Intercultural Sensitivity Nunez Pdf Free
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It is important to note that the stages of intercultural sensitivity described in the model apply to individuals, groups, and organizations (although, as Bennett has noted, different approaches to evaluating or measuring developmental progress are required for different applications).
Defense against cultural difference occurs when people perceive other cultures in polarized, competitive, zero-sum, or us-against-them terms (e.g., immigrants are taking our jobs, our traditional values are under assault, etc.); when they exalt their own culture over the culture of others (e.g., white nationalism); or when they feel victimized or attacked in discussions about bias, bigotry, or racism (e.g., they withdraw, leave the room, break down in tears, become defensive or hostile, etc.). Defense may also manifest in efforts to deny people from other cultures equal access or opportunity, such as opposition to affirmative-action policies or diversity-hiring initiatives.
In educational settings, the defense stage may manifest as parent protests or community opposition campaigns against racial integration, out-of-district busing, equitable school funding, or detracking (the elimination of academic tracks such as standard, college prep, and honors), or as the expressed fear that greater racial diversity in the student population will inevitably lead to more in-school behavioral problems, drug abuse, and violence.
Acceptance of cultural difference occurs when people recognize that different beliefs and values are shaped by culture, that different patterns of behavior exist among cultures, and that other cultures have legitimate and worthwhile perspectives that should be respected and valued. The acceptance stage may also manifest as greater curiosity about or interest in other cultures, and people may start to seek out cross-cultural relationships and social interactions that they might have avoided in the past.
In educational settings, acceptance may manifest in changes to the curriculum, such as teaching students about non-white historical figures or having them reading multicultural literature (rather than literature selected exclusively from the Western canon), or in programs such as LGBTQ+ student organizations that allow students to organize or educate their peers across cultural difference.
Adaptation to cultural difference occurs when people are able to adopt the perspective of another culture, when they can empathize intellectually and emotionally with the experiences of others, or when they can interact in relaxed, authentic, and appropriate ways with people from different cultures.
In educational settings, integration is most likely to occur in schools that serve culturally diverse students and families, that are staffed with adults whose demographics mirror the diversity of the student and family population, and that teach a multicultural, and possibly even multilingual, curriculum that explicitly represents and integrates the varied cultural experiences and backgrounds of the community.
In his larger body of work, Bennett also describes and documents other phenomena that are important to understand how the developmental stages of intercultural sensitivity play out in social contexts, including the following two concepts:
Organizing Engagement thanks Milton Bennett for his contributions to improving this introduction, and the Intercultural Development Research Institute for permission to reproduce images from its website.
This work by Organizing Engagement is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. When excerpting, adapting, or republishing content from this resource, users should cite the source texts and confirm that all quotations and excerpts are accurately presented.
Carlos Nunez and Raya Nunez Mahdi are lecturers and authors of the textbook Intercultural Sensitivity, published by Royal van Gorcum, Assen, Netherlands. -sensitivity-denial-intercultural-competence/dp/9023251334
Carlos Nunez is Colombian. He has a B.Sc. in Architecture and a M.Sc. in Urban Planning from Delft University of Technology, specialising in Computer Modelling for Management Decision Making. Carlos developed team-introduction simulation games using cultural diversity as leverage for improved decision-making. He gave Pre-departure training to managers on international assignments, and he lectured Operations Management and International Business at Rotterdam Business School, Utrecht University of Applied Sciences and Sorbonne University in Paris.
Raya Nunez Mahdi is Indonesian, and grew up in Thailand, China, Indonesia, Russia, the Netherlands and Germany. She studied Cultural Anthropology at the Humboldt University in Berlin, Germany, and gained her B.A and M.A in Social and Medical Anthropology at the University of Amsterdam. Raya trained international managers in intercultural skills at the Royal Tropical Institute in Amsterdam, lectured Intercultural Management, Organisational Behavior and Global Citizenship at Utrecht University of Applied Sciences, and Intercultural Communication at Sorbonne University in Paris.
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To develop a deeper intercultural sensitivity, we must reflect our biases and be open for new perspectives. What do we take for granted in terms of medical communication? What are our cultural values and frames we act in?
For some time now, there has been a major shortage of skilled workers in the healthcare sector, which has led to the recruitment of healthcare personnel from diverse cultural backgrounds. These specialists must be integrated into the local healthcare system with a considerable amount of intercultural sensitivity. On top of that, the patients who receive medical care in many European countries also have diverse cultural backgrounds.
Raya Nunez Mahdi, Charlie Obihara, Dorian Maarse, Carlos Nunez, Edwin Hagenbeek. 2020. Intercultural Competence in Healthcare. Embracing Diversity in Patient-Centered Care, Assen: Uitgeverij Koninklijke Van Gorcum.
During the evening, Raya gave an interactive and engaging workshop on the topic of intercultural sensitivity and multicultural dream teams. She and her husband challenged stereotypes by making us aware of our often unconscious assumptions and biases and revealed how awareness of the advantages of cultural differences can achieve multicultural high performing teams. Over the course of the workshop, Raya helped us become aware of the uniqueness of our own culture and teached us how to see our culture as a valuable resource. Moreover, she touched upon what it feels like to be the 'token': the only 'different' person in a setting, e.g. non-native in a native setting or the only women in a group of men.
As a network fundamentally driven by its members, N2WE Organizes a range of impactful events to cater to our various needs and interests. The uniting theme is a commitment to growth, exploration and community. Amongst others, we are inviting prolific keynote speakers and useful hold regular informal sessions geared at facilitating exchange.
Over time, language has been considered a means of constructing, reconstructing, and understanding the social world and its multiple realities by which ideologies, perceptions, practices, and political institutionalizations constitute repertoires of being (Byram & Guilherme, 2000). This function of language as a social action has attracted international interest among researchers of all disciplines, policymakers, and educators, who seek to analyze and explain cultural phenomena from an unbiased, flexible, and respectful disposition.
However, without much success in real-life practice, recent literature has shown that in Colombia, EFL classrooms still conceive education from an outcomes model that replicates a traditional conception of the target language and its cultures (Robayo & Crdenas, 2017). According to Cabrales and Loaiza (2018), Colombian students are mainly educated in a technocratic paradigm, language teaching is restricted to achieving linguistic and pragmatic knowledge, and culture teaching is focused on folklore and stereotypes. It is not surprising to find that future language educators are not fully satisfied with their undergraduate academic experience, especially with regard to their training in intercultural competence, as they are not given enough and adequate opportunities to learn the importance of being interculturally sensitive (Rojas-Barreto, 2019; Cuartas, 2020; Esteban-Nez, 2020).
Given the above, the present study aimed to explore the level of intercultural sensitivity held by a sample of pre-service English language teachers from Bogot, Colombia, and explain its relationship with Cultural Othering. This objective was addressed via the following research questions:
The aforementioned literature evidenced the enactment of Cultural Othering within the language instruction setting, where both language learners and teachers demonstrated to perceive cultural differences from an ethnocentric worldview, a rather opposite approach to what is expected from an interculturally sensitive person with the potential to exercise intercultural competence as part of the demands of the 21st century. This panorama coincides with the results of the present study shown below.
It should be noted that all pre-service teachers signed informed consent for voluntary participation, the retrieval of data and its analysis, together with the publication of results. Ethical issues were carefully monitored throughout the research to ensure the privacy, anonymity, and confidentiality of the participants.
The questionnaire was employed as it efficiently and objectively profiled the worldviews of the participants toward cultural differences by providing summative data. It has been empirically confirmed to be statically and cross-culturally valid owing to its extensive implementation in several contexts (e.g., intercultural education, language training, professional development programs, etc.).
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