual understanding and reflection. All students are invited to become familiar with these key concepts and issues.

Thisunitisdesignedforanyonewishingtobetterunderstandthesocialdynamicsofculturally diverse environments and become more effective and confident in intercultural interactions, for personal or professional reasons. It focuses on issues related to cultural diversity in various educational settings, at work and the community at large, and it is therefore relevant to students enrolled in any program of study.

3.1.2Face-to-face(FF)modeofStudy

Face-to-face (FF) classes in this unit are offered in the form of recordedLecturesandinteractive teaching-learning seminars, including small group activities. Face-to-face studentsareNOTrequiredtocompletetasksonlineunlessrequestedbyyourtutor orunit coordinator.

Active participation at seminars is an essential part of the course.Students are expected to listen to the recorded Lectures, attend all sessions of the seminars and participate in thegroupactivitiesandclasspresentationssincetheseminarsformafundamentalpartof learning in this unit. Each seminar will provide opportunities for students to interact with each other and the lecturer. There will be opportunities to ask questions, get feedback and discuss topics relevant to the course.

Some interactive activities will be led by students and formally assessed. Detailed informationabouttheassessablecomponenttobecompletedinclasswillbeprovidedinthe first session.

3.1.3OnlineFlexible(OF)modeofStudy

StudentsenrolledintheOnlineFlexible(OF)modearerequired tolistentotheweeklylecture online and complete activities and weekly Tasks on the online forum.

Activeparticipation ontheonlinediscussionforum isanessentialpartofthecourse. Students are expected to respond to weekly Task questions and engage in online discussion forum.

The online discussion forum provides opportunities for students to interact with each other andthelecturer.Therewillbeopportunitiestoaskquestions,getfeedbackanddiscusstopics relevant to the course on the online forum.

IMPORTANT:

Students enrolled in the FF mode who are unable to attend a session (for reasons beyond their control, e.g. illness, unexpected work commitment or childcare, etc) shouldnotifytheirlecturerorTutorpriortotheseminarandseekadviceonhowto catch up.

StudentsenrolledintheOF modewhoareunabletocompletetherequiredonlineTask activities must contact the lecturer or Tutor prior to the due date and seek advice on how to catch up.

• Expectedtime

Asthisisa3-creditpointunit,weexpectyoutospendonaverage 3-4hoursperweek for eachcreditpoint(i.e. approx.12hoursperweek) forthetotalof12 weeksofthisteaching period working on this unit.

4UnitSchedule

Timetablespecificssubjecttochange.YouwillbenotifiedofchangesbytheTeachingTeam.

Week	Datecommencing	Topic	Assessmentduedate
Wk1	24thFebruary	Topic1CultureIdentityandCulture Diversity
Wk2	3rdMarch	Topic1CultureIdentityandCulture Diversity
Wk3	10thMarch	Topic2AboutCulture,acculturation, and intercultural relations
Wk4	17thMarch	Topic2AboutCulture,acculturation, and intercultural relations
Wk5	24thMarch	StudyBreak Noclass	Assignment1due:SundayMarch30that 11.59pm
Wk6	31stMarch	Topic3AboutSocialidentityandthe negotiation of multiple identities
Wk7	7thApril	Topic3AboutSocialidentityandthe negotiation of multiple identities	Presentationsin class
Wk8	14thApril	Topic 4 Impact of social categorisations processes on interculturalcommunicationand interactions	Presentationsin class
Wk9	21stApril(Easter)	StudyBreak	NoClass
Wk10	28thApril	Topic 4 Impact of social categorisations processes on interculturalcommunicationand interactions	Presentationsin class

Week	Datecommencing	Topic	Assessmentduedate
Wk11	5thMay	Topic5CosmopolitanLearninganda shared sense of We	Presentationsin class
Wk12	12thMay	Topic5CosmopolitanLearninganda shared sense of We	Final SeminarAssignment2due:Sunday 18thMay,11.59pm

5Assessments

AssessmentforthisunitisconductedinaccordancewiththeAssessmentPolicy.

• Assessmentsummary

#	AssessmentName	UnitLearningOutcomes	Weight %	Individualor Group	DueDate andTime
	Participation&Engagement	UNLO1,UNLO3, UNLO4,UNLO2	10%	Individual	Weeklyandon-going
	Presentations	UNLO1,UNLO3, UNLO4,UNLO2	10%	Group	In-classduringweeks6-9
	ExperientialEssay-1500Words SubmitonLMSasaWordDoc with Murdoch Cover page	UNLO1,UNLO2	40%	Individual	SundayMarch30th,by 11.59 pm
	AnnotatedBibliography2500 Words SubmitonLMSasaWordDoc with Murdoch Cover page.	UNLO2,UNLO4, UNLO1,UNLO3	40%	Individual	SundayMay18th,by 11.59 pm

5.2Assessmentinformation

Assessment1:ParticipationandEngagement(10%) Due: Weekly and Ongoing

AssessmentDescription

All students (FF and OF) are expected to listen to the pre-recorded lecture (available on LMS),undertakeeachoftheTopicreadingsandcontributetothediscussionsinclassor online on a regular basis.

Studentsenrolledinthe Facetoface(FF)modemustattendweeklySeminarsandparticipate in various seminar activities by responding to in-class group activities and discussions.

Students must listen to the lectures online and participate ininteractive teaching-learning seminars,includingsmallgroupactivities.Internalstudentsarenotrequiredtocomplete tasks online unless requested by your tutor.

Active participation at seminars is an essential part of the course.Students are expected to listen to the recorded Lectures, attend all sessions of the seminars and participate in thegroupactivitiesandclasspresentationssincetheseminarsformafundamentalpartof learning in this unit. Each seminar will provide opportunities for students to interact with each other and the lecturer. There will be opportunities to ask questions, get feedback and discuss topics relevant to the course.

Studentsenrolledinthe OnlineFlexible(OF)modemustlistentotherecordedLectureson LMS, complete weekly Task activities, and participate in theOnline Discussion Forum.

Active participation on the online discussion forum is an essential part of the course.Studentsareexpectedtolistentoalllecturesandparticipateinthediscussionforum, including presentationssince discussions form a fundamental part of learning in this unit. Each week the discussion forum will provide opportunities for students to interact with each other and the Tutor. There will be opportunities on the online forum to ask questions, get feedback and discuss topics relevant to the course.

Foreachofthetopics,externalstudentsarerequiredtoanswer weeklyTaskquestionswhichare available on LMS. Students are expected to show an engagement with the topic and understanding of the concepts linking to the readings as required. Students must reflect on their own learning and write300-400 wordsin their response and use at leasttwo referencesin their answer.

Participationandengagementwiththeonlineforumdiscussionsareassessed,engagement and participation should be seen as an on-going process of meeting the unit objectives.

To pass the participation and engagement component of the unit, external students will need toanswer BOTH of the task questionslisted under each Topic and provide an informed responsetothequestion,demonstratingthatyouhavelistenedtothe lecturesaswellasread the essential readings for that topic.

Theduedatesforresponsestothe weeklyTaskquestionsareasfollows:Topic 1 (Task 1 and 2): Sunday 9thMarch

Topic2(Task1and2):Sunday23rdMarch

Topic3(Task1and2): Sunday13thApril

Topic4(Task1and2):Sunday4thMay

Topic5(Task1and2): Sunday18thMay

TheassessmentcriteriaforparticipationandengagementforbothFFandOFstudentsis listed below.

AssessmentCriteria:ParticipationandEngagement(10%)

• Willingnesstoparticipateand presentinclassandonline(2.5marks)
• Constructivecontributionstoclassoronlinegroupdiscussions(2.5Marks)
• Demonstrationofthoughtfulreadingofmaterialsandreflectiononthereadings(2.5Marks)
• Listeningattentivelytoandrespondingthoughtfullytootherstudentsinclassoronline

(2.5Marks)

Assessment2: Presentation(10%)

Due:Face-to-Facestudents(Inclass)duringweeks7,8,10,11

Due:OnlineFlexiblestudents(viauploadlinkonLMS)Sunday27^thApril,

11.59pm

AssessmentDescription

ALLstudentsarerequiredtoresearchanddeliverapresentationonatopicrelatedtotheissues of cultural diversity and the concepts of this unit. You will be allocated a topic topresent on by your tutor and given a presentation prompt.

Students enrolled in the FF mode will present in groups of 3-4 students. Each student must present for approximately 5 minutes, with the total length of the group presentation being no longerthan20minutes.StudentsmayusePPslidestoenhancetheirpresentation (maximum 2 PP slides per person). Students should prepare questions for the class to facilitate a group discussion (5-10 minute discussion).

Students enrolled in the OF mode will present individually or in pairs and upload their recordedpresentationonLMS.Eachstudentmustpresentforapproximately 5minutes,ona topic allocated by their tutor. Students may use PP slides to enhance their presentation.

StudentsmustdiscusstheTopicandselectedreading,plusatleastONEotheracademic reference.

YourLecturer/Tutorwillassignatopicfromthefollowinglist:

Tolerance,Racism,Diversity,ArtificialIntelligence(AI),Democracy,ThirdCulture, Globalization and Identity, Karma

Students will be given a presentation prompt on one of the above Topics to guide their presentation. Students are required to discuss the Topic and selected reading in their presentation,plusatleastfourotheracademicreferences(theselectedreadingplusone reference per person in the group).

StudentsmayusetheWhat,SoWhat,NowWhatformatintheirpresentations,butyoumay use any structure you choose:

• WhatwhatdidIlearn?WhatdidInotice?Whatfactsorobservationsstoodout? Explain the key ideas, concepts, and/or theories.

• Sowhat-Whyisitimportant?Whatdoesthismean?Whataremyassumptions? What are the implications?

• Nowwhat-HowcanIapplythislearning?Whatactions couldItake?Whatchanges can I make?

StudentsshouldusePowerPointslidestosupporttheirpresentation;however,nomorethan2 slides per person.

AssessmentcriteriaGroupPresentations(10%)

• In-depthanalysis,discussionandinterpretationoftheconceptwithclearconnection and contextualisation of topic to readings(5 marks)
• Timeliness,flowandstructurepresentationisclearlyorganised,professionally presented and engaging to listen to(2.5 marks)
• Referencesarediscussedduringthepresentationtosupportthepointsbeing AppropriateandconsistentuseofAPAreferencing,in -textandasalist(2.5marks)

Pleasenote:Thisassignmentrequiresstudentstocollaborateandpresentingroups,andstudents will receive a group mark for their presentation.

Assessment3: ExperientialEssay(40%) WordCount1500words

DueDate:SundayMarch30th2025by11.59pm

AssessmentDescription

Aim

• Theaim ofthisassignmentistogiveyouanopportunityto reflectandcritiquea cultural experience in your own country, and to link your experiential knowledge to concepts and theories related to culture and cultural diversity from this unit. This experience couldbeapositiveone(e.g.arewardinginterculturallearningexperience),anegativeone (experience of prejudice), or anawkwardone (a culturally based misunderstanding).

