cmt232mz y23cmt232mz 20240518 (send the link to your google doc (in edit mode!) (the file will be available here for download later) icons8-reading-100.png quarterly test Prepare for quarterly test vocab pre teach functional language grammar focus smartphone or tablet device listening Download onto your phone or tablet and listen carefully. ]]> xml sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc cmt232mz 20231230-48ach 15:40-17:00 2 active Culture appropriation vs appreciation By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 176 2 Cultural Appropriation vs. Appreciation | CBC Radio active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Is it all right to wear African clothes just because it is fashionable? Is it a social statement, a sign of recognition & appreciation, or appropriation? video It's almost Halloween, have you picked a costume yet? It seems like every year certain costumes get everyone talking, so with that in mind, here's how we can all do a little more appreciating and a little less appropriating https://www.youtube.com/watch?v=vfAp_G735r0 → watch the video → answer the questions]]> cultural_appropriation_vs_appreciation_cbc_radio_vfAp_G735r0.mp4 Conte booze you and how you doing it's me Rosanna dear child hosts of unreserved and your favorite cousin well it's that time of year leaves are falling the weather is cooling and pumpkins are everywhere from front yards to coffee cups now I love a good pumpkin spice latte as much as the next person or not but come October I always feel a little uneasy and more than a little queasy as to what is waiting for me out there no I'm not talking about Halloween per se I'm talking about those horrifying costumes you've seen them princess polka hearty the brave cherokee warrior with the plastic tomahawk and all its ilk yes you too can be indigenous for the low low price of just $29.99 a pressure not included now as indigenous peoples we come from beautiful cultural backgrounds many non-indigenous people admire I mean I get it the beauty in our culture and traditions fascinates you there's just one problem we are not costumes let me explain the difference between cultural appropriation and cultural appreciation what exactly is cultural appropriation well I'm glad you asked that question cultural appropriation is when someone takes elements from a culture not their own and remakes and reduces it into a meaningless pop cultural item I'm thinking hipster headdresses tribal face paint and yes those so called Halloween harmless fun costumes it's not harmless fun that headdress for example traditionally a headdress is gifted to leaders who have earned the right to wear one receiving a headdress involves ceremonies and protocols and is considered to be a sacred item and it takes many years for these leaders to earn one and that polka haughty and sexy buck outfit well they play off dangerous stereotypes of indigenous people as mythical and historical creatures that once but no more Rome this great land like seminar that before like cultural appropriation can be harmful because it is an extension of centuries of racism genocide and oppression cultural appropriation treats marginalized cultures as free for the taken so not cool on the other hand cultural appreciation truly honors our nation's arts and cultures when you appreciate you take the time to learn and interact to gain understanding of a culture or cultures different from your own it is a cultural exchange based and mutual respect the key is consent and participation if it is about us then it must include us a few ways you can truly appreciate indigenous peoples and culture know our history I don't mean just yours or mine I mean our collective history so we truly understand where we come from and where we come together remember appreciation good appropriation bad and this year let's all have a happy Halloween hey YouTube thanks for watching click the button below to subscribe for more of your favorite CBC content What examples of cultural appropriation are given? ✓ headdress worn at a party → reduces it into a meaningless pop cultural item What examples of cultural appreciation are given? ✓ consent and participation → look at collective history ✓ understand when & why both cultures have come together → must include the other culture What examples of cultural appropriation have you seen yourself? What examples of cultural appreciation have you seen yourself? ✓ Valentine Day What cultural habits of the target country's language you teach would you like to observe? Would you wear some clothing item (e.g. veil) or follow a particular manner of greeting people? 175 3 Social advertising active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Does your (professional / personal) success depend on the way you look? In what culture(s)? Why / why not? You are more beautiful than you think In one of its most famous films, Real Beauty Sketches explores the gap between how others perceive us and how we perceive ourselves. Each woman is the subject of two portraits drawn by FBI-trained forensic artist Gil Zamora: one based on her own description, and the other using a stranger’s observations. The results are surprising... http://www.youtube.com/watch?v=XpaOjMXyJGk source: Dove Real Beauty Sketches ]]> dove_real_beauty_sketches_xpaojmxyjgk.mp4 I'm a forensic artist, worked for the San José Police Department from 1995 to 2011. I showed up to a place I've never been and there was a guy with a drafting board. We couldn't see them, they couldn't see us. Tell me about your hair I didn't know what he was doing, but then I could tell after several questions that he was drawing me. Tell me about your chin. It kind that protrudes a little bit. Especially when I smile. Your jaw? My mom told me I had a big jaw. What would be your most prominent feature. Kinda have fat, rounded face. The older I've gotten the most freckles I've gotten. I would say I have a pretty big forehead. Once I get a sketch, I say "thank you very much" and then they leave.I don't see them. All I have been told before the sketch was to get friendly with this other woman: Chloe. Today I'm gonna ask you some questions about the person you met earlier and I'm gonna ask you some general questions about their face. She was thin, so you can see her cheek bones. And her chin was a nice, thin chin. She had nice eyes. They lit up when she spoke. Cute nose. She had blue eyes. Very nice blue eyes. Ok... So here we are...This is the sketch you helped me create. And that's a sketch that somebody described of you. Yeah, that's... She looks closed off and fatter. Sadder too. The second one looks more open. Friendly and happy. I should be more grateful of my natural beauty. It impacts the choices in friends that we make, the jobs we apply for, how we treat our children It impacts everything. It couldn't be more critical to your happiness. Do you think you're more beautiful then you say? Yeah... yeah... We spend a lot of time as woman analyzing and trying to fix the things that aren't quite right and should spend more time appreciating the things we do like. YOU ARE MORE BEAUTIFUL THAN YOU THINK. Why is it difficult not to look good / handsome / pretty / ravishing? Is this more representative of a masculinity or femininity cultural dimension? ✓ individualist culture calls for competition in all aspects, including appearance → probably more representative of a masculinity cultural dimension 〆cultures with high femininity indexes expect equal rights & treatment → you don't have to be 'beautiful' to succeed ravishing = extremely beautiful, gorgeous Why should women be more grateful of their natural beauty? Is it more obvious in individualist or collectivist cultures? ✓ impacts the choices in friends they make ✓ influences the jobs they apply for ✓ changes how they treat their children = accept yourself as you are → perhaps more obvious to women in collectivist cultures... Why should you be (or not be) critical of your natural beauty? Is this an indicator of a more indulgence or restraint-minded kind of culture? 〆shouldn't be so critical of your beauty ✓ impacts your happiness → more relevant to an indulgence-minded culture Do you agree with the conclusion? What kind of audience does it target? ✓ you are more beautiful than you think → improve self-confidence = more relevant message to an individualist culture paying attention to indulgence Why is social advertising effective? How representative is it of the cultural dimensions of the target society? ✓ social advertising relies on social information or networks in generating, targeting, and delivering marketing communications. e.g. use a particular Internet service to collect social information, establish and maintain relationships with consumers, and for delivering communications ✓ one of the main reasons users rely on social media is because it's a source of entertainment → provides users with a feeling of inclusiveness ✓ in making the customers feel the inclusiveness, social advertising targeting a specific group of users is presented as if these advertisements are customized for the users in their perspective → makes them feel the attention they do not often feel in the real world = echo cultural expectations of the target culture e.g. indulgence or restraint (src: Wikipedia) 174 1 Cross cultural communication - feedback active wip pix/icons8-soccer-100_white.png prep_ol_qa edit_ol_qa prep_2columns_2qa How confident do you feel about using cultural dimensions? What have you enjoyed most about this course? Have you actually already been able to put anything in use? ✓ political correctness What could (or really needs to) be improved? Should anything be dismissed because it's irrelevant? ✓ political correctness word list already out of date? e.g.'firemen' still present in old course books available at school though children already use 'firefighter' Do you regret anything? Do you wish you had had more time or had been better prepared? What elements have proven to be difficult to master? Any ideas why? 〆confusion of some models What would you like to review? ✓ Inglehart Would you recommend this course? 173 appropriation = act of taking sth which belongs to sb else, especially without permission ilk = (informal, sometimes disapproving) type; kind queasy = slightly nervous or worried about sth; feeling sick; wanting to vomit headdress = covering worn on the head on special occasions, e.g. Native-American chief headdress of an Indian costume social advertising = relies on social information or networks in generating, targeting, and delivering marketing communications, e.g. use a particular Internet service to collect social information, establish and maintain relationships with consumers, and for delivering communications. Provides users with a feeling of inclusiveness forensic = connected with the scientific tests used by the police when trying to solve a crime ravishing = extremely beautiful, gorgeous 172 20231230-46ach 14:10-15:30 2 active Final project delivery & feedback (2/2) - Reverse culture shock Culture appropriation vs appreciation Reverse culture shock By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 171 4 Final project - delivery Final project - visuals + (audio) script Final project - brainstorming + rationale 20231223-42ach hw20231230-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 13:00-13:20 team #1 Evgenia - Daria M - Tatiana 13:20-13:40 feedback 13:40-14:00 team #2 Marina M - Varvara 14:10-14:30 team #3 Valeria L - Aleksey - Vera 14:30-14:50 team #4 Ekaterina B - Alyona - Alina 14:50-15:10 team #5 Bella - Medea - Natalia Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 170 5 Presentation checklist active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa How do you decide if a presentation is successful? What criteria are relevant? ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts ]]> ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 169 2 pix/icons8-lecturer-100_white.png Presentation checklist wip active move_contents ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 168 1 Reverse culture shock active wip prep_ol_qa edit_ol_qa pix/icons8-cafe-100_white.png Imagine you had to return to Russia after living several years abroad: what problems would you experience? What new habits would you find difficult to give up?
visual aid
video This is Russia Animation Video for Russian lighting company Tochka Opory, showing what Russia really is for foreign businessmen http://www.youtube.com/watch?v=wOPuvTMndIs → watch the video → answer the questions]]> this_is_russia.mp4 russian_cyberpunk_farm_РУССКАЯ_КИБЕРДЕРЕВНЯ-8hz4dnvfwyq.mp4 What stereotypes are mentioned? Would you have difficulty putting up with these cultural disparities? What steps could you take to mitigate these possible nuisances? How could children of diplomats feel after coming back from a diplomatic mission in Europe, Latin America, and the middle East? What kind of behavioural patterns & cultural habits could you have taken back with you to Russia that might surprise your relatives & acquaintances? punctuality, politeness, smiling...? 167 2 Cultural Appropriation vs. Appreciation | CBC Radio wip active prep_ol_qa edit_ol_qa pix/icons8-cafe-100_white.png Is it all right to wear African clothes just because it is fashionable? Is it a social statement, a sign of recognition & appreciation, or appropriation? video It's almost Halloween, have you picked a costume yet? It seems like every year certain costumes get everyone talking, so with that in mind, here's how we can all do a little more appreciating and a little less appropriating https://www.youtube.com/watch?v=vfAp_G735r0 → watch the video → answer the questions]]> cultural_appropriation_vs_appreciation_cbc_radio_vfAp_G735r0.mp4 Conte booze you and how you doing it's me Rosanna dear child hosts of unreserved and your favorite cousin well it's that time of year leaves are falling the weather is cooling and pumpkins are everywhere from front yards to coffee cups now I love a good pumpkin spice latte as much as the next person or not but come October I always feel a little uneasy and more than a little queasy as to what is waiting for me out there no I'm not talking about Halloween per se I'm talking about those horrifying costumes you've seen them princess polka hearty the brave cherokee warrior with the plastic tomahawk and all its ilk yes you too can be indigenous for the low low price of just $29.99 a pressure not included now as indigenous peoples we come from beautiful cultural backgrounds many non-indigenous people admire I mean I get it the beauty in our culture and traditions fascinates you there's just one problem we are not costumes let me explain the difference between cultural appropriation and cultural appreciation what exactly is cultural appropriation well I'm glad you asked that question cultural appropriation is when someone takes elements from a culture not their own and remakes and reduces it into a meaningless pop cultural item I'm thinking hipster headdresses tribal face paint and yes those so called Halloween harmless fun costumes it's not harmless fun that headdress for example traditionally a headdress is gifted to leaders who have earned the right to wear one receiving a headdress involves ceremonies and protocols and is considered to be a sacred item and it takes many years for these leaders to earn one and that polka haughty and sexy buck outfit well they play off dangerous stereotypes of indigenous people as mythical and historical creatures that once but no more Rome this great land like seminar that before like cultural appropriation can be harmful because it is an extension of centuries of racism genocide and oppression cultural appropriation treats marginalized cultures as free for the taken so not cool on the other hand cultural appreciation truly honors our nation's arts and cultures when you appreciate you take the time to learn and interact to gain understanding of a culture or cultures different from your own it is a cultural exchange based and mutual respect the key is consent and participation if it is about us then it must include us a few ways you can truly appreciate indigenous peoples and culture know our history I don't mean just yours or mine I mean our collective history so we truly understand where we come from and where we come together remember appreciation good appropriation bad and this year let's all have a happy Halloween hey YouTube thanks for watching click the button below to subscribe for more of your favorite CBC content What examples of cultural appropriation are given? ✓ headdress worn at a party → reduces it into a meaningless pop cultural item What examples of cultural appreciation are given? ✓ consent and participation → look at collective history ✓ understand when & why both cultures have come together → must include the other culture What examples of cultural appropriation have you seen yourself? What examples of cultural appreciation have you seen yourself? ✓ Valentine Day What cultural habits of the target country's language you teach would you like to observe? Would you wear some clothing item (e.g. veil) or follow a particular manner of greeting people? 166 appropriation = act of taking sth which belongs to sb else, especially without permission ilk = (informal, sometimes disapproving) type; kind queasy = slightly nervous or worried about sth; feeling sick; wanting to vomit headdress = covering worn on the head on special occasions, e.g. Native-American chief headdress of an Indian costume 165 20231230-44ach 12:40-14:00 2 active Final project delivery & feedback (1/2) Culture appropriation vs appreciation Reverse culture shock By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 3 This is what LGBT life is like around the world 20231223-40ach hw20231230-44ach active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png This is what LGBT life is like around the world As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for. https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world?language=en → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231227]]> 3 Final project - delivery 20231223-42ach hw20231230-n2 pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 13:00-13:20 team #1 Evgenia - Daria M - Tatiana 13:20-13:40 team #2 Marina M - Varvara 13:40-14:00 team #3 Valeria L - Aleksey - Vera presentation material? 14:10-14:30 team #4 Ekaterina B - Alyona - Alina 14:30-14:50 team #5 Bella - Medea - Natalia presentation material? Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 3 (optional homework) Tips for troubles at Chapel Hill-Carrboro City Schools 20231223-38ach hw20231230-n3 Read the excerpt. → answer the questions (you don't need to put your answers in the googledoc) 164 3_B This is what LGBT life is like around the world (feedback) 20231223-40ach hw20231230-44ach active wip edit_ol_qa_graded prep_ol_qa_graded prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Would you choose a representative from a minority to enrich diversity of ideas in your work group? How would you deal with uncertainty avoidance from team members if some people showed unusual indulgence vs restraint in their emotional relationships? This is what LGBT life is like around the world As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for. https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world?language=en → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231227]]> Methodology → use examples from the presentation → explain & analyse the situation using cultural dimensions terminology → build questions & answers which elicit the conclusion you have made in your analysis graded question How would you describe the journey of Jenni Chang and Lisa Dazols in looking for "Supergays" around the world? advanced question How do Chang and Dazols show the connection between different parts of the world in making progress for LGBT equality? example of an arguably too challenging question 〆What complex interplay of sociocultural factors and entrenched prejudices might underpin the distressing phenomenon where a gay Kenyan, pioneering as the initial openly LGBTQ+ political candidate, encounters perilous death threats, and how can a multifaceted understanding of these dynamics inform strategies for fostering societal acceptance and mitigating such threats? Self-check questions → Can you expect approximately the same answers from the pairs of questions? → Are keywords at C1 level explained and/or replaced by synonyms at B1? → Are contents academic or made more accessible to weaker people? → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive, reminiscent of just copy-pasting some encyclopedia? Use of language ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ register ]]> this_is_what_lgbt_life_is_like_around_the_world_2370.mp4 let's talk about the impact of linguistic bias on education we as educators like to talk about how linguistic difference or language difference is a strength in the classroom but i asked the question do we really treat it that way in the classroom setting when someone uses a different language or a different linguistic difference do we really treat it as a strength or do we treat it like an error so i like to talk about african-american vernacular english or ave as i like to call it for the acronym aave so help me make that stick ah they i like to call it when we look at ave though do we really use that or we talk about that as a strength or do we talk about that as a deficit arguably ave is the most researched dialect in america and yet it still is the least respected this is my daughter sophia i love this picture of her she looks like she's running for office she's in third grade here in this picture and she had some experiences with this in her classroom as many teachers do many educators do they'll put these sentences on the board and say fix these sentences these sentences are wrong can you make them correct so she had these sentences on her paper and one of them said mrs johnson be organizing the fall festival well sophia being my daughter and knowing all about ave quickly crossed that out and wrote ave in the margin raised her hand for the teacher and said um excuse me there's nothing wrong with this sentence this sentence is written in ave and my mama said this is important to black people and black culture and this is how we talk and i think you might be racist that's what she said now at the exact same time interestingly enough i was working as a speech language pathologist in an urban education setting and i was starting to have some of these same experiences where educators were referring students to me black students who spoke ave and they kept asking me can you please evaluate this child he doesn't speak right he needs to talk better you need to fix this he's now not writing right you need to fix him and so i said no this is a dialectal difference and as a speech language pathologist i don't work on dialectal differences only disorder this is not a disorder the educators kept insisting of course that it was and i started to do some research on this because it became really fascinating to me and i learned that black students in america are two and a half times more likely to receive special education services mostly for learning disabilities or speech language services or behavioral disorder two and a half more times more likely than white students to receive special education services i was concerned by this so instead of calling these children disordered i started educating the staff and i started educating families and students if they were old enough about dialectal difference as it compares to mainstream american english because mainstream american english is what the school system deems as correct or normal even if someone outside of that dialect speaks a different dialect so i started educating the staff started educating students and families about ave and i taught them that ave has cultural significance in black communities linguists have already shown that language structure in ave is very very similar to what you find in west africa why is that you might ask right because when africans were captured and then trafficked here to america and enslaved they didn't know english they didn't speak the language so they took what they knew about language superimposed it onto southern american english and ave was born so that has now persisted over the years over the centuries into what we now call ave it has its own phonological system it has its own semantic system syntax grammar and it's all consistent with languages spoken in west africa so i watch a lot of tv okay i love to critique tv and movies it's one of my favorite pastimes so i started noticing some of these nuances in some of the television shows that are presented today on on television and one of them being not all ave speakers are black and not all black people speak ave i think the the tv show blackish does a really good job of exemplifying that and so does shameless it really does a good job in helping me explain to other the students in particular where some of these nuances come from you talk like who you're around characters in shameless in particular it's a white family living on the south side of chicago in a predominantly black neighborhood so a lot of them speak ave there's this one episode within in shameless where one of the characters is talking to his black friends and he's speaking in ave and there's this brilliant translation at the bottom of the screen in mainstream american english to exemplify for those who can't follow the conversation here's what they're saying in your language i thought that was brilliant so i've kind of picked up on that and i've started doing that when i talk to other people namely other educators or other families and students about ave so let's do a little bit of that here right now so here's an example i'm going to give you three rules related to ave because there's a bunch of them y'all but i'm going to give you three today i'm going to pick on the to be verb because many people pick on the to be verb so i'm going to go ahead and exemplify for you how ave has linguistic rules and it has a system and it has meaning so in ave if you in drop the to be verb in a sentence it means something is happening right now so in the sentence he calling me on my cell phone that means my phone is ringing right now and he's calling me on my cell phone right now so that's an example two sentences in the that mean the exact same thing on your board in two different dialects two different sentences i mean the same thing in two different dialects here's another one when you insert the to be verb in a sentence in ave it means something is happening all the time so if i said he'd be calling me on my cell phone that means he calls me on my cell phone all the time okay obvi speakers just know that we know what that means okay so that's two different sentences on your board one written in navi one written in mainstream american english but they mean the exact same thing here's the last one ben if i put ben in a sentence i know that means for a long long time so he been calling me on my cell phone means that he's been calling me on my cell phone for a long time so i know that as an obvious speaker these words have meaning these words have value so he calling me on my cell phone he'd be calling me on my cell phone he'd been calling me on my cell phone all mean different things okay they do not mean the same thing and you can directly translate that into mainstream american english it's no different than any other dialect guys all dialects have rules think about the bostonians who drop their r's regularly just an example example for you it's completely normal in boston right i can't move to boston and say they're all speaking wrong no that's how they speak you talk like who you're around so if they say pack the cat we know in chicago we wouldn't say it quite that way we'd say park the car but those two sentences mean the exact same thing it's two different dialects that mean the exact same thing where you live dictates how you're going to talk you talk like who you're around that's all dialects are so if i have a community and i was working in a community where the families there spoke exclusively ave it should be no surprise that the kids are going to speak ave at school how do we honor that though i say to honor it in similar ways i just showed you where i'm showing those direct translations for the sake of the students these are my parents and they they taught me how to code switch they both have master's degrees in education and they showed me we spoke ave at home and then when we got out to the to public we would speak in mainstream american english that's just the way it was done not everyone has my experience though you listen to me and you think well you're doing it yeah but not everyone has my experience i challenge you to consider that there are students that i served that were had only access to ave they didn't have access to mainstream american english the way that i did therefore my relationship with co-switching is a little different now that's me and my husband we in our family use more of a code meshing model i speak ave i speak mainstream american english my husband's from texas so he brings in some southern american english and we speak all of them at home we speak all of them i speak them at work i'm doing some of it right now so i like to blend all of my dialects together because i have value and honor for all of these different dialects so i encourage others to do the same in education find out what language what dialect your students are speaking and find value in that as well you remember my daughter sophia who experienced ave as being deemed as wrong in her classroom and she had strong words about that what you don't know though is that that teacher called me she called me from work she called me at work while i was at work and she was so at work to tell me what had just happened and she said the whole class got an education on ave and it's cultural significance from my daughter the teacher said she took pause and thought i've never thought of it that way i've never thought of ave as anything else other than wrong now mind you this teacher happens to be black like me so she was very excited to consider this isn't wrong it's just a dialectal difference and she went to her library there at the school grabbed some books that were written in ave and she read them for the students to exemplify its own significance as well and she said to me from here on out i will do better i will do my best to make sure that i am differentiating between what is a deficit and what is simply a difference because they are not the same thing and that is really all i ask because that is a really great place to start thank you Why did Jenni’s parents say “We're bringing you back to Taiwan” after they found out about her sexual orientation (gay)? How does Jenni Chang explain her parents' reaction to her announcement that she was gay? (Tatiana Bogomolova) The parents acted this way because, in their opinion, America is to blame for their daughter's sexual orientation. In their opinion, if they had never left Taiwan, this would not have happened to their daughter.  