Description

• Think of ONE issue or event related to cultural diversity which you have personally experiencedinyourowncountry,youwereinvolvedorwereanindependentobserver,

e.g.anexperiencerelatingtostereotyping,ingroup/outgroupbehaviour,cultureshock, differences in expected behaviour, culturally-based misunderstanding, prejudice, intercultural learning experience, enrichment in personal worldview) and which took place in the community, an educational or workplace context.

For this Assignmentyou are required to useHollidays (1999) articleonSmall Culturesto interpret, reflect on and analyse your culturalissueorevent. HollidaysarticleisavailableonLMSandinMyUnitReadings.

Holliday,A.(1999).Smallcultures.AppliedLinguistics,20(2),237-264.

You mustuse at least 3 additional academic references (plus theHollidayarticle=4referencesintotal).Youmayusethereadingsavailable in the learning guide, in My Unit Readings, or your ownchoice of academic literature as it relates to your topic.

AssignmentDetails

1. Startyouressaybydiscussingwhyyouchosethiseventorissueanditssignificance to the topic of cultural diversity in learning or working.Describebriefly (no more than 200 words) the issue itself,reflecton its impact on you or others and the affective aspects you consider to be significant.

2. Analysethe issues or events with depth with reference to concepts from the literature. The main criterion for this essay isdepth of reflectionof thecultural experienceandsoyouareexpectedtoAnalysistheissuesthisshouldbethefocus as you develop your assignment.
3. Refertotheliteraturewhereappropriate in-textandprovideanend-of-textlistofall the references you cited in the text using APA referencing format. One of the referencesmustbeHollidaysarticle,withthreeadditionalreferences(4referencesin total).

HOWTOSUBMITPleasesubmitonLMSasaWordDoc,withaMurdochCoverpage. You will be assessed on these key criteria:

AssignmentOneAssessmentcriteria:Totalof40Marks

• Qualityofthedescriptionoftheincident/issuerelatedtoculturaldiversity conciseyet comprehensiveenough,includingbehaviouralandaffectiveJustificationasto why this incident/issue was chosen, with sufficient elaboration of its significance to the topic of cultural diversity in learning or working.10 Marks

• Engagement and reflection on what happened in the incident/situation in terms of differentparticipantsperspectives,degreeofacculturationandpreparationforcultural experience, possible reasons for misunderstandings, and why it may have happenedwith reference to the literature.10 Marks

• In-depthAnalysisdiscussionandinterpretationoftheincident/situation/experiencewithreference to concepts from the literature.

10Marks

• Evidenceofthequalityofyouracademicwritingstyle.This includesconciseand integrated writing style, supported points and argumentation.5 Marks

• Effectiveuseofreferencestosupportthepointsbeingmadeanddevelopedinanexplicit way,notjustreferencesaddedattheendofAppropriateandconsistentAPA referencing system, in-text and as a list.5 Marks

5.2.1Assessment4:AnnotatedBibliography(40%)WordCount

2500words

DueDate:SundayMay18^th2025by11.59pm

Aim

The aim of this assignment is to give you the opportunity to gain an in-depth and comprehensiveunderstandingofoneself-selectedTopic,Issue,orProblem,relatedto cultural diversity in the workplace or the community, in the format of an Annotated Bibliography.

YourAnnotatedBibliographymustcontainresearchFIVEarticles:

• ONEarticleontheSocialIdentityApproachbyVerkuyten
• TWOarticlesreferencedfromanyoftheTopicsintheLearningGuide
• TWOarticlesfromyourownresearch,howeverthearticlesmustbeacademic,peer- reviewed journal articles(blogs or opinion pieces will not be accepted)

ChoiceofTopic

YoumustchooseyourTopicfromthelistbelowwhichisrelatedtotheoverallAimsand Learning outcomes for this unit:

• 1Thenatureandsignificanceofculture,socialidentity,andthenegotiationof multiple identities.

• 2Theimpactofsocialcategorisationoninterculturalcommunicationsand relationships in multicultural environments.

• 3Therangeofculture-relatedprocessessuchasAcculturation,affecting communicationandsocialinteractionsinculturallydiverse

• 4Criticalissuesrelatedtoculturaldiversityineducation,atworkandinthe community at large such as stereotypes, and essentialism.

Detailstohelpyouwiththeformatforthisassignment.

Annotatedbibliography

An annotated bibliography is aselected list of resources(articles, books, or book chapters)relevanttooneparticulartopic,issue,questionorproblem,whichincludes the same information as a reference list (provided at the end of an essay) but also a concisereview of the value of each resourceto understandthe selected topic.

Theannotatedbibliographyformatwillalsogiveyouagoodopportunityto demonstrate your knowledge and understanding of one specific topic, issue, question, or problem related to cultural diversity in teaching, learning, or working.

AssignmentDescription

ThisAnnotatedbibliographyassignmentisintwoparts.

PartOneisanoverviewofyouroverallannotatedbibliography(approximately500words) whereyoupresentyourtopic,issue,question,orproblem,andhow/whyyouselectedthese 5 resources. The overview should provide a brief justification for the review andsignificance of the topic. Please do not repeat the summaries you use in the main body of the review in the introduction.

TheSecondpartisthelistofyour5annotatedresources(approximately300-400words each). This is where you will demonstrate the depth of your reading and understanding of these resources.

Each annotation is expected to contain a summaryof the contentof the article that is relevanttoyourtopicaswellasyourreflection,analysisorevaluationofthevalueofthis resource to understand your topic.

Pleasenotethatsometimesonlypartofanarticlemayberelevanttoyourtopic,sointhis case you would only summarize and analyze this part, not the whole article.

Your annotation may also include some cross-references to other articles, for example, whentheideasexpressedbytheauthorareverysimilar,oralternativelyverydifferentfrom another author.

(Note: The following information from the University of Melbourne may be helpful in preparing an annotated bibliography:https://students.unimelb.edu.au/academic-skills/resources/reading,-writing-and-referencing/annotated-bibliography/writing-an-annotated-bibliography

HowitisAssessed-Youwillbeassessedonthesekeycriteria Total 40 marks:

1. Evidence ofdepth of understandingofyour selectedtopic/ issue/question/ problem relatedtoculturalidentityandculturaldiversityitssignificanceandwhyyouchoosethis topic(15 marks).

2. Evidenceofyourcapacitytoanalyseandevaluate(notonlydescribe)the

resourcesthatarerelevanttoyourselectedtopic(15marks).

3. Evidenceofthequalityofyouracademicwritingstyle.Thisincludesconciseand integrated writing style, supported points and argumentation.(5 marks).

4. AppropriateandconsistentAPAin-textreferencingandlistofreferences(5marks).

Theassessmentincludesamoderationprocesstoensurereliable,just,andfairoutcomes.

YourassessmentoutcomewillbeprovidedtoyouviaLMSandwillbebasedonthecriteria listed above.

HOWTOSUBMIT PleasesubmitonLMSbytheduedateasaWordDocument.Pleaseupload word documents; please do not upload PDF documents onto LMS.

IMPORTANT:Allstudentsmustkeepahard(paper)copyaswellasanelectroniccopy of all assignments submitted.

6Marks

Theassessmentincludesamoderationprocesstoensurereliable,just,andfairoutcomes.

YourassessmentoutcomewillbeprovidedtoyouviaLMSandwillfocusonthecriteria described for each of the three assessments.

For this Unit we will be marking using the standard grade descriptors with the following notionalpercentages.SeethecurrentAssessmentPolicyregardinggrades.AssessmentPolicy.

Letter Grade	Verbal Description	Notional Percentage
HD	HighDistinction	80-100
D	Distinction	70-79
C	Credit	60-69
P	Pass	50-59
N	Fail	Below50
DNS	Fail	Did not participate in any assessments

FEEDBACKFORLEARNING

Your Unit Coordinator and Tutor may use software called Urkund and Turnitin when viewing work, you may submit.Urkund and Turnitin are pattern-matching system designed to compareworksubmittedbystudentswithothersourcesfromtheinternet,journals/periodicals, and previous submissions.The primary purpose of this software is to detect any submitted work that is not original and provide a thorough comparison between the submitted document and original sources.

Plagiarism

• Unitcoordinatorsandtutorsretainthe righttoreproduceanassignmentandprovideacopy to another academic staff member and/or submit a copy of an assignment to a plagiarism- checkingTheUniversityusessoftwarecalledURKUNDwhichchecksforplagiarism. Please note that when assignments are submitted to URKUND, a copy of your work is retainedonthedatabasetocheckcollusionandfutureplagiarism.TheUniversityhasalegal agreement with URKUND that it will not share or reproduce student work in any form. Plagiarism is a serious issue and will be dealt with in accordance with Murdoch University policy to maintain the highest possible standards of academic integrity

• AdviceonreferencingandusingURKUNDcanbefoundathttp://our.murdoch.edu.au/Student-life/Study-successfully/Referencing-and-citing/

To avoid plagiarism, it is very important that students focus on developing skills incorrectreferencingandacknowledgmentofsources.DetailsonAPAreferencingmaybe found on LMS and on the Murdoch Library website.

MoreinformationabouthowtoavoidplagiarismiscontainedwithintheMurdochAcademic Passport (MAP) unit:

https://moodleprod.murdoch.edu.au/enrol/index.php?id=2684

University policies on Academic Integrity can be accessed here:http://our.murdoch.edu.au/Educational-technologies/What-you-need-to-know/

Informationonreferencingcanbeaccessedat:https://libguides.murdoch.edu.au/APA

FURTHERDETAILS

SeemyMurdochLearningforfurtherdetails,suchasinstructions,communication,resources, guides, and a descriptive rubric assessment tool for each assessment.

6.1Academicintegrity

MurdochUniversityexpectsstudentsandstafftopursuethehigheststandardsofintegrityin all academic activity. Academic integrity involves behaving ethically and honestly in scholarship and relies on respect for others ideas through proper acknowledgement and referencing of publications.

Academicmisconductistreatedseriously,andpenaltiesmayapply.

More information about academic integrity can be found athttps://goto.murdoch.edu.au/AcademicIntegrity. To help you learn about academic integrity practices,allstudentsarerequiredtocompletetheMurdochAcademicPassport(MAP100). Please also note thelibrary citation guide.

Overallinthisunit,youmustfollow theexpectationsaroundtheuseofGenerativeArtificial Intelligence (GenAI).

• NO(unauthorised):anysuspectedusewillbeinvestigatedfor

MurdochUniversitymakesuseofcontentmatchingsoftwaretodetectsubmittedworkthatis not original. When you submit an assessment to myMurdoch Learning, it is checked by this software. Your Unit Coordinator may apply other processes to verify that your submitted assessment is your own work. If you are suspected of plagiarism, you may be referred to Academic Integrity with possibly penalties.