They behaved in this way perhaps because of their own social and cultural background in which open discussions about sexual orientation may be less common or accepted. In addition, there is the generation gap between her and her parents. Her parents probably have traditional views on sexual orientation and don’t want to change them, while she is more open to accepting other behaviors and views. (Daria Sigaeva) When Jenni Chang told her parents she was gay, their reaction was to suggest bringing her back to Taiwan. They seemed to blame her for making the decision on the influence of "the West", thinking that if they had never left Taiwan, this would not have happened. I suppose they were not accepting of her being gay and were more focused on giving some reasons for it rather than accepting it as a part of her identity. (Valeria Fursova) Because from their point of view American society values and ideas have influenced the orientation of their daughter. They had a stereotype that LGBT+ community exists in the Western part of the world only, because of the values of freedom and equality which are proclaimed in European countries and the USA. (Ekaterina Bogacheva) Jenni Chang’s parents wanted to bring her back to Taiwan because they thought that Jenni’s sexual orientation was the fault of the influence of the western world and society.   → This behavior of Jenni’s parents represents a stereotypical and biased view about one’s orientation. It is common in Asian countries, which follow social norms, traditions and don’t accept something “extraordinary” Is equality a Western invention? Why/why not? (Valeria Fursova) It’s not, because in many countries (for example, India, Argentina, China) people unite and organise their equality movement using every opportunity they have to change their part of the world. (Nubar Bunyatova) The speaker's parents wanted to send their daughter to Shanghai because they thought that the positive attitude of society towards LGBT people had influenced their child's consciousness. Why did they travel around the world? Who did they want to find? What did they call the people they were able to talk to? Why did they call them that? They decided to travel around the world to find LGBT people who were doing something extraordinary for their community. They called these people “Supergays” because they are members of the LGBT community who have shown incredible courage, are strong and proud of who they are. The term “Supergays” describes the fact that these people have gone through big challenges and are living encouraging lives despite possible problems and discrimination. Their journey was to find encouraging stories of LGBT people and share them with the world. What were the challenges that Bhumika Shrestha had to overcome in Nepal? Why? Do you agree that it can be seen as an aggressive type of social behavior? (Ekaterina Bogacheva) ✓ Bhumika Shrestha was expelled from school and got incarcerated because of her gender presentation.  → Thus, the obvious limitation of rights and inequality can be seen as an aggressive type of social behavior supported by the government What happened with Janni Chang in the beauty salon in India? [05:35-06:38] (Daria Sigaeva) During her visit to a beauty salon in India, Janni Chang had a conversation with the hairdresser about her same-sex relationship. The hairdresser found it hard to believe and continued to ask personal questions about Janni's family's reaction and her feelings about not being able to have children. However, Janni calmed her down that there were no limits to her life and that she and her partner, Lisa, planned to start a family in the future. The hairdresser dismissed Janni as a "crazy Westerner," but her thoughts changed when Janni showed her photos of a famous figure they had interviewed in India. This way, Janni had the opportunity to introduce the entire beauty salon to the social changes that were taking place in their own country. (Ekaterina Bogacheva) Jenni  Chang mentioned this question to show that most people don’t accept non-traditional relationships. As a result, they don’t expect that some people could be insulted by being asked this type of question.  → This example proves that politically correct communication isn’t developed in some countries. Thus, one’s feelings could be easily hurt when using some words with a strong meaning What conclusions did Jenny and Lisa come to after their journey? What is meant by “momentum”? Why is it important? (Tatiana Bogomolova) Jenny and Lisa found that despite the amount of challenges and tragedies, there are stories of hope in every corner of the world. They realised that living an out life in the “I'm gay, this is my spouse and we're proud of our lives together” kind of way is not a Western idea.  The momentum means an increasing number of people who are openly accepting their true selves, working for change in their communities. It also includes the idea of countries learning from and being encouraged by the progress made in other nations.  The importance of momentum is that it leads to change, development and acceptance.  Through momentum, successes achieved in one place can encourage other countries, helping the LGBT community achieve equal rights. Why is homosexuality not recognized in India? (Polina Borshevskaya) This is due to masculinity. A woman has no rights in society. That is why, before strengthening the status of LGBT people, it is necessary to strengthen the status of women in society. What issues do homosexuals often suffer from? Why are these questions terrible for them? (Polina Borshevskaya) LGBT representatives are most often affected by politically incorrect questions from people like "do you have a husband?". These questions are partial micro-insults, because the person does not belong to heterosexuals. And it's also like micro invalidations, because people asking such questions just essentially annul their whole life. People just can't believe and accept, so they commit microinvalidations. what impact does diversity bring to a work group's dynamics? (Alicia Petukhova) Embracing diversity in a work group fosters a rich tapestry of ideas and perspectives. It encourages innovative solutions and promotes a more inclusive environment, ultimately enhancing the overall productivity and creativity of the team. How does the status of women relate to the status of LGBTQ+ people? (Based on the example of India) (Natalia Tarasova) India’s society is deeply patriarchal which means it doesn’t accept anything that goes against traditional relationships between men and women.  How does the parents’ reaction “We're bringing you back to Taiwan” reflect potential clashes of cultural values and perceptions? How can Jenni Chang's parents' reaction be explained in terms of political correctness? What stereotypes prevented Jenni’s parents from accepting their daughter’s orientation? How does the high index of uncertainty avoidance in Taiwan determine people’s viewpoints on LGBT community?  What cultural dimensions can relate to Jenni Chang’s parents’ belief that Taiwanese culture would not result in her growing up with a homosexual identity? (Tatiana Bogomolova) Her parents’ reaction implies a belief that the West (in this case America) has corrupted their daughter with various ideas, including a non-heteronormative sexual orientation, indicating a clash of cultural values and perceptions. In their view, their daughter’s sexual orientation is the result of exposure to Western ideals that contradict their traditional ideas. Their reaction may reflect a high level of “uncertainty avoidanc”. In cultures with high levels of uncertainty avoidance, structured situations are favored and there may be resistance to deviation from traditional norms or values, especially regarding aspects of life such as gender and sexuality. Furthermore, such response may be conditioned by the fact that Taiwan is a high-context culture, which means that communication and understanding are deeply rooted in shared history and traditions. Their daughter’s sexual orientation contrasts with the accepted cultural and traditional norms in their society, which is reflected in their reaction. (Daria Sigaeva) Jenni Chang's parents' reaction can be explained in terms of micro assault, specifically micro insult. Micro insult occurs when a person's experiences or feelings are denied, ignored, or invalidated, and this is evident in the way Jenni's parents blamed her sexual orientation on the influence of the West, completely disregarding her own agency and identity. This can be seen as a form of micro insult, as they are essentially denying the validity of her sexual orientation and attributing it to external factors. In terms of the culture model of Hofstede, this reaction can be linked to the concept of collectivism versus individualism. Taiwan is known for its collectivist culture, which places a strong emphasis on group harmony and conformity. In this context, Jenni's parents may have felt that her sexual orientation was a threat to the family's reputation and social standing within their community. (Valeria Fursova) As Jenni’s parents are from Taiwan, a country with relatively high levels of uncertainty avoidance and power distance indexes, they were distressed by the thought of their daughter not having a traditional orientation. Their stereotypes of male-female roles in the society discouraged them from understanding that orientation is not something to be acquired due to the social environment one lives in. (Ekaterina Bogacheva) ✓ High index of uncertainty avoidance leads to a restricted type of social behavior and limits possible freedoms. That is why representatives of LGBT communities are perceived as the ones trying to undermine mainstream values. For example, Jenny Chang’s parents were positive that life in Taiwan would affect Jenny’s orientation differently than life in the USA.  → Therefore, representatives of societies with high index of uncertainty avoidance as well as restraint attempt to adjust to social norms and values in order to be perceived as full-fledged members instead of following their personal needs. (Natalia Tarasova) Taiwanese culture hosts a lot of traditional values. In addition to that, the index of uncertainty avoidance is quite high in Taiwan which leads people to avoid non-traditional relationships with unpredictable outcomes. There are set expectations existing for traditional male-female couples, however there are no predetermined life path for homosexual people. Indulgence and individualism scores for Taiwan are low which makes Taiwanese people more predisposed to doing what is expected from them than following their own desires. What is the reason for equality being typically perceived as a Western invention and phenomenon? What are the factors that contribute to the perception of LGBT being an exclusively Western concept, and how does this view hold up when examined through a global and cultural lens? (Valeria Fursova) The foremost reason is that 75 countries still criminalise sexuality nowadays, therefore people can be incarcerated because of their attempts to fight for their rights, leading open life or speeding the ideas touching upon sexual orientation. In other countries with patriarchal structure and traditional world view, where uncertainty avoidance and power distance levels are high, people are either not ready to accept the existence of gay people in their country, or feared to be disowned or scorned by others. Conversely, in the western part of the world with its proclaimed values of freedom and equality, people feel safer when talking about their rights and fighting for them. (Nubar Bunyatova) The factors contributing to the perception of LGBT being an exclusively Western concept include historical and cultural biases, limited exposure to non-Western perspectives, and the influence of Western media. However, when examined globally and through a cultural lens, it becomes evident that diverse sexual and gender identities have existed in various societies throughout history. Many cultures have their own terms and understandings of non-binary identities, same-sex relationships, and gender diversity, challenging the notion of LGBT being solely Western Why did they travel around the world? Could the results of their journey have any impact on others' acceptance of LGBT people? If so, in what ways? (Tatiana Bogomolova) They traveled around the world in order to find LGBT people who were making extraordinary contributions to their societies. They called them “Supergays” as they were LGBT people who demonstrated exceptional courage, resilience, and pride in who they were. They wanted to discover stories of hope and inspiration, highlight the stories of happy, thriving LGBT people and share them with the world, thus contributing to a more nuanced and diverse representation of the global LGBT community.  Moreover, their documentary has the potential to reach a wide audience both within and beyond the societies visited. Through the power of storytelling and visual media, this film can humanize the LGBT experience by allowing viewers to connect on a personal level with the victories and struggles faced by the people depicted in the film. This personal connection has the potential to generate empathy, understanding, and change attitudes toward greater acceptance and support for LGBT rights and dignity. In addition, by showing stories of “Supergays” from countries outside the West, they emphasize the diversity of cultural, social and political contexts in which these people live. This can broaden people’s perspectives, encouraging greater tolerance and respect for the unique challenges and contributions of LGBT people in different parts of the world. (Daria Sigaeva) → any examples of micro insults, micro invalidations? Why could the hurdles faced by Bhumika Shrestha be considered a form of microaggressive behavior? (Ekaterina Bogacheva) The hurdles faced by Bhumika Shrestha could be considered a form of microaggression due to the fact that she was treated as a second-class citizen because of her gender presentation, which didn’t align with the local ideas of male-female order.  → Thus,  this example proves the presence of discrimination in the society and environmental indignities that communicate hostile insults to the certain appointed group of people (e.g. LGBT representatives) Can the accident in the beauty salon be called a micro assault (micro invalidation or micro insult)? [05:35-06:38] In what ways does the question “Do you have a husband?” contradict the notions of political correctness? potential perpetrators from societies with a high index of uncertainty avoidance and restraint cultural dimensions are unaware that they’re speaking from bias when asking this type of question).  → That is why the noun “husband” should be substituted for “spouse” in order to sound more politically correct because the latter one represents all genders and sexual orientations. Therefore, it would align with the main notions of politically correct language. ]]> What conclusions did Jenny and Lisa come to after their journey? Can Lisa’s concept of “momentum” have an impact on improving the situation of LGBT people and the equality movement? How? (Tatiana Bogomolova) Jenny and Lisa found that despite the ongoing challenges and tragedies, there are stories of hope and courage in every corner of the world. They realised that living an out life in the “I'm gay, this is my spouse and we're proud of our lives together” kind of way is not a Western idea. Lisa’s concept of momentum can indeed have a significant impact on improving the situation of LGBT people and the equality movement. “Momentum” reflects a growing wave of positive change, with more individuals openly embracing their identities and advocating for change. This can create a sense of solidarity and empowerment within the LGBT community, inspiring more people to take action and demand equality and respect. Additionally, this concept plays a huge role at the national and international levels. The progress made in one country can inspire and motivate others to follow, strengthening the global movement for equality. Moreover, as more individuals and countries embrace equality, it becomes increasingly difficult for discrimination to go unnoticed. “Momentum” can bring issues to the forefront of public discourse, prompting conversations and raising awareness about the importance of LGBT rights. This will lead to creating an inclusive environment and adopting pro-equality policies. How do you address uncertainty avoidance when team members exhibit extreme emotional expressions, either excessive indulgence or excessive restraint, during discussions? (Alicia Petukhova) Managing uncertainty within a team involves acknowledging and respecting diverse communication styles. Encouraging open dialogue about emotions and providing a supportive environment for expressing ideas can help balance the spectrum of emotional responses and foster effective communication Why would improving the societal position of women positively reflect on the rights of LGBTQ+ people? (Based on the example of India) (Natalia Tarasova) India, being a deeply patriarchal society, places a greater value on masculinity. Masculinity is usually showcased through the relationships between men and women. Men are viewed as protectors and providers for their women, while women are expected to revere their men and fully depend on them. The notion of a woman not depending on men in her life or a man receiving support and protection from another man or providing it for another man challenges pre existing structures of traditional society. 163 5 Final project - delivery Final project - visuals + (audio) script Final project - brainstorming + rationale 20231223-42ach hw20231230-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 13:00-13:20 team #1 Evgenia - Daria M - Tatiana 13:20-13:40 feedback 13:40-14:00 team #2 Marina M - Varvara 14:10-14:30 team #3 Valeria L - Aleksey - Vera 14:30-14:50 team #4 Ekaterina B - Alyona - Alina 14:50-15:10 team #5 Bella - Medea - Natalia Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 162 5 Presentation checklist active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa How do you decide if a presentation is successful? What criteria are relevant? ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts ]]> ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 161 2 pix/icons8-lecturer-100_white.png Presentation checklist wip active move_contents ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 160 159 20231223-42ach 15:40-17:00 2 active Positive discrimination across cultures By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 158 1 Affirmative action active wip edit_short_reading_floating prep_short_reading_floating Is it fair to give a job to some people because of their race or gender? Read the excerpt. → answer the questions]]> What goals has affirmative action traditionally sought to achieve? ✓ support groups traditionally under-represented, mistreated or suffering from lack of public support ✓ bridge inequalities in employment and pay ✓ increase access to education ✓ promote diversity ✓ redress wrongs, harms, or hindrances to redress = to correct sth that is unfair or wrong What examples of affirmative action measures are given? ✓ hard quota ✓ encouragement for increased participation ✓ reserved percentage of government jobs, political positions, and school vacancies for members of a certain group ✓ minority-group members given preference or special consideration in selection processes What alternative expressions for affirmative action are mentioned? ✓ positive discrimination ✓ preferential treatment ✓ colour blind ✓ reverse discrimination What is reverse discrimination? Would you support positive discrimination policies at work? ✓ when affirmative action benefits the most privileged within minority groups at the expense of the least fortunate within majority groups Affirmative action Affirmative action Wikipedia
affirmative action = aka positive action or positive discrimination (British English) sets of policies and practices within a government or organization to include particular groups that were historically discriminated against in areas in which such groups are under-represented, mistreated or suffer from lack of public support(e.g. education and employment) redress = to correct sth that is unfair or wrong oppression = treatment of sb in a cruel and unfair way, especially by not giving them the same freedom, rights, etc. as other people; making sb only able to think about sad or worrying things to hinder = to make difficult, slow down
157 2 Discriminative screening for a post active wip edit_ol_qa_show_hide_row edit_ol_qa_show_hide edit_ol_qa pix/icons8-cafe-100_white.png Is it possible to recruit a candidate for a job without prejudice, micro insults or risk of running into positive discrimination out of good intentions (i.e. political correctness)? to uncover information for each candidate → go through each candidate (horizontally) → compare the candidates & select who you think might not get into the next round → justify your choice (practise cultural dimensions, political correctness, affirmative action) → click on the next show_hide to discover more information for each candidate but don't uncover more than 2 pieces of information in one round → go through each candidate (horizontally) → compare the candidates & select who you think cannot go onto the next round → justify your choice (practise cultural dimensions, political correctness, affirmative action) → continue until you reach the last piece of information & decide who is your favourite candidate → click on the last show_hide to find out exactly who you have chosen → click on other candidates to find out who you had dismissed Are you satisfied with the candidate you have chosen? or have you been misled by good intentions? → explain how you tried to avoid preferential treatment & reverse discrimination, and succeeded (or failed...)]]> 20 visual aid

candidate A Nationality - status
→ naturalized U.S. citizen (born in Austria)
divorced, 4 children Education
→ reportedly academically average at school but stood out for his "cheerful, good-humoured, and exuberant" character. He struggled with reading and was later diagnosed as being dyslexic → attended business school and worked at a gym, where he worked and trained 2 years before returning to London to win his next Mr. Universe title in body building Roots
→ his father was the local chief of police, and after the Anschluss in 1938, joined the Nazi Party → suffered what "would now be called child abuse" at the hands of his father: "My hair was pulled. I was hit with belts. So was the kid next door. Many of the children I've seen were broken by their parents, which was the German-Austrian mentality. They didn't want to create an individual. It was all about conforming. I was one who did not conform, and whose will could not be broken. Therefore, I became a rebel Professional experience
→ played in (mainly) action films, led a (rather short) political career Misc
→ posed for the gay magazine After Dark → collaborated on a campaign by WildAid - "Less Meat, Less Heat", which encourages people to eat less meat as a means of combating climate change
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Arnold Schwarzenegger ]]> visual aid

candidate B Nationality - status
→ American
married, 2 children Education
→ some of her teachers in high school tried to dissuade her from applying to a prestigious university, she was also warned against setting her sights too high → graduate of Princeton University and Harvard Law School Roots
→ her paternal great-great grandfather, Jim Robinson, was born into slavery in 1850 on Friendfield Plantation, near Georgetown, South Carolina → all four of her grandparents had multiracial ancestors, reflecting the complex history of the U.S. Her extended family has said that people did not talk about the era of slavery when they were growing up Professional experience
→ worked in non-profits and as the associate dean of Student Services at the University of Chicago. Later she served as, vice president for Community and External Affairs of the University of Chicago Medical Center Misc
→ served as a role model for women and worked as an advocate for poverty awareness, education, nutrition, physical activity, and healthy eating → supported American designers and was considered a fashion icon
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Michelle Obama ]]> visual aid

candidate C Nationality - status
→Norwegian
single Education
→ political science programme, University of Oslo → wrote a 1500-pg manifesto Roots
→ son of a civil economist who worked as a diplomat for the Norwegian Embassy in London and later in Paris, and a nurse
→ his mother had wanted to abort him but by the time she went to a hospital, she had passed the three-month threshold for an abortion. She thought that her son was a "fundamentally nasty and evil child and determined to destroy her." She stopped breastfeeding her son early on because he was "sucking the life out of her" → as a child, he had little emotional engagement and did not show joy or cry when he was hurt; he also made no attempts to play with other children and was extremely clean and became anxious when his toys were not in order Professional experience
→ worked in the customer service department of a company, with "people from all countries" and being "kind to everyone". A former co-worker described him as an "exceptional colleague", while a close friend of him said he usually had a big ego Misc
→ has travelled extensively and visited up to 24 countries by his early twenties → founded a farming company to cultivate vegetables, melons, roots in 2009
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far right terrorist Anders Behring Breivik
dressed in a home-made police uniform and showing false identification, he took a ferry to the island of Utøya in Tyrifjorden, Viken, and opened fire at the participants of a summer camp, killing 69 and injuring 32 (Norway attacks in 2011 https://en.wikipedia.org/wiki/2011_Norway_attacks) ]]> visual aid

candidate D Nationality - status
→ French
divorced, 3 children Education
→ graduated with a Master of Laws and a Master of Advanced Studies in criminal law . → was raised Roman Catholic Roots
→ daughter of a former paratrooper who had attracted controversy by saying that the mass murder of Jews in gas chambers during the Holocaust was "a detail of the history of World War II". Her mother left the family when she was 16. This was "the most awful, cruel, crushing of pains of the heart: my mother did not love me." → was in a relationship 10 years with an ethnic French Pied-Noir with Algerian Jewish heritage Professional experience
→ registered at the Paris bar association, she worked as a lawyer for six years
→ acquired her first political mandate at the age of 20 when she was elected a Regional Councillor for Nord-Pas-de-Calais Misc
→ in 2015, a Lyon court acquitted her of "inciting hatred", ruling that her statement "did not target all of the Muslim community" and was protected "as a part of freedom of expression" → in 2014, the American magazine Foreign Policy mentioned her, along with four other French people, in its list of the 100 global thinkers of the year
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Marine Le Pen (president of French, far-right Front National)
(government spokesman François Baroin characterized her remarks as racist and xenophobic)]]> 156 3 Final project - slides & rehearsal(s) Final project - visuals + (audio) script Final project - brainstorming + rationale active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 brainstorming + team building + storyline(s) + rationale 20231216 assessment sheet + narrative breakdown + visuals + (audio) script 20231223 video recording / rehearsal(s) 20231230 delivery & feedback Teams - to be confirmed 1 Evgenia - Daria M - Tatiana 2 Marina M - Varvara - Daria K 3 Valeria L - Aleksey - Vera 4 Ekaterina B - Alyona - Alina 5 Bella - Medea - Natalia Today: → slides → rehearsal & timing ]]> FINAL PROJECT "Cultural Exchange in Language Education: Blog and Vlog Series for Effective Teaching Practices" - Natalia Vishnevetskaya Idea 1: Postgraduate teachers create a series of comparative analysis videos focusing on the Russian educational system through the lens of Hofstede's cultural dimensions and Lewis' cultural models. Each video will delve into specific cultural dimensions (e.g., individualism vs. collectivism, power distance, uncertainty avoidance, etc.) and discuss how these dimensions manifest in the Russian educational context. The aim is to help educators from different cultures understand how cultural values influence teaching and learning in Russia. Idea 2: Cultural Case Studies in Education: Develop video-based case studies showcasing real-life scenarios from Russian classrooms that highlight cultural differences and challenges based on Hofstede's and Lewis' models. These case studies aim to stimulate discussion and critical thinking among educators from diverse cultures regarding effective ways to handle similar situations in their respective educational contexts. Idea 3: Objective: The objective of this project is to foster cultural exchange and share best practices in language education among postgraduate teachers. This will involve creating a collaborative blog and vlog series targeting both language educators and a wider audience interested in language teaching methodologies and cultural understanding. Work in groups of 3-4. Create a blog about peculiarities of Russian Education aimed at students-to-be, their parents, foreign colleagues and wider audience. Record 3 vlogs aimed at 2(3?) different cultures. Possible topics (you can adapt them): A Teacher’s Dress Code Parent-Teacher Communication Mistakes That Young Teachers Often Make And How to Avoid Them Teacher-Student Communication Strategies for Handling Disciplinary Issues in Russian Classrooms Extracurriculum Activities Grading Systems in Russia Innovation in Language Education To prepare, watch vlogs of foreign teachers, e.g. (coming soon. Perhaps, you know some) Storyline(s)
• 3-5min sketch • 1-2min advert • mini-presentation (...)
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively • (...)
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language • (...)
Visuals + (audio) script
• • • (...)
Misc
• • • (...)
]]> 155 3 Final project - delivery Final project - visuals + (audio) script Final project - brainstorming + rationale 20231223-42ach hw20231230-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 13:00-13:20 team #1 Evgenia - Daria M - Tatiana 13:20-13:40 team #2 Marina M - Varvara 13:40-14:00 team #3 Valeria L - Aleksey - Vera 14:10-14:30 team #4 Ekaterina B - Alyona - Alina 14:30-14:50 team #5 Bella - Medea - Natalia Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 154 affirmative action = aka positive action or positive discrimination (British English) sets of policies and practices within a government or organization to include particular groups that were historically discriminated against in areas in which such groups are under-represented, mistreated or suffer from lack of public support(e.g. education and employment) to redress = to correct sth that is unfair or wrong oppression = treatment of sb in a cruel and unfair way, especially by not giving them the same freedom, rights, etc. as other people; making sb only able to think about sad or worrying things hindrance = person or thing that makes it more difficult for sb to do sth or for sth to happen to hinder = to make difficult, slow down exuberant /ɪɡˈzju:bərənt/ = full of energy, excitement and happiness 153 20231223-40ach 14:10-15:30 2 active Linguistic bias in education Positive discrimination across cultures By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 152 1 The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity active wip edit_ol_qa_graded prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Is linguistic difference in the classroom a strength? Do we treat it this way? Why / why not? video The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity It is time we talked about linguistic bias and the impact it has on student education. In order to combat our prejudices when it comes to how students speak and write, we must first recognize what our prejudices are. This talk explores educational equity for students who speak African American Vernacular English. Camille Byrd O’Quin is Assistant Professor and Coordinator of Clinical Education of the Master of Science in Speech-Language Pathology program at Lewis University in Romeoville, Illinois. She is a doctoral candidate in special education at Illinois State University with an expected graduation date of 2021. Her scholarship includes professional development presentations at regional, national, and international academic institutions and conferences for the study of culturally responsive pedagogy. Mrs. O’Quin’s research involves valuation of African American Vernacular English; examination of disproportionality in special education; expansion of culturally responsive teaching practices in urban education; and differential diagnosis of cultural linguistic diverse learners. Mrs. O’Quin holds a license with the Illinois State Board of Education and certification through the American Speech-Language-Hearing Association. This talk was given at a TEDx event using the TED conference format but independently organized by a local community https://www.youtube.com/watch?v=QrTFJ5NlM1g → watch the video → answer the questions → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations ]]> graded