Inthisunit,weundertakethesepracticestoassureacademicintegrity:

• ProvidelibraryandreferencingresourcesontheUnitLMS
• UseOuriginalcontentmatchingsoftware
• Providescaffoldingopportunitiestohelpyoudotheassessments
• ChecksubmissiontimesthroughtheLMS

6.2Extensions,latesubmissionsandresubmissionpolicy

This unit follows Murdochs policies and procedures with regards to extensions, late submissions,supplementaryanddeferredassessments.This unitfollowsMurdochs Student Assessment Support Procedure (2025):

Assessmentextensionsofuptofiveworkingdaysfromtheduedate:

1. Studentsshouldapply,beforetheAssessmentduedate,forextensionsofuptofive working days. Requests should be made in writing to the Unit Coordinator (Madeline Burgess:burgess@murdoch.edu.au)
2. Theapplicationshouldincludethereasonsfortheextensionandaplantoprevent future late submissions.
3. ApplicationsinwritingmaybeacceptedaftertheAssessmentdue
4. Irrespectiveofwhentheyareapprovedforextension,Assessmentsmustbesubmitted within five working days of the Assessment due date unless exceptional circumstances
5. Assessmentextensionsbeyondfiveworkingdaysmaybegrantedbasedonevidence of exceptional circumstances beyond the student's control. For a list of relevant exceptional circumstances, please consult theStudent Assessment Support

Procedurehttps://murdoch.navexone.com/content/dotNet/documents/?docid=3281

Students who feel that their disability, health condition or disability caring responsibilities may impact on their capacity to meet assessment submission are strongly advised to visitAccessandInclusionasearlyaspossibletodiscusspotentialneedsandassistance

In situations where students did not achieve a pass mark on Assignment 1, students may request to resubmit their assignment for a pass mark (50%) only. Students must requestinwritingtotheunitcoordinatorandresubmissionrequestswillbeapproved onacase-by- case basis.

6.3Determinationofthefinalgrade

All components of the assessment will be combined to form the final grade. Students must submitworkforallcomponentstopasstheunit. Studentsmustattemptallassessmentsand receive an overall mark of 50% or above. Refer to theGrades Policyfor information about marks and grades.

7Learningresources

7.1Alllearningresources.

YourlearningresourcesandanyupdatesareprovidedthroughmyMurdochLearning(LMS).

LearningresourceswithinthemyMurdochLearningonlineenvironmentforthis unit will be

1. integratedwithinthesectionsandlearningactivities and
2. throughtoolssuchas:
   • MyUnitReadings
   • Teams
   • Echo360

7.2Essentiallearningresources

Thesearethelearningresourcesthatyoushoulduse:

Resourcedetails	Resourcetype	Available
Unitresources	Book Chapters of essential Text by Verkuyten (2014)Identity and cultural diversity: What social psychologycanteachus.Hove,UK: Routledge.	MyUnitReadings
AcademicArticles/Readings	VariousAuthors	ThroughMyUnitReadings

Otherresourcesandfurtherrecommendedresourcesare detailedinthisUnitOutlineinthe Learning guide and in our myMurdoch Learning.

8AcademicAdviceandStudentSupport

ContactyourTutorifyouhave...

Questionsaboutcontentcoveredintutorialsorpracticalsessions. Generalquestionsaboutcompletingassessments. Concernsaboutanotherstudentoryourlearningneeds. Positiveandconstructivefeedback.

ContactyourUnitCoordinatorifyouhave... Questionsaboutunitcontent,assessments,attendanceortutorialtimes. Questionsonmarkedassessments. Requestare-mark/reviewofamarkedassessment. Academicissueswithyourlearninginthisunit. Positiveandconstructivefeedback.

ContactyourAcademicChairifyouhave... Academicandassessmentissuesthathaventbeenadequatelyaddressedbythe Unit Coordinator. Academicissuesrelatingtoprogressionthroughyourdegree,withdrawalfromaunitor intermission. Positiveandconstructivefeedback.

ContactyourHeadofSchoolifyouhave... Academic,assessmentorotherissuesthathaventbeenadequatelyaddressedbyyour academic chair or you arent comfortable discussing with your Academic Chair. Formalrequestforre-mark/reviewinaccordancewithpolicyandprocedure,whereUnit Coordinator has not undertaken. Complaintsorappealsrelatingtoyourstudiesthathaventbeenadequatelyaddressed. Visit Complaints and Appeals for more advice. Positiveandconstructivefeedback.

Tofurtherescalateanappealorcomplaint,contactthe AssociateDeanLearningandTeaching and/or see Complaints and Appeals for formal appeals procedures.

STUDENT SUPPORT SERVICES:https://goto.murdoch.edu.au/supportservicesLEARNING AND STUDYSUPPORT:https://goto.murdoch.edu.au/learningstudyMYMURDOCH ADVICE:https://goto.murdoch.edu.au/mymurdochadviceCOMPLAINTSANDAPPEALS:https://goto.murdoch.edu.au/ComplaintsAppeals

8.1Learningguide

8.2Topic1

Culture,IdentityandCulturalDiversity

RequiredReadings

*Verkuyten,M.(2014).[textbook]Identityandculturaldiversity:Whatsocialpsychologycan teach us.Hove, UK: Routledge

Textbook:Ch1infull,andCh5pp.130-132.

Optionalreadings

Verkuyten,M.(2024).WeNeedThem,TheyNeedUs:PerceivedIndispensabilityand Intergroup Relations.Review of General Psychology,28(1), 67-80.

Bastian,B.,&Haslam,N.(2008).Immigrationfromtheperspectiveofhostsandimmigrants: Roles of psychological essentialism and social identity.Asian Journal of Social Psychology,11(2) 127-140.

Signorini,P.,Wiesemes,R.,&Murphy,R.(2009).Developingalternativeframeworksfor exploring intercultural learning: A critique of Hofstedes cultural difference model.

TeachinginHigherEducation,14(3),253-264.

Colvin, C., Volet S, & Fozdar, F. (2014). Local university students and intercultural interactions:Conceptualisingculture,seeingdiversityandexperiencinginteractions.Higher Education Research and Development,33(3), 440-455.

Triandis,H.C.(2002).SubjectiveCulture.OnlineReadingsinPsychologyandCulture,2(2). https://doi.org/10.9707/2307-0919.1021

Berry,J.W.(1992).Acculturationandadaptationinanewsociety.InternationalMigration,30, 69-69.

ReadingsforAssignment1arepostedonLMSinTopic1

Holliday,A.(1999).Smallcultures.AppliedLinguistics,20(2),237-264.

Introduction

Thereisnodoubtthathumanexperiencesarelinkedtothesocialcontextinwhich people live. Understanding the relationships between people and society, more specifically how people are transformed by society and reciprocally how they transform society, is important for effective functioning in everyday life. For years, social psychologists have been interested in these issues, more specifically:

• Howpeopleunderstandandconstructtheirsocialreality
• Howtheyfeelintheirenvironment
• Whatmotivatestheiractions
• Howandwhentheyacttogether
• Theconsequencesoftheseactions
• Howpeopleandgroupsinfluenceeachother
• Howpeopleandgroupsproduceknowledge,normsandartefacts

(Chryssochoou,2004,p.xvi).

Answers to these questions can be found, alternatively in theindividual cognitive processesusedbypeopletoorganisetheirexperience,inthesocialdynamicswithin groups, in thepositionsor status of people involved in interactions or in thesocial beliefs and relationsbetween groups.

Understanding the interplay between social thinking and socio-historical dynamics leads to the notion of culture as the product of these interactions. The view thatculture is a social constructionis somewhat reflected in Triandis (2002, p. 3):"It consistsofideasaboutwhathasworkedinthepastandthusisworthtransmittingto

futuregenerations"butprovidedthissharedperspectiveisunderstoodtobein continuous flux and evolution.

Numerous definitions of culture can be found in the literature. Some include behaviouronthegroundthatbehavioursareexpressionsofculture.Otherdefinitions stress the notions of common understanding, shared values and meanings of the world. Kroeber and Kluckhohns early definition is often cited.

Culture consists of explicit and implicit patterns, of and for behaviour acquired and transmitted by symbols, constituting the distinctive achievements ofhuman groups, including the embodiment in artefacts. The essential core of culture consists of traditional(i.e.,historicallyderived)andselectedideasandespeciallytheirattached values.Culturalsystemsmay ontheonehandbeconsideredasproductsofaction, on the other as conditioning elements of further action(1952, p. 181).

Please note that these definitions of culture are contested as they convey an impression of stability in shared values and understandings. The terms traditional, selected ideas and attached values reinforce this impression. Conceptualising cultureassociallyconstructedisintendedtoaddresstheissueofevolutionofvalues and patterns of behaviours, however the idea that cultures are distinct entities that can be identified and compared to others is contested.

Workingthroughthereadings

To get started, read Ch 1 of the textbook by Verkuyten (2014). This book was selected as a textbook for this unit as it provides a valuable social psychological perspective on issues related to cultural diversity, the nature of social identity and multiple identities, acculturation, group identification, intergroup relations, with immigration as a contextual backdrop. Please note that although many of the examples provided in this book are from studies conducted in the Netherlands (Verkuytens home country), the issues of identity/ies, globalisation and living togetherindiversesocietiesareuniversal,theinterestbeinginmoregeneralsocial psychological processes and how these relate to and fuel questions of identity and cultural diversity(p. 9).

Thepublisher(Routledge)pointstothesignificanceofVerkuytensbookasfollows:

Immigration increases cultural diversity and raises difficult questions of belonging, adaptation, and the unity of societies: questions of identity may be felt by people strugglingwiththebasicproblemofwhotheyareandwheretheyfitin,andalthough cultural diversity can enrich communities and societies it also sometimes leads to a new tribalism, which threatens democracy and social cohesion.

The publisheralso highlights how Verkuytenconsiders one of the most pernicious socialproblems:howconflictemergesfromperceivingothersasdifferentandalsothe roleof cultural diversity beliefs,suchasmulticulturalismandassimilation,and howthe book concludes by exploring productive ways of managing culturaldiversity.

Chapter1focusesonthequestforidentityandsolidarity.Afterintroducingthemain constructs, Verkuyten stresses a most important point to the readers:

The previous discussion might give the impression that identity, ethnicity, and community are concrete, real things that can be touched, looked at, and handled. But the on-going debate about national identity, as well as ethnic and racial identities, indicates that this is not the case at all. These identities are not set in stonetheyaresociallyconstructed.Conceptssuchasidentityandethnicityshould be used for thinking about forms and aspects of social relationships that are the outcome of never-ending social processes(p. 9-10).

Verkuytens emphasis on the socially constructed nature of identities is critical and shouldbekeptinmindwhenreadingotherworkthatmayplaydownthisaspect.For Verkuyten (p. 10), one should be cautious ofan ontology of the social world that assumes that ethnic groups are cultural groups and that people who belong to an ethnic group have the culture of that group. However, anthropologists have convincingly shown thatculture is not a very useful basis for the definition of ethnicity(Barth, 1959). An important reason is thatsuch a definition leads to a static and reified notion of culture.For example, the notion of multicultural

societyquicklyleadstotheideathatculturesareboundedentities,clear-cutwholes, clearly distinguishable from other entities that are linked to other groups. The consequence of this is that the differences and contrasts between groups are emphasised and that similarities and commonalities are neglected. Moreover, the similaritieswithingroups are easily exaggerated and differences are forgotten(p.

10).

Given identity and cultural diversity are such hot topics in todays world withpoliticians, opinion makers, commentators, stake-holders, journalists and writers express[ing] their views and opinions, either for or against diversity(p. 12), it becomes important, as stated by Verkuyten, not to add further voices to theavalanche of opinions, beliefs, and ideas [] expressed and spread in society like wildfire(p. 12) and instead to concentrate on research findings related to the complexandmulti-facetedquestionsofidentityandculturaldiversity,studiedfroma range of theoretical perspectives and disciplines. This is the approach adopted in this unit.

In hisbook, Verkuytentakes the perspective of the psychological citizen (see p. 13 andp.25),anddiscussessocialpsychologicalthinkingandresearch,thatisgeared towards a better understanding of multicultural societies(p. 25). This perspective is important as it means paying attention to the underlying theoretical principles and processes that are at stake (e.g. feelings of insecurity, threat, alienation and exclusion),ratherthanenteringpublicdebatesaboutresponsibilitiesandloyaltieson policy issues, and putting the blame on one another (p. 25-26). For Verkuyten, and also in this unit,it is important to take an analytical and theoretical approach one that examines how and why certain phenomena come about, in other words, understanding how social psychological knowledge can contribute to a better understanding of questions and problems related to identities and cultural diversity(p. 26).

Inamorerecentpublication,Verkuyten(2024)writes:

There is a very large literature on prejudicial attitudes in which low status minority outgroups and newcomers (i.e., immigrants) are perceived as being different, not fittingin,nottobelong,aburden,competitors,orthreateninganddangerous(p.67).

Verkuytenarguesfurtherthatwehavemuchtolearninfosteringpositiveintergroup relations stating, The alleged nature of the minority outgroup and their perceived negative impact on us is an important driver of prejudicial attitudes and forms of biased behavior in a range of intergroup settings (p.67).

NowreadtheBastian&Haslam(2008) articlefocusingontherolesofpsychological essentialism and social identity in hosts and immigrants perspectives on immigration.

The three inter-related studies reported in this article explore empirically in the Australian context, the implication of holding reified, essentialist beliefs - beliefs assumed to be associated with social identification and processes related to stereotyping, prejudice and intergroup perceptions. The findings of these studies haveimplicationsformulticulturalismandintegrationastheysupporttheviewthat

although the benefits of multiculturalism continue to be recognized, there is a growingrealizationthatthismustgohandinhandwithsuccessfulintegrationintothe host society and culture.The authors found thatessentialist beliefs [by immigrants] enhance a persons likelihood of marginalization or separation during the acculturation processbut also thatessentialist beliefs held by members of the host culture predict the degree of prejudice that immigrants are likely to experience upon arriving, affecting the ease with which they can integrate(p. 139). These findingsare important as they stress the criticality of addressing such problematic beliefs within both the host nation and immigrant groups.

Atthispoint,youmaywishtohavealookatthelastarticleforthistopic,byColvin, Volet & Fozdar (2014). This article illustrates the negative impact of essentialist beliefsaboutculturebyrevealingevidenceofarelationshipbetweenhowstudents conceptualise culture, see diversity and experience their initial intercultural interactions on campus.

Verkuyten(2014)alsoaddressestheimplicationofpsychologicalessentialismmore generally, on the development of identity and public policies, e.g. assimilation (see pp 130-132). Youmaywish to familiarise yourself with Verkuytens argumentbased on the empirical evidence provided.

You are now ready to examine critically Hofstedes research on dimensions of culture. The main reason for scrutinising Hofstedes research is that it is well known but also widely contested. For Hofstede, culture represents the collective programmingofthemindwhichdistinguishesthemembersofonegrouporcategory of people from another (1991, p. 5). The first part of Signorini, Wiesemes and Murphys (2009) article outlines Hofstedes cultural differences model, and the second part its limitations.

For years, cross-cultural psychologists have been interested in how culture can explain psychological and behavioural differences among people and societies, and what psychological functioning and human behaviours are universal or culture specific. Based on a number of large-scale studies (surveying over 70 countries), Hofstede identified four clusters of values (or dimensions) that distinguished countriesfromeachother:Powerdistance,individualismvscollectivism,masculinity vs femininity, and uncertainty avoidance. Two more dimensions were added later, based on data from 93 countries: Long-term orientation (work by Michael Bond and MichaelMinkov),andindulgencevsrestraint(workbyMichaelMinkov).Thecountry scores,obtainedusingHofstedesinstrument,havebeenfoundtobecorrelatedwith a range of measures from the corresponding country, such as income inequality, national wealth, and even school results in international comparisons.

Research on cultural dimensions (such as Hofstedes - but also others, such as Trompenaars,HallandSchwartz)hasbeenwidelycriticisedonthegroundsthatitoversimplifies cultural differences, underestimatesthe importance ofwithin-

group differences, leads to theequating of culture to nation, and to the stereotyping of nations and groups. This research is also viewed as problematic since it creates an impression that worldviews, values and behavioural characteristicsarestatic,donotvaryacrosscontextsanddonotchangeovertime.

Theessentialistview of culture that emerges from much of this literature is problematic. Although cultural regularities, as the product of cultural-historical practicescannotbeignored,itisessentialtoavoidconsideringculturesasstaticand homogeneous. Furthermore, it is well documented thatvariations within culturesare often greater than between culture differences. As people are exposed to multicultural influences, cultural borders are becoming more fluid and individuals in multicultural societies around the world are becoming increasingly multicultural themselves.

Consequently, when you read cross-cultural psychology literature, especially empirical work, please beware of research that uses aculture-label approachto test the universality of thoughts and behaviours - simply comparing countries or ethnic groups. As mentioned above, this approach has been criticised, even from within the field of cross-cultural psychology. Addressing the problem by identifying and measuring the aspects or dimensions of the target culture assumed to be responsible for variations has been attempted. For cultural psychologists, this approachremainsproblematicsinceitdoesnottreatcultureasasocialprocessora social system.

In the third part of their article, Signorini, Wiesemes & Murphy argue that Hofstedes model of culture based on immutable concepts such as nationality or other regional geopoliticalconstructs(p.262)isinadequatetounderstandstudentsexperiencesin internationally diverse settings. After reviewing the limitations of Hofstedes model in relation to the field of higher education, the authors make a case for the value of investigating themicro-culturesof specific educational settings which they call small models. The importance of micro-cultures or small models will be explored in the next topic (Holliday, 1999).

References(discussedintextaboveforTopic1):

Barth,F.(1969).Introduction.InBarth,F.(Ed.).Ethnicgroupsandboundaries:The social organization of cultural difference. London: Allen & Unwin.

Chryssochoou,X.(2004).Culturaldiversity:Itssocialpsychology.Malden:Blackwell Publishing.

Hofstede,G.(1991).Culturesandorganizations:Softwareofthemind.NewYork: McGraw-Hill.

Kroeber,A.L.,and Kluckhohn,C.(1952).Culture:acriticalreviewofconceptsand definitions Papers. Peabody Museum of Archaeology & Ethnology, Harvard University, Vol 47(1), 1952, viii, 223.

Nolan, R. W. (1999). Encountering difference. InCommunicating and adapting acrosscultures.Livingandworkingintheglobalvillage(pp.21-32).Westport, CT: Greenwood Publishing Group, Inc.

• Topic1Keyconcepts

• Thenature,functionandsignificanceofculture
• Cultureasasocialconstruction
• Identitiesassocially
• Oversimplificationofculturaldifferencesandunderestimationofwithin-group differences
• Problemofequatingculturetonation
• Problemswithessentialist,staticandreifiedviewsofculture

• Questionsforreflection

1. Whatismeantbydefiningcultureassociallyconstructed,flexibleandchanging? Discuss two implications for teaching, learning or working in culturally diverse

2. Why,accordingtoVerkuyten(p.12),isitimportanttobasediscussiononidentity and cultural diversity on research findings, rather than on opinions, and personal views about who may be responsible when problems emerge? Explain and give an example to support your point.

Topic2

8.3Aboutculture,acculturation,andinterculturalinteractions

• RequiredReadings

Holliday,A.(1999).Smallcultures.AppliedLinguistics,20(2),237-264.

Berry,J.(2005).Acculturation:Livingsuccessfullyintwocultures.International Journal of Intercultural Relations, 29,597-712.

Karim, S. (2021). Acculturation in a globalised world: implications for theory and educationalpolicyandpractice.InternationalJournalofComparativeEducation and Development,23(1), 44-58.

Optionalreadings

Harwood,J.(2020).Socialidentitytheory.TheInternationalEncyclopediaofMedia Psychology, 1-7.

VanOord,L.(2008).Afterculture:Intergroupencountersineducation.Journalof Research in International Education,7(2), 131-147.

Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students' multiple worlds: Negotiatingtheboundariesoffamily,peer,andschoolcultures.Anthropology& Education Quarterly,22(3), 224-250.

Gan,A.(2009).ChinesestudentsadjustmenttotheInternationalBaccalaureate Diploma Programme: Experiences of an Australian high school.Journal of Research in International Education,8(3), 283-304.

Kimmel, K., & Volet, S. (2012). Understanding motivation, engagement and experiences of intercultural interactions at university: A person-in-multiple contextsperspective.Europeanjournalofpsychologyofeducation,27,227- 245.

Colvin,C.,Fozdar,F.,&Volet,S.(2015).Interculturalinteractionsofmono-cultural, mono-lingual local students in small group learning activities: A Bourdieusian analysis.British Journal of Sociology of Education,36(3), 414-433.

• Introduction

In this topic you are invited to continue reflecting on the notion of culture, and the implicationsofendorsingeitheralargecultureconceptualisation(thedefaultnotion, referring to ethnic, national or international entities) or alternatively a small culture conceptualisation.

ThefirstarticlebyHollidayelaboratesonthisdistinctionandisthekey,core conceptual reading for this topic.

Thenexttwoarticlestakealargecultureperspectivebutaddresstheirtargetissues fromasocialconstructivistorsocialidentityperspective.Berry(2005)focusesonthe process of acculturation and examines how during acculturation individuals and groups engage in intercultural contact, how this may produce conflict, and what acculturationstrategiesmayachieveadaptiveoutcomesforall(individual,groupand societal level). In turn, Van Oord (2008) explores how social identity theory can explain the dynamic of intercultural encounters more effectively than modelsfocusing on cultural difference (such as Hofstedes).