question B1 qs: What is AAVE? Why is it not wrong? ans: ✓ AAVE is an acronym which means Afro American Vernacular English. ✓ It is the way black people speak (vernacular) but it is not MAE (Mainstream American English) taught at school. ✓ It is not wrong because it has roots in West Africa. graded question C1 qs: Why does AAVE suffer micro assaults? ✓ MAE (Mainstream American English) is deemed as correct by the school system while AAVE (Afro American Vernacular English) is stigmatised. ✓ Since it is a dialectal difference (vernacular) it should not be considered as a disorder or justify special education services ✓ Indeed, AAVE has its own semantic system, syntax, grammar and is consistent with languages spoken in West Africa vernacular = language spoken in a particular area or by a particular group, especially one that is not the official or written language to stigmatise = to accuse or condemn or openly or formally or brand as disgraceful ]]> impact_of_linguistic_bias_in_education_camille_byrd_o_quin_TEDxLewisUniversity_QrTFJ5NlM1g.mp4 pix/equality_vs_equity.jpg let's talk about the impact of linguistic bias on education we as educators like to talk about how linguistic difference or language difference is a strength in the classroom but i asked the question do we really treat it that way in the classroom setting when someone uses a different language or a different linguistic difference do we really treat it as a strength or do we treat it like an error so i like to talk about african-american vernacular english or ave as i like to call it for the acronym aave so help me make that stick ah they i like to call it when we look at ave though do we really use that or we talk about that as a strength or do we talk about that as a deficit arguably ave is the most researched dialect in america and yet it still is the least respected this is my daughter sophia i love this picture of her she looks like she's running for office she's in third grade here in this picture and she had some experiences with this in her classroom as many teachers do many educators do they'll put these sentences on the board and say fix these sentences these sentences are wrong can you make them correct so she had these sentences on her paper and one of them said mrs johnson be organizing the fall festival well sophia being my daughter and knowing all about ave quickly crossed that out and wrote ave in the margin raised her hand for the teacher and said um excuse me there's nothing wrong with this sentence this sentence is written in ave and my mama said this is important to black people and black culture and this is how we talk and i think you might be racist that's what she said now at the exact same time interestingly enough i was working as a speech language pathologist in an urban education setting and i was starting to have some of these same experiences where educators were referring students to me black students who spoke ave and they kept asking me can you please evaluate this child he doesn't speak right he needs to talk better you need to fix this he's now not writing right you need to fix him and so i said no this is a dialectal difference and as a speech language pathologist i don't work on dialectal differences only disorder this is not a disorder the educators kept insisting of course that it was and i started to do some research on this because it became really fascinating to me and i learned that black students in america are two and a half times more likely to receive special education services mostly for learning disabilities or speech language services or behavioral disorder two and a half more times more likely than white students to receive special education services i was concerned by this so instead of calling these children disordered i started educating the staff and i started educating families and students if they were old enough about dialectal difference as it compares to mainstream american english because mainstream american english is what the school system deems as correct or normal even if someone outside of that dialect speaks a different dialect so i started educating the staff started educating students and families about ave and i taught them that ave has cultural significance in black communities linguists have already shown that language structure in ave is very very similar to what you find in west africa why is that you might ask right because when africans were captured and then trafficked here to america and enslaved they didn't know english they didn't speak the language so they took what they knew about language superimposed it onto southern american english and ave was born so that has now persisted over the years over the centuries into what we now call ave it has its own phonological system it has its own semantic system syntax grammar and it's all consistent with languages spoken in west africa so i watch a lot of tv okay i love to critique tv and movies it's one of my favorite pastimes so i started noticing some of these nuances in some of the television shows that are presented today on on television and one of them being not all ave speakers are black and not all black people speak ave i think the the tv show blackish does a really good job of exemplifying that and so does shameless it really does a good job in helping me explain to other the students in particular where some of these nuances come from you talk like who you're around characters in shameless in particular it's a white family living on the south side of chicago in a predominantly black neighborhood so a lot of them speak ave there's this one episode within in shameless where one of the characters is talking to his black friends and he's speaking in ave and there's this brilliant translation at the bottom of the screen in mainstream american english to exemplify for those who can't follow the conversation here's what they're saying in your language i thought that was brilliant so i've kind of picked up on that and i've started doing that when i talk to other people namely other educators or other families and students about ave so let's do a little bit of that here right now so here's an example i'm going to give you three rules related to ave because there's a bunch of them y'all but i'm going to give you three today i'm going to pick on the to be verb because many people pick on the to be verb so i'm going to go ahead and exemplify for you how ave has linguistic rules and it has a system and it has meaning so in ave if you in drop the to be verb in a sentence it means something is happening right now so in the sentence he calling me on my cell phone that means my phone is ringing right now and he's calling me on my cell phone right now so that's an example two sentences in the that mean the exact same thing on your board in two different dialects two different sentences i mean the same thing in two different dialects here's another one when you insert the to be verb in a sentence in ave it means something is happening all the time so if i said he'd be calling me on my cell phone that means he calls me on my cell phone all the time okay obvi speakers just know that we know what that means okay so that's two different sentences on your board one written in navi one written in mainstream american english but they mean the exact same thing here's the last one ben if i put ben in a sentence i know that means for a long long time so he been calling me on my cell phone means that he's been calling me on my cell phone for a long time so i know that as an obvious speaker these words have meaning these words have value so he calling me on my cell phone he'd be calling me on my cell phone he'd been calling me on my cell phone all mean different things okay they do not mean the same thing and you can directly translate that into mainstream american english it's no different than any other dialect guys all dialects have rules think about the bostonians who drop their r's regularly just an example example for you it's completely normal in boston right i can't move to boston and say they're all speaking wrong no that's how they speak you talk like who you're around so if they say pack the cat we know in chicago we wouldn't say it quite that way we'd say park the car but those two sentences mean the exact same thing it's two different dialects that mean the exact same thing where you live dictates how you're going to talk you talk like who you're around that's all dialects are so if i have a community and i was working in a community where the families there spoke exclusively ave it should be no surprise that the kids are going to speak ave at school how do we honor that though i say to honor it in similar ways i just showed you where i'm showing those direct translations for the sake of the students these are my parents and they they taught me how to code switch they both have master's degrees in education and they showed me we spoke ave at home and then when we got out to the to public we would speak in mainstream american english that's just the way it was done not everyone has my experience though you listen to me and you think well you're doing it yeah but not everyone has my experience i challenge you to consider that there are students that i served that were had only access to ave they didn't have access to mainstream american english the way that i did therefore my relationship with co-switching is a little different now that's me and my husband we in our family use more of a code meshing model i speak ave i speak mainstream american english my husband's from texas so he brings in some southern american english and we speak all of them at home we speak all of them i speak them at work i'm doing some of it right now so i like to blend all of my dialects together because i have value and honor for all of these different dialects so i encourage others to do the same in education find out what language what dialect your students are speaking and find value in that as well you remember my daughter sophia who experienced ave as being deemed as wrong in her classroom and she had strong words about that what you don't know though is that that teacher called me she called me from work she called me at work while i was at work and she was so at work to tell me what had just happened and she said the whole class got an education on ave and it's cultural significance from my daughter the teacher said she took pause and thought i've never thought of it that way i've never thought of ave as anything else other than wrong now mind you this teacher happens to be black like me so she was very excited to consider this isn't wrong it's just a dialectal difference and she went to her library there at the school grabbed some books that were written in ave and she read them for the students to exemplify its own significance as well and she said to me from here on out i will do better i will do my best to make sure that i am differentiating between what is a deficit and what is simply a difference because they are not the same thing and that is really all i ask because that is a really great place to start thank you (Veronika Strelnikova) How can linguistic bias in education be seen as a form of micro assault? ✓ Linguistic bias in education can be seen as a form of micro assault because it is a subtle but harmful act that targets individuals based on their language or dialect. → By devaluing certain language varieties, it undermines the cultural identities and experiences of students and perpetuates a sense of inferiority. (Tatiana Bogomolova) How does the incident involving Sophia in her classroom shed light on cultural and linguistic discrimination? (Daria Sigaeva) Can the incident in Sophia's classroom be called a micro assault (micro insult or micro invalidation)? Why/why not? ✓ This incident (when Sophia commented on “Mrs. Johnson be organizing the fall festival”) highlights the existence of linguistic bias and cultural insensitivity in educational settings. ✓ It proves the presence of cultural and linguistic discrimination, where certain dialects or cultural forms of speech are undervalued, stigmatised or dismissed as grammatically incorrect. ✓ Moreover, this situation can be considered racist as it points to the potential persistence of systemic bias and the need for greater awareness and inclusiveness in educational environments. → Thus, it demonstrates the need to deal with cultural and linguistic discrimination in the education system. ✓ In general, Sophia's remark reflects the issue of political correctness and micro assaults in the classroom. → I consider the incident in Sophia's classroom to be considered specifically a micro invalidation. She perceived the teacher's correction as an attack on her cultural identity and language. ✓ By accusing the teacher of potential racism, Sophia highlighted her belief that the correction was a micro assault, as it invalidated her cultural background and language. → This could be considered a micro invalidation since the teacher did it unintentionally as she most likely did not take into account the cultural background of her student. How can TV shows like Shameless or Blackish eradicate stereotypes and discrimination against AAVE speakers? ✓ TV shows like Shameless and Blackish can play a crucial role in challenging stereotypes and discrimination against AAVE speakers by showing the nuances of their language and culture. ✓ Indeed, they show that “not all AAVE speakers are black and not all black people speak AAVE”. By depicting characters who may or may not speak AAVE, these shows can help eradicate stereotypes and discrimination by challenging oversimplified assumptions and emphasizing the complexity and richness of African American linguistic diversity. ✓ In addition, they can help educate viewers about the influence of environment and social context on language use by emphasizing the importance of understanding cultural and geographic influences on linguistic diversity. → By offering a more accurate and inclusive portrayal of AAVE and its speakers, these TV shows can promote awareness, empathy, and appreciation for linguistic diversity, thereby helping to break down stereotypes and discrimination against AAVE speakers. (Daria Sigaeva) How does the Boston dialect example discredit the AAVE dialect from a political correctness perspective? ✓ The example of the Boston dialect effectively illustrates prejudice against the African American Vernacular English (AAVE) dialect by highlighting the concept of micro assaults. ✓ The speaker emphasizes that AAVE has linguistic rules, systems, and meaning. ✓ The speaker also acknowledges that these linguistic differences are often dismissed or devalued by MAE (mainstream American English) speakers. ✓ The comparison to the Boston dialect dropping the "r" regularly serves as an analogy to illustrate the point. → The speaker points out that just as dropping the "r" is accepted and understood as part of the Boston dialect, the linguistic rules and nuances of AAVE should also be recognized and respected. → This comparison highlights the issue of micro insult, where certain dialects or language variations are deemed inferior or incorrect by mainstream standards. (Daria Sigaeva) In what way does Camille Byrd O'Quin's emphasis on valuing and respecting every accent align with the principles of political correctness and the avoidance of micro assaults in educational settings? ✓ Camille Byrd O'Quin's saying for recognizing and respecting students' language and accents is a direct response to the issue of micro assaults, particularly micro invalidation and micro insults, that may occur when students' unique ways of speaking are not valued or recognized within the educational environment. ✓ In the video, O'Quin mentions her family's use of different dialects, including African American Vernacular English (AAVE), mainstream American English (MAE), and Southern American English (due to her husband being from Texas). → She expresses a sense of value and honor for all these different dialects, encouraging others to do the same in the education process. → This approach directly aligns with the principles of political correctness, which emphasize the importance of respecting and valuing diverse cultural and linguistic backgrounds. (Veronika Strelnikova) How can educational institutions address linguistic bias through a lens of political correctness? (Nubar Bunyatova) How can we debunk the notion that it is linguistically inferior or wrong? ✓ Educational institutions can address linguistic bias through a lens of political correctness by actively promoting inclusivity and respect for all language varieties. This can be done by → implementing policies and practices that acknowledge the cultural and linguistic diversity of students, → providing professional development opportunities for teachers to become more culturally sensitive, → actively combating discriminatory language attitudes within the school community. Some common misconceptions about African-American Vernacular English (AAVE) include: AAVE is simply "broken" or incorrect English: This misconception can be considered as an example of a micro insult. It assumes that AAVE is a deviation from mainstream English, which is considered the norm. However, AAVE is a legitimate and systematic linguistic variety with its own rules and structures. It is not a deficient or incorrect form of English.  The  misconception that AAVE reflects a lack of education stems from the assumption that language proficiency correlates with intelligence or educational attainment. However, AAVE speakers can be highly intelligent and educated individuals who code-switch between AAVE and Standard English depending on the context. Language variation does not determine one's intellectual capabilities. While AAVE is primarily associated with African-American communities, it is not exclusive to them. AAVE can be spoken by individuals of various racial and ethnic backgrounds who are part of communities where it is prevalent. It is important to recognize that language varieties are not bound by racial or ethnic boundaries. To debunk the notion that AAVE is linguistically inferior or wrong, we can: Provide education and awareness about different language varieties, including AAVE, in schools and communities. Share linguistic research that supports the legitimacy of AAVE as a distinct variety with its own grammatical rules. This can help challenge the notion that AAVE is linguistically inferior or incorrect. To make people around more politically correct it will be a good idea to promote inclusive language policies - advocate for inclusive language policies that recognize and respect the linguistic rights and diversity of all individuals. This includes recognizing AAVE as a valid form of expression in educational, professional, and legal settings. (Veronika Strelnikova) What is linguistic bias in education? ✓ Linguistic bias in education refers to the unfair treatment or judgement of students based on their language or dialect. → It involves having prejudice or stereotypes about certain language varieties and negatively impacting students who speak or write in those forms. (Tatiana Bogomolova) What did Sophia do when she saw the sentence “Mrs. Johnson be organizing the fall festival” on her paper in class? Why? (Daria Sigaeva) What remark did Sofia, Camille Byrd O’Quin’s daughter, make to the teacher? Why? What did Sophia call it? ✓ When Sophia saw the sentence “Mrs Johnson be organizing the fall festival” on her paper, she understood that it was written in AAVE. She knew that AAVE is important for the African-American community. → So she crossed out the sentence, wrote “AAVE”, and bravely raised her hand to explain to the teacher that the sentence was not wrong, but was written in AAVE, which she explained was important to African-American people and their culture.  ✓ This assignment suggested that the sentences were written in a wrong way, which can generally be understood as “AAVE is wrong". The teacher invited them to correct these sentences using “correct English”, which only confirms that “AAVE is wrong”. → This made the girl think that the teacher was a racist because she was strengthening the stereotypes and discrimination against this variant of English. ✓ Sophia, the speaker's daughter, commented to the teacher when asked to correct the sentence "Mrs. Johnson, be organizing the fall festival well". ✓ Sophia explained that there was nothing wrong with the sentence because it was written in AAVE (African American Vernacular English), which she and her mother consider important to black people and black culture. → She believed that the teacher's correction was unacceptable considering her cultural background and could be seen as a form of racism. (Tatiana Bogomolova) What do TV programmes like Shameless or Blackish show? ✓ TV programmes such as Shameless and Blackish show that “not all AAVE speakers are black and not all black people speak AAVE”. ✓ They show the influence of the social environment on language use as well as the different ways of expressing oneself through language in the African American community. → These programmes broaden viewers' understanding of the world by saying that there are different languages and different cultures that can cross over, thus destroying stereotypes. (Daria Sigaeva) What accent (dialect) did the speaker compare AAVE to? Why? ✓ The example of the Boston accent effectively explains prejudice against the AAVE accent. It shows the importance of respecting different accents and language variety. ✓ The speaker notices that AAVE has its own rules, systems, and meanings. She gives specific examples of how changing "to be'' in a sentence changes the meaning in AAVE. → By paying attention to the features of AAVE, the speaker shows that it cannot be said that one accent can be admitted and another cannot. → Comparing it to other accents like the Boston accent, the example effectively demonstrates the need to recognize and respect linguistic features admitting its importance. (Daria Sigaeva) Using which accent (dialect) does Camille Byrd O’Quin speak with her family? At work? Why is this important to her? ✓ Camille Byrd O'Quin speaks three different accents of English: African American Vernacular English (AAVE), mainstream American English (MAE), and Southern American English (due to her husband being from Texas). → She uses these different accents with her family and at work, as she values and respects each one. O'Quin believes that every accent is valuable and meaningful, and she encourages others, especially in education, to do the same. ✓ She emphasizes the importance of recognizing and respecting students' language and accents, and finding worth in their unique ways of speaking. → This reflects her belief in the significance of linguistic variety and the need to acknowledge different dialects in the educational process. (Veronika Strelnikova) What are some areas of research that Mrs. O'Quin focuses on? How can you educate people to show them AAVE is not wrong? ✓ Mrs. O'Quin's research involves the valuation of African American Vernacular English by → examining disproportionality in special education, → expanding culturally responsive teaching practices in urban education, → differentially diagnosing cultural linguistic diverse learners. 151 2 pix/icons8-collaboration-100_white.png Equity vs equality How to distinguish equity from equality active wip xml_multi_dd_row Are you sure you know how to avoid micro insults? Are you really fair to everyone? What is the difference between equality and equity? equality = each individual or group of people is given the same resources or opportunities equity = recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome
visual aid
→ match the descriptions with the categories → which situation(s) in the descriptions may call for better equity, or vice-versa? → which situation(s) in the descriptions might be considered as politically incorrect, or be perceived as a micro insult? ]]> 45 8 left visual aid ]]> 1;3;4 2;5;6;7;8 150 3 B pix/icons8-lecturer-100_white.png Self-assessment questions wip move_contents Self-check questions → Can you expect approximately the same answers from the pairs of questions? → Are keywords at C1 level explained and/or replaced by synonyms at B1? → Are contents academic or made more accessible to weaker people? → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive, reminiscent of just copy-pasting some encyclopedia? USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ register ]]> 149 3 This is what LGBT life is like around the world 20231223-40ach hw20231230-44ach active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Would you choose a representative from a minority to enrich diversity of ideas in your work group? How would you deal with uncertainty avoidance from team members if some people showed unusual indulgence vs restraint in their emotional relationships? video This is what LGBT life is like around the world As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for. https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world?language=en → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231227]]> Self-check questions → Can you expect approximately the same answers from the pairs of questions? → Are keywords at C1 level explained and/or replaced by synonyms at B1? → Are contents academic or made more accessible to weaker people? → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive, reminiscent of just copy-pasting some encyclopedia? USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ register ]]> this_is_what_lgbt_life_is_like_around_the_world_2370.mp4 let's talk about the impact of linguistic bias on education we as educators like to talk about how linguistic difference or language difference is a strength in the classroom but i asked the question do we really treat it that way in the classroom setting when someone uses a different language or a different linguistic difference do we really treat it as a strength or do we treat it like an error so i like to talk about african-american vernacular english or ave as i like to call it for the acronym aave so help me make that stick ah they i like to call it when we look at ave though do we really use that or we talk about that as a strength or do we talk about that as a deficit arguably ave is the most researched dialect in america and yet it still is the least respected this is my daughter sophia i love this picture of her she looks like she's running for office she's in third grade here in this picture and she had some experiences with this in her classroom as many teachers do many educators do they'll put these sentences on the board and say fix these sentences these sentences are wrong can you make them correct so she had these sentences on her paper and one of them said mrs johnson be organizing the fall festival well sophia being my daughter and knowing all about ave quickly crossed that out and wrote ave in the margin raised her hand for the teacher and said um excuse me there's nothing wrong with this sentence this sentence is written in ave and my mama said this is important to black people and black culture and this is how we talk and i think you might be racist that's what she said now at the exact same time interestingly enough i was working as a speech language pathologist in an urban education setting and i was starting to have some of these same experiences where educators were referring students to me black students who spoke ave and they kept asking me can you please evaluate this child he doesn't speak right he needs to talk better you need to fix this he's now not writing right you need to fix him and so i said no this is a dialectal difference and as a speech language pathologist i don't work on dialectal differences only disorder this is not a disorder the educators kept insisting of course that it was and i started to do some research on this because it became really fascinating to me and i learned that black students in america are two and a half times more likely to receive special education services mostly for learning disabilities or speech language services or behavioral disorder two and a half more times more likely than white students to receive special education services i was concerned by this so instead of calling these children disordered i started educating the staff and i started educating families and students if they were old enough about dialectal difference as it compares to mainstream american english because mainstream american english is what the school system deems as correct or normal even if someone outside of that dialect speaks a different dialect so i started educating the staff started educating students and families about ave and i taught them that ave has cultural significance in black communities linguists have already shown that language structure in ave is very very similar to what you find in west africa why is that you might ask right because when africans were captured and then trafficked here to america and enslaved they didn't know english they didn't speak the language so they took what they knew about language superimposed it onto southern american english and ave was born so that has now persisted over the years over the centuries into what we now call ave it has its own phonological system it has its own semantic system syntax grammar and it's all consistent with languages spoken in west africa so i watch a lot of tv okay i love to critique tv and movies it's one of my favorite pastimes so i started noticing some of these nuances in some of the television shows that are presented today on on television and one of them being not all ave speakers are black and not all black people speak ave i think the the tv show blackish does a really good job of exemplifying that and so does shameless it really does a good job in helping me explain to other the students in particular where some of these nuances come from you talk like who you're around characters in shameless in particular it's a white family living on the south side of chicago in a predominantly black neighborhood so a lot of them speak ave there's this one episode within in shameless where one of the characters is talking to his black friends and he's speaking in ave and there's this brilliant translation at the bottom of the screen in mainstream american english to exemplify for those who can't follow the conversation here's what they're saying in your language i thought that was brilliant so i've kind of picked up on that and i've started doing that when i talk to other people namely other educators or other families and students about ave so let's do a little bit of that here right now so here's an example i'm going to give you three rules related to ave because there's a bunch of them y'all but i'm going to give you three today i'm going to pick on the to be verb because many people pick on the to be verb so i'm going to go ahead and exemplify for you how ave has linguistic rules and it has a system and it has meaning so in ave if you in drop the to be verb in a sentence it means something is happening right now so in the sentence he calling me on my cell phone that means my phone is ringing right now and he's calling me on my cell phone right now so that's an example two sentences in the that mean the exact same thing on your board in two different dialects two different sentences i mean the same thing in two different dialects here's another one when you insert the to be verb in a sentence in ave it means something is happening all the time so if i said he'd be calling me on my cell phone that means he calls me on my cell phone all the time okay obvi speakers just know that we know what that means okay so that's two different sentences on your board one written in navi one written in mainstream american english but they mean the exact same thing here's the last one ben if i put ben in a sentence i know that means for a long long time so he been calling me on my cell phone means that he's been calling me on my cell phone for a long time so i know that as an obvious speaker these words have meaning these words have value so he calling me on my cell phone he'd be calling me on my cell phone he'd been calling me on my cell phone all mean different things okay they do not mean the same thing and you can directly translate that into mainstream american english it's no different than any other dialect guys all dialects have rules think about the bostonians who drop their r's regularly just an example example for you it's completely normal in boston right i can't move to boston and say they're all speaking wrong no that's how they speak you talk like who you're around so if they say pack the cat we know in chicago we wouldn't say it quite that way we'd say park the car but those two sentences mean the exact same thing it's two different dialects that mean the exact same thing where you live dictates how you're going to talk you talk like who you're around that's all dialects are so if i have a community and i was working in a community where the families there spoke exclusively ave it should be no surprise that the kids are going to speak ave at school how do we honor that though i say to honor it in similar ways i just showed you where i'm showing those direct translations for the sake of the students these are my parents and they they taught me how to code switch they both have master's degrees in education and they showed me we spoke ave at home and then when we got out to the to public we would speak in mainstream american english that's just the way it was done not everyone has my experience though you listen to me and you think well you're doing it yeah but not everyone has my experience i challenge you to consider that there are students that i served that were had only access to ave they didn't have access to mainstream american english the way that i did therefore my relationship with co-switching is a little different now that's me and my husband we in our family use more of a code meshing model i speak ave i speak mainstream american english my husband's from texas so he brings in some southern american english and we speak all of them at home we speak all of them i speak them at work i'm doing some of it right now so i like to blend all of my dialects together because i have value and honor for all of these different dialects so i encourage others to do the same in education find out what language what dialect your students are speaking and find value in that as well you remember my daughter sophia who experienced ave as being deemed as wrong in her classroom and she had strong words about that what you don't know though is that that teacher called me she called me from work she called me at work while i was at work and she was so at work to tell me what had just happened and she said the whole class got an education on ave and it's cultural significance from my daughter the teacher said she took pause and thought i've never thought of it that way i've never thought of ave as anything else other than wrong now mind you this teacher happens to be black like