Theotherfourarticlesalltakeasmallcultureperspective.Theyexamineinturnthe challengesofnegotiatingtheboundariesoffamily,peerandschoolcultures(Phelan, Davidson & Cao, 1991), the importance of questioning ones own preconceived ideas about the fixed characteristics of learners from different cultural backgrounds (Gan, 2009), and the criticality of interpreting intercultural experiences as emerging and evolving within and across complex and multiple activity systems (Kimmel & Volet,2012) andas co-shaped bya combination ofpersonaldispositions asmultiple structural and contextual elements (Colvin, Fozdar & Volet, 2015).

In their conclusion, Holliday argues thatthe small culture approach is most appropriate for a world which is increasingly multi-cultural at every level. On theother hand, it is the only way to illuminate full inter-cultural complexity in any world(p.260).Thisisillustratedinthefourarticlesfromasmallcultureperspective,which all aim at understanding and interpreting intercultural interactions and processes in context.

Workingthroughthereadings

Thefirst,keyarticleforthistopicisbyHolliday(1999).Inthisarticle,Hollidayargues for the need to distinguishtwo paradigms of culture, which he examines in the context of applied linguistics, but which equally applies to the field of international and intercultural education. For Holliday, the notion of large culture signifies ethnic, national or international whereas small culture signifies any cohesive social grouping. Holliday makes a convincing case for the need to liberate culture from notions of ethnicity and nation and from the perceptual dangers they carry with them (p. 237).

Hollidays elaboration of these two paradigms is not only helpful to understand the criticisms of Hofstedes work on national cultural dimensions but also lead to a (shared)appreciationthatcultureisasociallyconstructedactivitysysteminconstant motion, i.e. a process of making and remaking (p. 247).

More generally as you read on in this unit, keep in mind Hollidays distinction between large culture and small culture. You will find the small culture paradigm as a useful critical heuristic model to help understand cohesive behaviour (p. 253), alongside any small culture also representing a real social phenomenon (p. 255). So make sure you fully understand these two paradigms of culture, and their implicationsforunderstandingissues relatedtoculturaldiversityinteaching,learning and working.

Thenexttwoarticlesadoptalargecultureperspective-albeitfromasocial constructivist or social identity perspective.

For Berry (2005),diversity is a fact of contemporary life; whether it is the spice of lifeorthemainirritant,isprobablythecentralquestionthatconfrontsusall,citizens and social scientist alike(p. 711). In his article, Berry presents a multi-dimensional conceptual approach to acculturation strategies, which takes three dimensions into account: maintenance of cultural heritage and identity, relationships sought among groups, and the power to decide on how acculturation will take place. For Berry, this approach is novel not only because it questions the traditional uni-dimensional conceptualisation of acculturation based on an assimilationist or melting pot conception of the goal of acculturation, but also because it takes into account the ideologies and policies of the dominant group as well as the preferences of non- dominantpeoples.AnimportantcontributionofBerrysapproachistheconsideration

oflargegroupandindividualdifferencesinhowpeople(inbothgroupsincontact)go about their acculturation (integration, assimilation, separation and marginalisation strategies).

Inarecentreview,Karim(2021)discussesBerrysapproachinareviewof research on acculturation, by identifying the gaps, and discussing a possible way forward for educational policy and practice in the globalised world. Karim (2021) also critiques and synthesises the published text on acculturation and education in the era of globalisation.

The article by Van Oord (2005) questions the usefulness of models focusing on cultural difference (such as Hofstede) since leading to anticipation of fundamentally problematic cross-cultural encounters. Instead,social identity theoryis proposed toexplainthedynamicsofsuchencounters.VanOordsuggestsperhapsweshould wisely decide to not drag the culture concept into the analysis of such a situation[problematic interpersonal encounters], since it tends to emphasise the somewhat deterministic faith that differences exist and are fundamental, perhaps even unchangeable. Instead, and consistent with IB World Schools, which have signed up for educating for a more peaceful world, he calls on national and international educationalinstitutionstocapitaliseontheirstudentandstaffdiversitybybecoming active practice ground for intergroup encounters.

Van Oord also claims that there are problems with the fashionable intercultural and international labels attached to schools ethos and learning outcomes. For him, the shift from international understanding towards intercultural understanding as an educational aim for international schools may confuse more than to enlighten (p. 143). This is because, according to the author, as soon as human differences are labelled as cultural or racial, or ethnic, we accept that these differences are, in one way or another, fundamental differences (p. 144). Van Oord suggests that interactions between groups may be tackled at a broader level using existing psychologicalframeworksformanagingintergrouprelations.Socialidentitytheory is mobilised as a useful non-essentialist approachto the formation of ingroup and outgroup situations since it avoids applying cultural labels to difference.

Furthermore,VanOordpromotesrecentinterpretationsofthecontact-hypothesis, whichhighlightfournecessaryconditionsforproductiveintergroupinteractions.The author assumes that this approach can avoid issues such as essentialism and stereotyping that may arise when labelling groups along cultural lines. A few

practicalsuggestionstocreateoptimalcontactsituationsthroughclassroom-based and extra-academic activities are proposed.

In addition, Harwood (2020) providesanimportantdiscussion on social identity theoryandintergroupdiscrimination,self-categorizationtheoryandhowgroups respond to marginalization.

Allthefollowingarticlesadoptasmallcultureperspective.

The first article by Phelan, Davidson & Cao (1991) explores how childrennegotiate the boundaries of family, peer and school cultures in multicultural educational settings. This paper presents a generic model of the interrelationships between students family, peer and school worlds. An empirical study illustrates different patterns of transitions between these worlds, some representing smooth, others managed,hazardous,or insurmountabletransitions.Thegenericnatureofthemodel makes it applicable to other groups and environments, for example international or exchange students, refugees, new migrants or expatriates trying to negotiate the boundaries of unfamiliar education or workplace environments in a foreign country.

The model also provides a useful conceptual framework for those who have a responsibilityforhelpingnewstudents,migrants,orworkerssuccessfullyengagein and navigate unfamiliar worlds.

The second article with a small culture focus is Gans (2009) analysis of the views of unaccompanied Chinese mainland students undertaking an International Baccalaureate Diploma Program in Australia. The students offered varied perspectivesonthecurriculumandtheirinitialexperiencesofcultureshock,aswell asoutliningsuccessfulstrategiesthathelpedthemmakesenseoftheirnewlearning environment. Of particular interest in this paper is the authors critique of existingWestern stereotypesthat frame Chinese students as being passive, non-critical, rote learners (p. 284). Consider your own views of different learning styles and whetheryoutendtoattributethesetoaparticularculture.Canyouthinkofexamples from your own life experience that support Gans assertion that cultural attitudes towards educationdefy easy explanation as their definition lies within fluid social and cultural contexts (p. 285)?

The third article by Kimmel and Volet (2012) provides further support for the importanceoffocusingon the smallculture or local social contexts that individuals participate in. The authors provide empirical support for their claim that students intercultural experiences need to be understood as evolving and complex interrelationsbetweenindividualsandtheirsurroundings,conceptualisedasactivity systems. Like Phelan et al (1991), this study uses a person in multiple contexts perspective.

Finally, the last article by Colvin, Fozdar and Volet (2015), also from a small culture perspective, scrutinises how intercultural interactions are co-shaped by multiple co- existing, interdependent and often competing structuraland contextual elements, as well as the personal dispositions that students bring to the classroom. The Bourdieusian analysis adopted in this study, revealed howthe field tends to privilege the capital held by local students (knowledge of small group work, verbal confidence,language),andimposesstructurallimitsoninteractions.Thefindingsof this study raise important implications for educators from school to university, and more broadly for the workplace and the community.

• Topic2Keyconcepts
• Largecultureandsmallculture
• Acculturation,acculturationstrategies
• Socialidentitytheoryasusefulnon-essentialistapproachtounderstand ingroup and outgroup situations
• Negotiatingtheboundariesofsmallculture/worlds
• Interculturalexperiencesasevolving,complexinterrelationsinactivity systems
• Interculturalinteractionsasco-shapedbypersonaldispositionsandmultiple contextual elements

• Questionsforreflection

1. Consider a real-life challenging social situation (in an educational or work setting) that is likely to be interpreted from a large culture perspective. Explainwithreferencetotheliteraturehowasmallcultureperspectivemay lead to an alternative interpretation and what could be the implications.

2. Like Bastian & Haslam, Van Oord claims that essentialism and labelling groupsalongculturallinesshouldbeHowconsistentarethese authors in their argumentation?

Topic3

8.4Aboutsocialidentityandthenegotiationof multiple identities

RequiredReadings

*Verkuyten,M.(2014).[textbook]Identityandculturaldiversity:Whatsocial psychology can teach us.Hove, UK: Routledge.

Textbook:Ch2inparticularpp.28-41&58-66.AlsoCh4pp.102-112.

Optionalreadings

Cassim,S.,Stolte,O.,&Hodgetts,D.(2020).Migrantsstraddlingthehereand there: Explorations of habitus and hybrid identities among Sri Lankan migrants in New Zealand.Journal of Community & Applied Social Psychology,30(2), 185-198.

Killick, D. (2012). Seeing-ourselves-in-the-world: Developing global citizenship throughinternationalmobilityandcampuscommunity.Journalofstudiesin international education,16(4), 372-389.

Moore,A.M.,&Barker,G.G.(2012).Confusedormulticultural:Thirdculture individuals cultural identity.International Journal of Intercultural Relations,36(4), 553-562.

Liu,S.(2011).ActingAustralianandbeingChinese:IntegrationofethnicChinese businesspeople.International Journal of Intercultural Relations,35(4), 406- 415.

Hotta, J., & Ting-Toomey, S. (2013). Intercultural adjustment and friendship dialecticsininternationalstudents:Aqualitativestudy.InternationalJournalof Intercultural Relations,37(5), 550-566.

Hall, S. (1996). Minimal selves. In H.A.Baker, M. Diawara & R.H.Lindeborg (eds.)BlackBritishCulturalStudies:AReader(pp.114-119).Chicago:Universityof Chicago Press.

Sias,P.M.,Drzewiecka,J.A.,Meares,M.,Bent,R.,Konomi,Y.,Ortega,M.,& White, C. (2008). Intercultural friendship development.Communication reports,21(1), 1-13.

• Introduction

This topic focuses on identity, and especially the nature and function of social identities in our everyday lives. For Verkuyten,identity as a social phenomenon what one is socially or what one is to others should not be confused with ones sense of identity what one is to one self. Yet, as a social phenomenon identity referstosocialconstructions,tothewayinwhichclassificationsaresociallycreated and provided with shared meanings, and these meanings become subjectively relevant when social identities are salient. With social memberships, you arebound and connected to others, and you temporarily ignore part of your uniqueness and individuality [] Furthermore, with social identities what others think and say is critical, and your personal claim to a particular social identity must be lived up to in

interactionsandrelationshipswithothers(p.33).

The role of individuals'social identity- i.e. how people think about and process information about themselves and others - on intergroup interactions is examined. Social identity deals with the significance of attributions, stereotypes and discrimination, whether positive or negative.How stereotypes develop and their impact on intergroup and interpersonal interactions is given special attention. This perspectivehighlightsthesignificanceofcognitivedimensions(beliefs,perceptions) in cross-cultural encounters.

This topic also examines the concept of self as a cultural being and the value of promoting global citizenship in teachers and students. The importance of cultural identityisfurtherscrutinisedinthirdculturepeople -definedasindividualswhohave livedoutsidetheircountryofpermanentresidenceduringtheirdevelopmentalyears. Their ability to shift between different cultural identities shares some similarity with the integration process reported by Australians with a hybridised identity, with evidence of combined elements of both host and home cultures, which did not compete but involved continuous negotiations.

The notion of shifting between different cultural identities is explored by Cassim, Stolte and Hodgetts (2018), who explore the complex, fluid and hybrid cultural identities of migrant communities. Cassim et al (2018) argue that a migrant's sense ofbelonginginanewcountryissomethingthatneedstobecontinuouslynegotiated, may not fit into neat categories, and may never be complete. Migrants can move back and forth between the different acculturation strategies, and may occupy more than one strategy at a time, depending on the context (p.186).

Across empirical studies related to social identity, the criticality of negotiation processes is highlighted. This includes international students experiences of grappling with challenging intercultural adjustment and friendship dialectics, and the realisationofculturalidentityasafluidconstructthatevolvesacrossspace,timeand context.

Workingthroughthereadings

You may wish to start this topic by reflecting on who you think you are. To help you with this, it is suggested you complete the Twenty Statements Test developed by KuhnandMcPartlandin1954,mentionedonp.29ofthetextbook.Thetestrequires you to write twenty answers to the simple questionWho am I? As you do this, just remember the answers are strictly for your eyes, not for somebody else.

Now, read Ch 2 of the textbook on the topic of identity a core conceptual reading forthistopic.Thischapterwillgiveyouanopportunitytoreflectnotonlyonwhoyou are and the numerous categories and groups to which we could classify yourself to reflect your personal identity but also address the questions of what you are and how you are, as well as the notion of social identity, which includes others and socially meaningful characteristics.

Keyideaselaboratedinthischapterarehowsocialidentitiesaresociallyconstructed and therefore neither inevitable nor fixed(p. 37), how subjective is the senseofsocialidentityandtherelationshipwiththephenomenonofstereotyping(p. 40), and the meaning of social identities, as providing us with a place in the world.

ForVerkuyten,groupdistinctivenessisanintrinsicaspectofsocialidentity.Without it there is no clear social identity. Without it there is no clear social identity and therefore few possibilities to satisfy fundamental human needs. Distinctiveness is a prerequisite forsocial identities to provide a sense of grip, meaningfulness, belonging and esteem(p. 59).

Eachproductofpositiverecognitionofsocialidentityisdiscussedinturn,alongside the problems generated by denial, at both individual or group level. Reflect on how denial of recognition can jeopardise an individual or groups positive sense of grip a sense of being able to act upon the world, and what educational practices might contribute to this. Also reflect upon how social exclusion can hurt individuals and groups, and the impact this can have on their willingness to adapt and make a

contribution. Such experiences are reminiscent of Berrys model of various acculturationstrategiesandoutcomesdiscussedinTopic2andtouchedupononp. 102-107.

The importance of psychological integration similar to Berrys (2005) model - is discussed further on pp. 105-107, leading to the notion of multiple identities, a phenomenonthat concerns everyone (e.g.being a teacher,a father,an Australianat the same time), but also dual identities, which in acculturation theory refers topotentially competing ethnic and national identities(p. 108) typical of immigrants. This issue, addressed on pp. 108-113, must be fully understood by educators of multicultural classes, and more generally anyone living or working in a multicultural community. All the articles included in this topic address this issue, but each with a focusonadifferentgroupandcontext,e.g.undergraduatestudents(Killick),Chinese business people (Liu), individuals who lived outside their passport country during their developmental years (Moore & Barker), and migrants (Hall).

The first of these articles considers the transformative experiences taking place through cultural engagement, which lead to seeing-ourselves-in-the-world and the development ofglobal citizenship (Killick, 2011). This article second core reading for this topic - explores this idea in regard to undergraduate students participating in international mobility activities but note that the same idea is addressed in the literature focused on university teachers (e.g. Smith, 2009; Colon- Muniz, SooHoo & Brignoni, 2010 both articles available electronically under SpecialInterestResources).Thisliteratureisamust-readfortertiaryeducatorswith culturally diverse classes (and teaching students from cultural-educational backgrounds different from their own), because it forces reflection on theself as a cultural being, with major implications for being anintercultural educatorand designing appropriate pedagogical practices. Despite the applied focus on higher education, these two articles are relevant to everyone.

The next paper (Moore & Barker, 2012) should be of interest to everyone. It examines thecultural identity of the growing number of third culture individuals(TCIs). TCIs are people who spent a large part of their developmental years outside their country of residence and therefore outside their parents culture. Based on the literature, what makes the intercultural experiences of TCIs unique is that they move between cultures before they have had the opportunity to complete the critical task of personal and cultural identity development (Pollock & Van Reken, 2009). They blend their home culture with the host culture(s), thus becoming truly multicultural and achieving what hasbeen labelled a third culture (Moore & Barker, p.554).MooreandBarkerdiscusshowTCIsinterculturalexperiencesinfluencetheir

sense of belonging and identity, as well as the development of intercultural competence.Basedonthefindingsofanempiricalstudy,theauthorsconcludethathaving a cultural identity and a sense of belonging to a culture are not necessarilyoneandthesame,sincesomeTCIsseemtobeabletoshiftbetween different cultural identities without feeling a sense of belonging to any of them.

At this point, you should go back to the Killick article to consider how students who arenotTCIscanbepreparedforrecognisingOthernessinall[they]mayengage with and in [themselves] (Killick, p. 372).

The next paper by Liu (2011) examines the fascinating integration process (one of Berrysacculturationstrategy)ofagroupofChinesebusinesspeopleinAustralia,as theyshift between different cultural identitiesto run their ethnic businesses in Australia (i.e. as they integrate what they saw as their heritage cultural values and the Australian way). The empirical study revealed how these peoples integration into the host culture (Australia) and identity negotiation wasa dynamic process rather than an end product(p. 411). There was evidence of ahybridized identity of Chinese Australianthat combined elements of both host and home cultures, an identity that wasrelatively stable in value content (usually heritage cultural values) but varied in salience content depending on the context of social interaction(p.

411).In other words, theirmultiple selves were not competingselves, but involvedcontinuous and sometimes contested negotiations that [would] forever be in progress as an immigrant grapples with his/her place in the larger structures of the society,cultureandpolitics,leadingLiutoconcludethatculturesmergeintoone another during interactions; the same is true with identities(p. 411).

Note: Lius findings are consistent with Ting-Toomeys (2005) identity negotiation theory, which posits that identities have both value and salience content,andthatidentityconstruction(hybridisedorotherwise),whencrossing cultural boundaries, is the product of social interactions, negotiated within personal and social constraints.(Reference: Ting-Toomey,S. (2005). Identity negotiation theory: Crossing cultural boundaries. In W. B. Gudykunst (Ed.),Theorizing about interculturalcommunication (pp. 211-233). Thousand Oaks, CA: Sage).

The following article by Hotta and Ting-Toomey (2013) uses identity negotiation theorytoexploretheinterculturaladjustmentandfriendshipdialecticsofinternational studentslivedexperiences.Basedonstudentsnarratives,importantidentity-change adjustment processes and friendship development patterns are revealed, including feeling visible versus invisible, communication openness versus closedness and

feeling like a guest versus feeling like an alien. These findings are important as they highlight the studentsintercultural adjustment uphill-downhill-and uphill resilient journey and the critical role that friendship plays in their identity navigation process. Inturn,theyalertinternationaleducatorsandserviceproviderstothepervasiveness of perceived cultural insensitivity and discrimination, despite attempts to promote appreciationfordiversityandincreasedinteractionofinternationalstudentswithU.S. domestic students(p. 563).

The last paper by Hall (1997) is written from a cultural studies perspective rather thanasocialpsychologyperspective.Culturalstudiesconsiderthepowerstructures underpinning intercultural interactions, and ironically prefer to theorise in terms ofidentityanddifferencerather than using the word that features in the title of their perspective:culture.In this chapter, Hall argues that as societies become more multicultural, people who formally identified with a singular national identity are starting to feel fragmented as they adjust to becoming one of many ethnicities that make up increasingly multicultural nations such as the UK, Australia and America.

Hall suggests that his migrant experience had prepared him for a world where cultural and national borders are fluid, and where ethnic and national identities diverge.Trynottogettooboggeddowninthetheoreticaljargonhere justfocuson Halls reflections on his journey from Jamaica to England and his personal experience of identity. We will come back to the notion of individuals multiple identities and the related concept of third culture people, later in this unit.

ItisinterestingtoponderHallspremisethathehadtolearnto beanimmigrantand todiscoverthathewasblack(p.116).Thischapterremindsusthatculturallabels are contextual and are usually ascribed only when one is different to the majority.

Althoughthepaperiswellovertenyearsold,thenotionthat culturalidentityisafluid construct that can change over space, time and context is very relevant in increasinglyglobalsettings.Oneisnotalways(oronly)amigrant,atourist,alocal,a student, a teacher etc In Halls case he was not always black. Hall speaks of a politics of articulation (p. 118), which means that different aspects of identity are important and meaningful in different settings. This perspective is important to keep in mind when attempting to understand the complexity underpinning cross-cultural interaction.

As you conclude your readings for this topic, you may wish to go back to your answerstotheTwentyStatementsTest,andconsiderhowyoumightanswernow, following your extensive readingson thenotions of social identity,multiple identities and their importance in everyday life.

• Topic3Keyconcepts
• Personalidentity,socialidentityandculturalidentity
• Nature,roleandexperienceofsocialidentity
• Negotiationofmultipleidentities,hybridisedidentities
• Globalcitizenship
• RecognisingOthernessinothersandtheself
• Culturalandinterculturaladjustmentsofnewcomersandhosts
• Culturalidentityofthirdcultureindividuals

• Questionsfor

1. Inyouropinionhowdoesfriendshipplayaroleintheidentitynavigation process and intercultural adjustmentof international students, transnational teachers or students, or new migrants?

2. Verkuyten writesas a social phenomenon identity refers to social constructions, to the way in which classifications are socially created and provided with shared meanings, and these meanings become subjectively relevantwhensocialidentitiesare(p.33)Explainyourunderstanding of this statement in the context of cultural diversity.

3. Read Verkuytens discussion on personal, social and cultural identity (pp 34- 38). How would you describe your personal identity, social identity and culturalidentity?HowdoesthisimpactonyouridentityasaLearner,Teacher or Manager in a community setting?

• Topic4

8.7Impactofsocialcategorisationprocesseson interculturalcommunicationandinteractions

ReadingsEssential

Doherty, C.,Mu,L., &Shield,P. (2009).Planningmobile futures: The border artistry ofInternationalBaccalaureateDiplomachoosers.BritishJournalofSociology of Education,30(6), 757-771.