me so she was very excited to consider this isn't wrong it's just a dialectal difference and she went to her library there at the school grabbed some books that were written in ave and she read them for the students to exemplify its own significance as well and she said to me from here on out i will do better i will do my best to make sure that i am differentiating between what is a deficit and what is simply a difference because they are not the same thing and that is really all i ask because that is a really great place to start thank you 148 147 20231223-38ach 12:40-14:00 2 active Culturally responsive teaching By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 5 B Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh 20231216-36ach hw20231220-38ach pix/icons8-collaboration-100_white.png Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh Is he British? Is he a Punjabi? No, he is both. Listen to the powerful story of a man torn between two identities and how he overcame it all. Jassa Ahluwalia is an actor, writer and filmmaker. He came to prominence as loveable badboy Rocky in the hit BBC Three series ‘Some Girls’, followed by starring roles in ‘Ripper Street’ and the internationally acclaimed series ‘Peaky Blinders’. Jassa found further recognition in 2019 after his homemade comedy skits went viral on social media. His videos, in which he plays an old Punjabi uncle, were accompanied by his hashtag #BothNotHalf, the distillation of his ideas on mixed heritage experience. This led to Jassa being elected to the Equity Minority Ethnic Members Committee to help lead the fight for better representation in the performing arts. https://www.youtube.com/watch?v=SP0bAQ8J6C0 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations ~ 10-120 words / question (use the same googledoc as previously) → deadline: 20231220]]> 3 Final project - visuals + (audio) script 20231216-36ach 20231223-38ach_n1 pix/icons8-soccer-100_white.png You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 storyline(s) + rationale + assessment sheet + narrative breakdown 20231216 visuals + (audio) script 20231223 slides & rehearsal 20231230 delivery & feedback → prepare per agenda → contact your team members to share workload ]]> 146 5 B Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh 20231216-36ach hw20231223-38ach active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? video Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh Is he British? Is he a Punjabi? No, he is both. Listen to the powerful story of a man torn between two identities and how he overcame it all. Jassa Ahluwalia is an actor, writer and filmmaker. He came to prominence as loveable badboy Rocky in the hit BBC Three series ‘Some Girls’, followed by starring roles in ‘Ripper Street’ and the internationally acclaimed series ‘Peaky Blinders’. Jassa found further recognition in 2019 after his homemade comedy skits went viral on social media. His videos, in which he plays an old Punjabi uncle, were accompanied by his hashtag #BothNotHalf, the distillation of his ideas on mixed heritage experience. This led to Jassa being elected to the Equity Minority Ethnic Members Committee to help lead the fight for better representation in the performing arts. https://www.youtube.com/watch?v=SP0bAQ8J6C0 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations ~ 10-120 words / question (use the same googledoc as previously) → deadline: 20231220]]> both_not_half_how_language_shapes_identity_jassa_ahluwalia_TEDxChandigarh_SP0bAQ8J6C0.mp4 What is awkward politeness? How did Jassa react to the vendor's offer in the example given at the beginning of his speech? Why? What cultural types are demonstrated in the example made by J. Ahluwalia in the beginning of his TedTalk? [0:30-1:35] (Polina Borshevskaya) ✓ kind of politeness when you realize that you don't need what your interlocutor offers at all, but there is no reason to refuse or be rude to him. That's why you have to thank and apologize several times, and thank and apologize again. (Tatiana Bogomolova) ✓ At first, Jassa responded to the vendor's offer with “awkward politeness” in the English style. → This initial reaction can be explained by the fact that Jassa defaulted to the familiar norms of communication, as he had spent most of his life in English society, so his politeness and refusal were conformed to the cultural etiquette he had learnt in the English context. ✓ This response may be related to the concept of political correctness and avoidance of potential microaggressions or insults. In a multicultural context such as India, where different communication styles and cultural norms exist, Jass's attempt to be politely assertive was probably intended to decline the offer without causing offence. → However, the subsequent confrontation and Jassa's switch to Punjabi emphasises the complexities of cultural interaction, showing the limitations and challenges of adhering to political correctness in a diverse and multicultural environment. (Valeria Fursova) ✓ Indian people tend to be multi-active: emotional, open-hearted, people-oriented, impulsive, collectivist. ✓ Englishmen tend to be linear-active: cool, reserved, factual, but polite, more introverted and individualist. → As these two cultures represent the opposite variations of cultural types, the behaviour and styles of communication differ a lot, which may lead to confusion and misunderstanding What incident made the narrator realize that he had a strong Punjabi accent as a child? Why did his mother behave this way? Why was Jassa Ahluwalia’s mother worried when she realized that her son had an Indian accent? (Daria Sigaeva) ✓ The incident that made the narrator realize he had a strong Punjabi accent as a child was when he exclaimed, "Mummy, I want a banana," in the supermarket. His mother's response, panicking and swiftly completing their shopping, was likely influenced by social norms and potential reactions to her child's speech. ✓ In the context of political correctness and the concept of micro assaults, this reaction may stem from a recognition of societal biases or prejudices that could lead others to perceive her child's speech as unusual or "strange," as mentioned by the narrator. (Natalia Tarasova) ✓ Jassa Ahluwalia’s mother was aware of the way her child was being perceived by the British population. Even though in his young age Jassa Ahluwalia was not concerned with his British-Punjabi identity, his mother could see that his appearance made the way he speaks sound offensive in the context of British culture. ✓ With the history of colonization of India and the hardships Indian immigrants had to face in mind, hearing a white child speak with an Indian accent would make a well-meaning person think that his parents were teaching him belittling attitudes towards Indians. (Tatiana Bogomolova) ✓ (...) Because of possible misunderstanding from the society, because of possible ridicule and microaggressions, his mother unintentionally made it clear to him that a British child cannot speak with an Indian accent. → In this way, she contributed to the perpetuation of various stereotypes and also made it difficult for him to understand his own cultural identity What incident during a maths class led to the teacher's reprimand, and why did it bother the author? Why didn’t Jassa feel that mocking the Indian accent was offensive? Why was he angry that his friend who shared Indian origin was “spared with a lecture”? Why was Jassa Ahluwalia singled out from his classmates who sang a song presumably mocking the Indian accent during a math class? Because of his Indian heritage being not obvious for people who might sincerely hold those racial biases he would be exempt from those micro-aggressions, → in the eyes of many people, he doesn’t have a right to make jokes about his culture as they cannot be weaponized against him. ]]> What book made a big impression on Jassa Ahluwalia as a teenager? Why and how? (Daria Sigaeva) ✓ As a teenager, the book that made a big impression on Jassa Ahluwalia was Kipling's famous Mancub. The speaker, being a young boy caught between two worlds, read the book which resonated strongly with him. However, it was only later in his adult life that he realized the impact of identifying as "half Indian, half British." → This identification opened him up to accusations of not being enough, which can be seen as a form of micro invalidation. By identifying as "half," he was subjected to micro assaults and micro insults, which made him feel like he didn't fully belong to either culture. How did the realization that national identities are a construct impact the speaker's sense of being? How did Jassa’s understanding of national identities influence his perspective on his own sense of being? (Daria Sigaeva) ✓ He came to understand that national identities were not an essential truth, but rather a construct that he did not need. ✓ This realization may have led the speaker to feel a sense of liberation from the constraints of national identity, as well as a sense of empowerment in recognizing the artificial nature of such constructs. → This realization may have also made the speaker more attuned to micro assaults related to national identity, as he became more conscious of the constructed nature of these identities and the impact they have on individuals (Tatiana Bogomolova) ✓ His realisation that national identity is not an essential truth had a significant impact on his self-perception. → This realisation liberated him from the boundaries of predefined labels, challenging societal expectations of identity. ✓ It serves as a powerful antidote to potential micro-attacks or invalidations arising from societal pressures that force a person to conform to cultural or national norms. → He promotes inclusiveness by discouraging the micro-aggressions that can arise from rigid categorisation and facilitating a more nuanced and respectful discussion of individual identity, thereby encouraging political correctness construct = idea or a belief that is based on various pieces of evidence which are not always true; contrast between lived reality and the construct held in the mind attuned = familiar with sb/sth so that you can understand or recognize them or it and act in an appropriate way Why does he find the term “mixed race” problematic? What alternative term does he prefer? (Tatiana Bogomolova) ✓ He finds the term “mixed race” problematic, considering it a “linguistic hangover” of scientific racism with its fears of race mixing. → He uses the term “mixed heritage” because this term is, in his view, more inclusive and nuanced. ✓ The term is often used to embrace and recognise the complexity of one's cultural background and move away from narrower labels such as “mixed race”. The term “mixed heritage” emphasises the richness of diverse cultural influences that contribute to a person’s identity. → By favouring the term and considering oneself to be of one human race, it highlights the desire for a more inclusive and respectful discourse. (Natalia Tarasova) ✓ 'Mixed race' also carries a terrible legacy of scientific racism which tried to install the fear of race-mixing to the general population What does the idea BothNotHalf mean? (Tatiana Bogomolova) ✓ BothNotHalf embodies a non-binary approach to life, rejecting easy distinctions and historical prejudices. → The idea emphasises that people, regardless of their background, ethnicity, nationality, gender, sexuality, social class, are whole entities whose different aspects cannot be separated. It challenges power structures and labels that promote separation and control by promoting a language of inclusion. ✓ This idea encourages us to move beyond oversimplified categories and recognise the many combinations and nuances in different aspects of life. = a call to reshape our minds and embrace the richness of diversity (Daria Monakhova) ✓ #BothNotHalf is inspired by the idea that we have a non-binary approach to life, we are not restrained by easy distinction or prejudice, which leads to:  → microassault “You are white, you can’t be Indian.” → microinsult “You speak Punjabi very well and you are not entirely Punjabi” → microinvalidation “If you moved to India, you would be more Pujabi than you are now” ✓ #BothNotHalf celebrates a person as a unity of many parts which coexist and make the person feel they found their place in the world → they no longer need to prove anything to anyone Why do power structures love labels? (Tatiana Bogomolova) ✓ Power structures use labels because they promote division and control. ✓ Labels simplify complex identities into convenient categories, fostering a sense of "us" and "them" that encourages further stereotyping. → This separation allows control through divide-and-rule tactics. → Thus, in cultures with a high level of power distance, power structures use labels to silence opposing viewpoints and preserve the existing system What could help us to change our view on the idea of national identity? [16:14-16:52] In what ways does he suggest individuals can take back control and power from divisive language and labels? (Valeria Fursova) ✓ By recognizing the language of division and rewriting it into the language of inclusion, we force the world to spot all the differences and diversities it has in it. → It’s all about being open to experience, being conscientious, agreeable = trying to control our eagerness to avoid uncertainty (Tatiana Bogomolova) ✓ He believes that people can regain control and power over divisive language and labels by rejecting easy distinctions based on ethnicity, nationality, gender, sexuality or social class. → The key is to recognise and challenge the language of division by rewriting it in the language of inclusion. ✓ By engaging with the details and recognising the complexity of individual identity, people can shift the focus from “us vs. them” to recognising a shared humanity. → In the end, he called for a restructuring of thinking, highlighting that: ✓ “none of us is half anything; all of us are both something” = emphasising the richness and uniqueness of their different components, experiences and identities 145 1 Freedom Writers - Line game active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How would you begin your first lesson in a difficult class of students with mixed abilities, ethnicities and social backgrounds? video Freedom Writers - The line game A dedicated teacher (Hilary Swank) in a racially divided Los Angeles school has a class of at-risk teenagers deemed incapable of learning. Instead of giving up, she inspires her students to take an interest in their education and planning their future. An inspirational drama set during the time of the 1992 race riots in Los Angeles. Based on real diaries of inner-city students. https://www.youtube.com/watch?v=QrTFJ5NlM1g → watch the video → answer the questions]]> freedom_writers_line_game_eYYf-mUmPqI.mp4 What is the purpose of the line game? ✓ get disparate people to overcome prejudices ✓ unify the split group by pointing out the fate they have in common How many ethnic groups can you recognise? ✓ Hispanic / Latin-American ✓ Afro American ✓ Asian ✓ Arab ✓ WASP (White Anglo Saxon Protestant) (...) What do you think the students are thinking when looking at each other while standing on the line? ✓ low uncertainty avoidance ✓ greater trust than distrust (because of shared experiences) ✓ potential empathy What is dramatic about the likely fate of this class? ✓ many may die due to gang violence Could you use this line game in your own class? (students' own answers) 144 2 Troubles at Chapel Hill-Carrboro City Schools active wip edit_short_reading_floating prep_short_reading_floating Read the excerpt. → answer the questions What could be the reasons for students of colour being left behind? ✓ micro invalidation of their vernacular language ✓ difficult social background (unemployed household, daily exposure to gang violence...) → encourage collectivism among individualist students to find solutions together → recognise levels of restraint vs joy = promote emancipating values per Welzel utility ladder of freedoms What difficulties might teachers/students face when creating culturally sensitive classrooms? ✓ students might feel ignored by well-intentioned teachers who are too distant & polite → mitigate high uncertainty avoidance ✓ teachers may be confused as to why some students don't want to be together → shift distrust to trust → address cultural gap Which recommendations/pieces of advice could Alexa Parvey give to her teachers? ✓ suggest a bottom-up approach → empower students to explain how they would solve problems ✓ be open about talks regarding race → avoid micro insults & excessive hedging → reduce power distance e.g. call a spade a spade → use a linear active approach Troubles at Chapel Hill-Carrboro City Schools Troubles at Chapel Hill-Carrboro City Schools
“I didn’t know that [teachers] felt so uncomfortable talking about it until we started doing this,” said Alexa Parvey, a junior at Chapel Hill High School and one of the Student Six facilitators. “It helped me understand that teachers aren’t doing it because they don’t want to include you, they just don’t know how” she said. But she also understands that most of her teachers are well-intentioned but lost when it comes to talking about race.]]> to distil = to get the essential meaning or ideas from thoughts, information, experiences, etc