Garcia?Prieto,P.,Bellard,E.,&Schneider,S.C.(2003).Experiencingdiversity, conflict, and emotions in teams.Applied psychology,52(3), 413-440.

Verkuyten,M.,Yogeeswaran,K.,&Adelman,L.(2020).Thenegativeimplicationsof being tolerated: Tolerance from the targets perspective.Perspectives on Psychological Science,15(3), 544-561.

Optionalreadings

Ward,C.,Bochner,S.,&Furnham,A.(2001).SocialIdentificationtheories.InThe Psychology of Culture Shock(2nded., pp. 98-121). Hove, East Sussex: Routledge.

Liu,Y.,&Hannafin,R.D.(2010).Exploringstudentidentityinaninterculturalweb- assisted scientific inquiry project.Journal of Research in International Education,9(2), 124-140.

Summers,M.,&Volet,S.(2008).Studentsattitudestowardsculturallymixedgroups on international campuses: impact of participation in diverse and non?diverse groups.Studies in higher education,33(4), 357-370.

• Introduction

Thistopicexaminescriticalissuesrelatedtorelationshipdevelopment,inparticular, how social categorisation processes affect intercultural communication and

interactions, and in turn the journey towardsbetter integrated communities. Wealso beginadiscussiononthenotionoftoleranceandtheimplicationsofbeingtolerated.

AtthebackofWard, BochnerandFurnhams(2001)book,itisarguedthat"crossing cultures can be a stimulating and rewarding adventure" but also"a stressful and bewilderingexperience".Thistopicexamineswhypeopleexperiencestressincross- cultural interactions, and howculture learningmay hopefully turn socio-emotional challenges into rewarding experiences. It also unveils how in team work situations (likeothersocialcontexts)diversityisasubjectiveexperienceofsocialcategoriesto which members feel they belong(Garcia-Prieto, Bellard & Schneider, p. 413) and the implications for emotional responses during conflict situations.

Ward et al argued,"thehidden language of interpersonal interactionis a major source of cross-cultural misunderstanding and friction"(2001, p. 69). Psychological processes and strategies aimed at avoiding intercultural conflict can however assist toovercomethosebarriers.Effectivecommunicationandinteractionsrelyonshared understandingand a synchronisation of performance, and a commitment to reciprocal understanding is a prerequisite in this regard.

An important aim of this topic, therefore, is to unveil the nature of the hidden languageandthenegativeemotionsasbarrierstoeffectivecommunicationand interpersonal interactions, and to examine research that proposes ways of preventing misunderstandings and addressing frictions.

In principle, a meeting between people from different backgrounds should be no different from any other social encounter. Yet, individuals bring their own preconceived ideas about culturally appropriate ways to communicate, and these expectations vary based on the social practices valued in the home context and reinforcedthroughsocialisation.Differencescanrefer,forexample,topoliteusagein verbal and non-verbal communication, rules and conventions and ways of resolving conflict. In interpersonal interactions, differences in expectations can lead to misunderstandings and frictions.

Note: To explore how conflict resolution styles are also culturally contextualised, you may wish to read the article by Hammer (2005), (full reference available at the end of this Learning Guide, under Special Interest Resources, section Higher Education). The author discusses howsome peopletendtoexpresstheirdisagreementstooneanotherdirectlywhileotherscommunicatemoreindirectlytheirthoughts;someindividualsaremore emotionally expressive and some more emotionally restrainedcommunicatinghowtheyfeeltowardoneanotheraroundconflictualissues(p. 680). Hammers four-quadrant intercultural conflict resolution style model, based on high/low levels of directedness and emotional expressiveness presents helpful practical implications. Caution should be exercised in interpretation, given the grounding of this research in a large culture perspective.

Workingthroughthereadings

ThefirstreadingbyWard,FurnhamandBochner(2001)isthekeyconceptualpaper forthistopic. It provides anoverview ofsocialidentificationtheories,andelaboration on a number of psychological processes related to acculturation processes and social interactions. It deals with thesignificance of group membership for individual identity,therole of social categorisation and social comparison for self-esteem, the processes leading to in-group favouritism and out-group derogation, the development of attributions and stereotypes, and how prejudices arise.While this chapter is useful to explain issues pertaining to cultural identity and intergroup relations, please note that many empirical studies mentioned in this chapter are from a large culture perspective (comparing ethnic groups) thus may present a risk of stereotyping.

As you read this chapter, take time to jot down some notes about each of the key psychological processes, their meaning and origin, the mental mechanisms that are involved, their development as well as what can inhibit it, and their implications in varioussituations.Youmayaddsomeexamplesfromyourownexperienceandfrom other readings. The aim is to get a good understanding of how these psychological processes operate and affect individual and group interactions when teaching, learning, working and living in culturally diverse environments.

Note:To follow up on the key issue of stereotyping, you may wish to consult Guirdham (1999)(Reference: Guirdham, M. (1999). Barriers to communicating across cultures. In Communicating across cultures (pp. 161-165). London: MacMillanPress).Thispaperaddressesthenatureandpowerofstereotypesin cross-cultural communication, and the potentialimpact of stereotypes in distorting intergroup communication. Note that any social psychology textbook would also elaborate on the issue of stereotyping. As you clarify your conceptual understanding, you should think of some examples from your

experience-positiveaswellasnegative -andperhapsexamplesofwhereone party oralternatively both partiesappeared to have stereotypesofeachother - and how it affected the communication.Please note the importance ofconfronting one's own prejudicesfor intercultural development.

The next article by Liu and Hannafin (2010) explores various forms of cross-cultural communication. The authors report an empirical study comparing how Chinese and American students managed intercultural activities in a collaborative online scientific project.ThatstudyusedGees(2001)identitytheory,whichconceptualisesidentity as the way an individual isviewed or recognised by othersin a certain context (2010, p. 126), in order to track the effects (if any) the interaction had on each groupsviewoftheother.DataanalysiswasconductedbasedonGeespremisethat each persons identity is made up of four components:nature, affinity, discourse and institution.(Reference:Gee, J.P. (2001). Identity as an analytic lens for research in education.Review of Research in Education, 25,99-125).

After reading Liu and Hannafins study and its conclusion, you should consider how the limitations of this study might affect the validity of the findings. To what extent do you think the article offers insight into the communication differences between ChineseandAmericanstudentsandifso,inwhatways?Towhatextentdoyouthink that this article is effective in dispelling cultural stereotypes?

Wardetal(2001)usethetermspiralofmiscommunications(p.53),todescribe the vicious circle of misunderstanding that can take place in cross-cultural interactions. Based on communication theory, they state:

There are various ways of conceptualising troublesome social interactions. An early approach (Argyle, 1982; Bochner, 1982) wasto regardunsuccessful social episodes as instances of failed verbal and non-verbal communication. This idea stillpermeates much current research and theorising, particularly with respect to cross- cultural interactions, and is supported by the core finding that a major problem in suchencountersistheinaccurateexchangeofinformationandaffect.Fromthepoint of view of the sender,the intended messagesmay not have reached the receiver, or if they did, they were incomplete, garbled or distorted. From the point of view of the receiver, the messages may have been difficult to interpret, were ambiguous and, in more extreme cases, offensive. And since receivers are also senders, the spiral of miscommunications can quickly accelerate into a vicious circle of misunderstanding (p. 53).

Consider this notion as you read the study by Summers and Volet (2008), which investigated the attitudes towards culturally mixed group work of Australian undergraduatestudentsenrolledinanBusinesscourse.Studentswereinvolvedina semester-long group project where they were able to self-select into teams. Since 92% of the international students, and 33% of the local students in that study were multilingual, the authors examined how being mono or multilingual played out in students evolving attitudes over a semester.

The study revealed that overall, students who completed their assignment in a culturally mixed group did not change their attitude over the duration of the assignment but those who completed it in a non-mixed group displayed attitudes towards mixing that were significantly more negative at the end than at the beginning. Of concern was the finding that multilingual members in non-mixed groupsdisplayedsignificantlylowerpost-taskscoresrelativetotheirpre-taskscores, suggesting that a single experience in a homogenous group may have a negative impact on attitude. Pay particular attention to the Discussion section of this article, because it outlines attitudinal trends that are concerning if the aim of university is to prepare students for work in aninternationalisingenvironment where multinational and multicultural teamwork is common and necessary. In their discussion, Summers and Volet express the view that,

The observed comparisons of students pre- and post-task appraisals of mixed group work give cause for concern, for wherever significant differences were detectedbetweenstudentspre-andposttaskattitudes,observedchangeswerein the direction of more negative attitudes by the end of the group project(p. 367).

Furthermore, this negative attitude was more pronounced in the groups of students whoself-selectedtoworkinnon-mixedteamsfortheproject,andthereappearedto be particular resistance from localAustralianstudents to engage ingroup work with their international peers.

The findings of Summers and Volets contrast with the next study by Doherty et al. (2009). Doherty explored the aspirations of a group of local Australian school students who had opted to take on an International Baccalaureate Diploma curriculum at home. This study revealed that some of these students were actively seeking out an intercultural education so they could transcend their national borders anddevelopaglobalratherthanastrictlyAustralianidentity.Theselocalstudents desired training in what sociologist Beck describes as border artistry, which means

beingcomfortableinmobile,multiculturalenvironments,sotheycanexploitthe global marketplace in the future.

While much of the research on acculturation has argued thatnewcomers(permanent settlers but also sojourners) need to acquire bicultural communication competencetofunctioneffectivelyinboththeirco-nationalandhost-nationalsocial networks, it appears reasonable to ask what about thehosts?

Onthegroundthatindividualsfromhostsocieties(includingothernewsettlers)can be intolerant and prejudiced towards others, addressing essentialist beliefs, confronting stereotypes, and promoting integration and culture learning appears to concern everyone. But what form could this take? What constitutes ideal engagementforthedominantgroupsreceivingthesettlersorthesojourners?What could be the role of educational institutions?

Note:in the context of international education, these issues stress the importance of promoting reciprocal understanding and intercultural friendship. Severalpapers onthistopic arelisted in the Special InterestResources list, at the end of this Learning Guide. The article by Sias et al (2008)(see section Higher education)unveils a number of factors influencing the development of interculturalfriendshipandwaysinwhichcommunicationcanenableorhinder such development. In turn, Bagci, Kumashiro, Smith, Blumberg & Rutland (2014)(seesectionSchool),revealhowinthehighlymulticulturalenvironment of London secondary schools, there is evidence of frequent, highly successful cross-ethnic friendships. The authors interpret their findings in light of intergroupcontactandfriendshipformationtheoriesandstresstheimportance of better understanding how intergroup relationships are formed during early adolescence (p. 125).

ThereadingbyGarcia-Prietoetal(2003)examinestheexperienceofdiversityinthe workplace at the micro level. Although the authors address the paradox raised by diversity in the context of work teams, the issues are directly applicable to group work in schools or university. The paradox is that diversity of team members perspectives is expected to have (empirical evidence) a highly positive impact on decision-making, creativity and learning but at the same time also to lead to social challenges and possible conflicts (also empirical evidence). This paper proposes a dynamic model of diversity, conflict and emotion in teams, by paying attention to theexperienceofdiversityasmultiplesocialidentities.Onestrengthofthispaperis the importance given tosubjective experiences and related emotions.

Finally, consider Verkuytens (2020) discussion onThe Negative Implications of being Tolerated. This is crucially relevant to understanding diversity, what it meansto be tolerated, relationship development, and the impact of being tolerated for minority groups. Verkuyten writes, Toleration implies a specific form of disapproval and noninterference (putting up with), which makes it different from other behaviors, including discrimination and acceptance (2020, p. 555). Verkuyten argues further, thattoleration is inescapably patronizing and therefore an inadequate substitute for the appreciation and respect that minority members need and deserve(p. 545). A keyfocusofthisarticleisto examinetoleranceinthecontextofculturaldiversity: We tolerate only what we object to, and this is considered a critical liberal principle and necessary condition for living with cultural diversity(Vogt, 1997 in Verkuyten 2020, p. 544).

• Topic4Keyconcepts

• Significanceofgroupmembershipforindividualidentity
• Developmentofattributions,stereotypesandprejudice
• In-group/out-group
• Culturalvariationsincommunicationstylesandconflictresolution
• Spiralofmiscommunicationsandimplications
• Engagementinculturallymixedgroupworkconcerns
• Paradoxofdiversityinworkteams
• TheimplicationsofTolerance

• Questionsforreflection

1. Compare the attitudes of Australian university students engaged in the practical reality of an internationalised learning environment (Summers & Volet, 2008) and the Year 10 local students seeking an internationaleducationthroughtheIBDiplomacurriculum(Dohertyetal,2009).Howwould you explain these apparently contradictory attitudes? You may wish to consider factors such as different levels of schooling and instructional environments, social class, different imagined futures, and the realities of working in intercultural settings.

2. Garcia-Prieto et al (2003) argue that diversity in work teams is sometimes detrimentalandsometimesbeneficialtotheteamHowdothey explain this paradox?

3. Examine how in a multicultural educational environment, the occurrence of whatWardetalcallspiralofmiscommunicationscouldbereducedand Use examples from at least two empirical studies as illustrations (e.g. Lui & Hannafin, 2010; Doherty, Mu & Shield, 2009; Summers & Volet, 2008).

4. Attributions, stereotypes, perceived discrimination, in-group/out-group distinction, and cultural distance are important concepts related to communicationandinteractionsinculturallydiverseSelectoneof these concepts and one particular group of individuals involved in socially challenging encounters. Discuss in what ways that concept is important for understanding their cultural experience.

• Topic5

8.9Cosmopolitanlearningandasharedsenseofwe

ReadingsEssential

*Verkuyten,M.(2014).[textbook]Identityandculturaldiversity:Whatsocial psychology can teach us.Hove, UK: Routledge.

Ch6inparticularpp.172-187&Ch7infull.CheckCh8.

Verkuyten,M.(2022).Introduction:DiversityandTolerance.InTheSocial Psychology of Tolerance(1st ed.) (pp. 1-19). Routledge.

Rizvi,F.(2009).Towardscosmopolitanlearning.Discourse:StudiesintheCultural Politics of ducation,30(3), 253-268.

Recommended

Ippolito,K.(2007).Promotinginterculturallearninginamulticulturaluniversity:Ideals and realities.Teaching in Higher Education,12(5-6), 749-763.

Reid,C.,&Sriprakash,A.(2012).Thepossibilityofcosmopolitanlearning:Reflecting on future directions for diversity teacher education in Australia.Asia-Pacific Journal of Teacher Education,40(1), 15-29.

• Introduction

The last topic for this unit examines critically the notions of multiculturalism (Verkuyten, 2014) and multicultural education (Rizvi, 2009, Reid & Sriprakash, 2012). Their positive as well as negative aspects are scrutinised, in relation to the notions of social identity/ies and inter-group processes, and in the context of immigrationandglobalmobility. Inthistopicwecontinuethediscussiononthesocial psychology of tolerance in the context of cultural diversity.

Thesecriticalanalysesareconsistentwiththenewconceptualisationsofcultureand cultural diversity examined earlier in this unit. New proposals are made, such as the

valueoffosteringasharedsenseofweandpromotingengagementin cosmopolitan learning.

• Workingthroughthereadings

Start by perusing pp. 172-187 of Verkuytens book. This section focuses on the complex, difficult and controversial dimensions of multiculturalism, which include, accordingtotheauthors,somepositivebutalsosomenegativeeffectsanddangers. Pay attention to the implications of multiculturalism for group identities and group processes within and between groups. Verkuyten concludes by arguingcultural diversity requires an overarching framework in which everyone can feel at ease, comfortable,andinvolved.Thequestforidentityshouldthereforealsobeaquestfor a shared feeling of we-ness, an inclusive identity that provides security and is emotionally appealing to all(p. 187).

Verkuytens chapter7elaboratesof what hemeans bya shared sense of we. This chapter addresses a whole range of issues, discussed earlier in this unit, including whether/how,andunderwhatcircumstancesmixingpromotesthepositiveaspectsof cultural diversity, and also the value and limitations of an overarching identity (e.g. we-ness) to improve intergroup relations, and the importance (but also vulnerability) of the notion and practice of tolerance. Given the multiplicity of issues addressed in this chapter, you may wish to concentrate on those that are most relevant to your personal and professional interest.

Verkuytenelaboratesonanumberofissuesrelatingto toleranceinhisrecent(2022) bookThe Social Psychology of Tolerance(p.1):

• Whatexactlyismeantwithtolerationandwithdifference,andwhatdowe mean with related terms such as diversity, inclusion, recognition, acceptance, and respect?
• Whatsortoftoleranceandwhichtypeofdifferencesarewetalkingabout?
• Diversityisafactoflifebutistheimplicationthatweneedtotolerateallsortsof differences, also those that are unsettling or even harmful to others or society more generally?
• Cantolerancenotleadtoindifferenceandadistancingtowardsthosewhothink, feel, and act differently?
• Howdoestolerationrelatetosocialjusticeandequality?

These questions require careful reflection and consideration, particularly in the contextofwhetherandhowtolerationcontributestoinclusion,equalityandequity,or whether toleration serves to justify existing power relation. Furthermore, Verkuyten considers the concept of difference, arguing that differences require recognition, appreciation and respect, rather than mere toleration (p. 1)

In his final short chapter, entitled a way forward, Verkuyten admits that there is no single model that is ideal in all societies and contexts and for all people, in other words there is no ultimate solutions to make diversity work. This point stresses the importance for all educators, from school to university and including professional, vocational and workplace environments, of understanding the psychological processes and contextual dimensions that co-shape the creation of more or less positiveoutcomesofculturaldiversity.Thisunderstandingisconsideredessentialin order to design productive ways of managing cultural diversity.

The next reading by Ippolito (2007) reports the findings of a study aimed at promotinginterculturallearningamonginternationalandlocalpostgraduatestudents. The study examined students and teachers perceptions of this intercultural experience, the value and challenges of such experiences, including the role of language and unchallenged conceptions of privileged knowledge.

The next two articles by Rizvi (2009), and Reid and Sriprakash (2012) build up a caseforthesignificanceofcosmopolitanismandcosmopolitanlearningineducation. For Rizvi, cosmopolitan learning is:

Not so much concerned with imparting knowledge and developing attitudes and skillsforunderstandingotherculturesperse,butwithhelpingstudentsexaminethe ways in which global processes are creating conditions of economic and cultural exchange that are transforming our identities and communities(pp. 265-266).

This approach draws on critical pedagogic discourse and is only worth pursuing, accordingtoRizvi,ifweareabletouseitasinstrumentofcriticalunderstandingand moral improvement.This means,issues surrounding the cosmopolitan possibilities ofeducationareatonceempiricalandnormative.Empirically,theyrelatetotheneed for greater clarity over how global transformations are re-shaping our lives.

Normatively,weneedtoaskhowweshouldworkwiththesetransformations, creatively and in ways that are potentially progressive(p. 263).

On pp. 264-266, Rizvi compares cosmopolitan learning with traditional learningabout other cultures. Rizvi argues that the cosmopolitan learning he has in mind would encourage studentsto examine the political meaning of intercultural experiences, and howglobalization drives cultures towards mutual interactionbut moreimportantlyhowculturesaretransformedbytheseinteractions.Hegoesonto argue that cosmopolitan learningrequires the development of intellectual skills to examine the ways in which we create knowledge about others and use it to engage with them(in other words he proposes the development of a critical understandingof the process of group categorisation and its implications in students), and how cosmopolitan learning encouragesunderstanding others both in their terms as well as ours, as a way of comprehending how both our representations are sociallyconstituted.

ThesecondarticlebyReid&SriprakashbuildsonRizvisideas.Theauthorsreview critically the degree of success of multicultural education in the Australian context and the growingtheoretical appeal of cosmopolitanism in education(p. 19) in the last decade. Consistent with the re-conceptualisations of the notion of culture, discussed earlier in this unit, they highlight Delanty (2009) four conceptual dimensions for a cosmopolitan imagination:

(1)societiesaremixedandoverlappingratherthanfixedsocialgroups;

• thisoccursinlocal-globalrelations;
• therearenewtransnationalspacesrequiringnegotiationofborders;
• thereisaneedforthereinventionofpoliticalcommunityaroundglobalethics(p. 19).

Their article presents and reflects on their design and delivery of a new undergraduateunitofferedtofutureteachereducators,aimedatpromotingideasofcosmopolitanism as a way of rethinking diversity education for the twenty-first century(p. 15).

• Topic5Keyconcepts

• ThenotionofToleranceandtheimportanceandvulnerabilityoftolerance
• Multiculturalism-positiveandnegativeaspects
• Senseof we-ness
• Interculturallearning

• Multiculturaleducation
• Cosmopolitanlearning

• Questions

1. Walzer (as quoted by Verkuyten) stated, Toleration makes difference possible; difference makes toleration necessary(1997, p. xii). Explain your understandingofWalzersstatement,andtheimplicationsoftoleranceinyour work or cultural context.

2. Based on Verkuytens reflections on how multiculturalism is difficult and controversial (see Difference and cohesion pp 185-187), how would you foster a well-functioning culturally diverse school/class community with a sharedfeelingofwe-ness?Explainwhyyouthinkwhatyouareproposing might work.

3. Toleranceis commonly claimed to be important to deal with the challenges of cultural diversity. Verkuyten discusses the notion of tolerance at great length on216-221. He argues it is not an easy matter because there are always limits and it is far from evident what the best way is to teach and learn this. How does Verkuyten justify his claim? Include two examples to support your answer.