143 3 Tips for troubles at Chapel Hill-Carrboro City Schools active wip 20231223-38ach hw20231230-n3 prep_short_reading_floating edit_short_reading_floating Read the excerpt. → answer the questions Which is your favourite tip? Have you ever used any these methods? What problems could you have in using these tips? Tips for troubles at Chapel Hill-Carrboro City Schools Tips for troubles at Chapel Hill-Carrboro City Schools
Be visible Make sure every student feels welcome and part of the class. The simplest examples of this are greeting each student when he or she comes into class and knowing everyone's names. Small signs that teachers know and are interested in students go a long way to forming trust. ]]> Create a safe space The way a room is arranged and a teacher’s physical proximity to students can make a difference when trying to reduce the vulnerability students feel. If teachers stay behind their desks, they inadvertently signal they want space between themselves and students. Teachers who walk around the room and check in on student progress, create a more equal and focused space. “I can get a kid to focus better just by placing myself near them,” said Teresa Brunner, academic support specialist at Chapel Hill-Carrboro City Schools. Research shows that humans are more engaged when they are within eight feet of the person talking to them. That’s why being asked to sit up front isn’t just a punishment, it’s a strategy. ]]> Connect to students' lives Give students a reason to care about what they're learning by connecting it to situations and concepts that are relevant to their lives. For example, in English class, teachers can assign current event articles on subjects students care about or that affect them. ]]> Connect to students' culture Make positive connections with student culture through class assignments. For example, one teacher in the Carrboro district created an ancestor project around the traditions of Day of the Dead. The class studied the Mexican holiday, but also talked about the ways various cultures connect with ancestors.]]> Address race and racial dynamics in the classroom This is one of the most uncomfortable steps for many educators who either don’t know what to do when a racially-charged incident occurs in class or don’t want to see racist themselves by calling out a student’s race. But by ignoring a fundamental part of student identity, teachers can inadvertently misstep and damage student trust. A common example is calling on students of color to represent their entire race in a discussion where few others minorities are represented.]]> Connect to students' future selves Teachers need to recognize that all their students have dreams about what their futures will look like. Too often, the implicit message in school is that white students have bright futures with many career paths to follow, but students of color aren’t likely to go anywhere. “We recognize that kids have hopes and dreams and goals for themselves and we can help them to see how to get there,” Brunner said.]]> inadvertently = by accident; without intending to conversely = in a way that is the opposite or reverse of sth acting out of turn = not in the correct or agreed order of succession
142 skit (on sth) = short piece of humorous writing or a performance that makes fun of sb/sth by copying them facilitation = managing and maintaining a group process. The primary focus of the facilitator is on “how” the process is going in the group. The facilitator will help the group to stick with their ground rules and guidelines that bound the process they have agreed to use to get to some end result mentoring = instructing, guiding, coaching someone seeking to master a particular field that you have already mastered. Though mentoring is very “content” focused, it will also often employ teaching, training, and coaching as well WASP = White Anglo Saxon Protestant to distil = to get the essential meaning or ideas from thoughts, information, experiences, etc inadvertently = by accident; without intending to conversely = in a way that is the opposite or reverse of sth to act out of turn = not in the correct or agreed order of succession equality = each individual or group of people is given the same resources or opportunities equity = recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome 141 20231216-36ach 15:40-17:00 2 active Discriminative language across cultures Culturally responsive teaching By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 140 5 A Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU 20231209-36ach hw20231216-38ach-n1 active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? video Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU Karen Leung is currently (2018) in her second year in Woodring’s Early Childhood Education at Western Washington University. Through her involvement in this program, she has found that her passion lies in social justice and linguistics, and the overlap that exists between these two in bilingual education. Being in Woodring allows her to apply her passions to her teaching career, and gives her the opportunity to break down language barriers in education. Growing up as a native Cantonese speaker, Karen took ESL classes in school, all the while interpreting for her parents during teacher conferences at just seven years old. Through this experience, she realized that there is a need of increased awareness of the linguistic biases in our society and the need for more resources for immigrant families who are working in tandem with schools to provide the best possible education for their children. Karen also sees the potential of linguistic diversity in education, and believes that it is crucial for multicultural education. https://www.youtube.com/watch?v=S8QrGsxeEq8 → watch the video → answer the questions → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations]]> embracing_multilingualism_and_eradicating_linguistic_bias_karen_leung_TEDxWWU_S8QrGsxeEq8.mp4 Why did the speaker start her speech in her native language and then switched to English? Why did Karen Leung begin her speech in Cantonese? What did she want to illustrate? (Ilmira Alyautdinova) ✓ Karen Leung started her speech in Cantonese but then she started speaking English perfectly in order to show that a lot of people do not expect such a perfect command of English from a non-native speaker. She says that stereotyping is a form of discrimination, she gives an example of her family who face such stereotyping of race, ethnicity, culture and language. That is an example of micro insults and micro assaults that convey a hidden insult to the people who have a different culture and speak other languages (Tatiana Bogomolova) ✓ Karen began her speech in Cantonese and then switched to English to illustrate and draw attention to the audience's possible expectations and prejudices about her linguistic ability based on ethnicity. She probably wanted to challenge and confront these stereotypes by emphasizing that such assumptions based on language, race, and ethnicity can lead to discrimination and marginalization. ✓ Any kind of discrimination is one hundred percent not politically correct and this action is probably meant to emphasize the need for cultural sensitivity and the negative impact of preconceptions based on language and ethnicity. Why do you think Karen's parents gave their children names that are close to "American" ones, although they cannot pronounce them correctly in their native language (due to phonetic differences)? (Daria Sigaeva) ✓ migrants in America may choose to give their children American names to avoid micro assaults (micro insults) that can occur due to cultural differences. By giving their children American names, migrants aim to mitigate potential discrimination and bias based on their names, which might be perceived as foreign or difficult to pronounce. This decision may be influenced by a desire to shield their children from subtle forms of prejudice, ensuring smoother integration into American society. ✓ While the choice to give American names can be seen as a protective measure, it also reflects the impact of societal norms and the need to navigate cultural assimilation within a diverse, yet sometimes challenging, environment Why is the language of non-native speakers of English labelled as “broken” even though they may be highly knowledgeable in both languages (native and English)? Why do you think some native Americans make migrants speak “American language”? Why is speaking “perfect English” still considered to be important? (Ilmira Alyautdinova) ✓ The speaker’s parents know English but they can't speak it fluently because of the differences in the grammatical structures and sentence structures in their native language and English. Despite the fact that they are knowledgeable in Cantonese and English, they still seem unintelligent to other people. That is the reason why some people may label their language as broken and tell them to speak more American. ✓ If we talk about political correctness in that case, we may see that people behave disrespectfully to them. That is an example of micro assaults and micro insults as people act with contempt to those whose native language is completely different and has a unique structure (Tatiana Bogomolova) ✓ In the context of political correctness, labeling non-native English speakers’ language as “broken” reflects a linguistic microaggression that perpetuates linguistic prejudice, ultimately reinforcing the notion that non-native English speakers are inferior or less competent because of their linguistic differences. This not only ignores the linguistic diversity and richness that non-native speakers bring with them, but also undermines their knowledge, intelligence and abilities. ✓ Such labeling, despite considerable proficiency in both mother tongue and English, can be attributed to linguistic biases and the prevalence of linguistic hierarchy. In society and culture, judgments of non-native speakers' language proficiency are based on their degree of fluency in English. This has the effect of devaluing the linguistic abilities of non-native speakers and creating a hierarchy in which native speakers of English are at the top (...) ✓ Through this example, she probably wanted to show the “illusory superiority” of native English speakers and that native Englsh speakers suggest their supremacy over non-native speakers because they are fluent in English unlike non-native one. (Daria Sigaeva) ✓ The practice of some Native Americans requiring migrants to speak an "American language" may stem from a complex interplay of historical, cultural, and sociopolitical factors. From a perspective of political correctness, this expectation might be seen as a form of micro assault, as it can convey an implicit message of dominance and imposition. Additionally, it may be perceived as a micro insult, implying that the migrants' native language is somehow inferior or unwelcome (Valeria Fursova) ✓ Here we talk about the level of Uncertainty avoidance in society. Talking to a person who speaks “perfect English” guarantees us some predictability of their behaviour and lets us stay inside our comfort zone whereas when our interlocutor’s English isn’t fluent or accurate enough it makes us feel uncomfortable as it ruins the predictability of the conversation, makes us concentrate harder on one's words and feel confused if we fail to understand something How does uncertainty avoidance prevent people from understanding each other? [6:43-8:10] (Valeria Fursova) ✓ It’s difficult for many to understand and tolerate people who don’t speak their language “well enough” and such amazing phenomena as multilingualism and being multilingual are perceived more as a lack than as an advantage that it truly is. By showing your openness to experience and agreeableness we can make the world better at least in the framework of our community Does anybody’s proficiency in a language define their intelligence? What does she mean by “double standard”? (Daria Sigaeva) ✓ Proficiency in a language does not inherently define an individual's intelligence. The video highlights that micro assaults (micro insults) directed at non-native English speakers are rooted in discriminatory attitudes that mistakenly equate language proficiency with overall intelligence. Labeling migrants' English as "broken'' reflects a subtle verbal attack that undermines their competence and intelligence, reinforcing negative stereotypes. ✓ Similarly, the comparison between the treatment of native English speakers learning foreign languages and migrants learning English implies a double standard that invalidates the efforts and experiences of the latter (Tatiana Bogomolova) ✓ By mentioning the “double standard”, she's saying that native English speakers learning a foreign language don’t receive the same social shame that an immigrant would when they learn English as a second or even third language. Instead, a native English speaker learning any foreign language receives praise. → This double standard creates a linguistic hierarchy in which native speakers of English are at the top What’s wrong with phrases “Your English is so good”, “you don’t have any accent”? Why are compliments like “your English is so good” and “you don’t have an accent” are micro-insults for K. Leung? [5:20-6:00] (Daria Sigaeva) ✓ The phrases "Your English is so good" and "You don't have any accent" can be problematic due to their associations with micro insults. From a lens of political correctness, these statements can be considered like this as they imply surprise at an individual's proficiency in English, thereby reinforcing stereotypes related to language and cultural competence. Moreover, these phrases potentially ignore people's multilingual and multicultural experiences, missing the richness of diverse linguistic and cultural heritage (Valeria Fursova) ✓ Because complimenting on K. Leung’s fluency in English is closely connected to the stereotype that if English isn’t her first language, she is to have an accent or to be not as fluent as native speakers. The above-mentioned compliments are micro-insults because they sound like speaking “perfect English” raises K. Leung’s personal values and makes her more intelligent and educated. At the same time, her more than well-educated parents are scorned by many because of their English being not standard What steps would be politically correct when talking to a person and not understanding what they are saying? [8:17-8:36] (Valeria Fursova) ✓ To be politically correct, don't ask for a repetition straight away, try to lean in, listen closely, try to understand the person, don’t point out the” flaws” of one’s pronunciation and try not to correct them to avoid insult and invalidation. ✓ Always remember that this person can understand and speak your native language → remind yourself: are you as fluent as them in their native language? What does she mean by saying that the USA was meant to be a “melting pot”? (Tatiana Bogomolova) ✓ The "melting pot" concept suggests that the United States was envisioned as a place where people from different backgrounds could come together, blend their traditions and cultures, and form a unified society, thus emphasizing the idea of integration and unity and the importance of eliminating all forms of discrimination, microaggressions, and stereotypes. ✓ The term also emphasizes the historical image of the United States as a nation built by immigrants and speaks to the ideal of a society that welcomes people of diverse backgrounds and encourages their integration while preserving elements of their heritage What forms of artistic expression are mentioned in the video, and why are they significant in the context of diversity and cultural expression? In what way does she suggest a connection between embracing diversity in art expressions and embracing diversity in languages and dialects? (Daria Sigaeva) ✓ Karen mentions various forms of artistic expression including music, movement, dance, and visual arts such as sculptures and paintings. These forms of expression are significant in the context of diversity and cultural expression because they serve as powerful vehicles for representing and conveying diverse cultural experiences, traditions, and values. ✓ Each form carries its own unique cultural and historical significance, often rooted in the traditions and practices of specific communities. → By valuing and appreciating these diverse art forms, we can gain a deeper understanding of different cultures, fostering empathy and respect for cultural diversity (Tatiana Bogomolova) ✓ She suggests a close connection between embracing the diversity of artistic expression and embracing the diversity of languages and dialects, emphasizing the universal nature of artistic expression. → It implies that just as we can appreciate and value different forms of artistic expression, we can extend the same way of thinking to the diversity present in languages and dialects. ✓ Art itself is a universal language that breaks down linguistic and cultural barriers, serving as a unifying force to understand different cultural and linguistic identities. → Therefore, by valuing the diversity of artistic expressions, we encourage ourselves to extend this same value to the diversity of languages and dialects, recognizing the richness and beauty of linguistic and cultural differences, thereby eliminating discrimination, stereotypes and various types of microaggressions How does Karen Leung envision the potential of linguistic diversity in education contributing to social justice? (Alicia Petukhova) ✓ Karen Leung believes that embracing linguistic diversity in education contributes to social justice by challenging and dismantling systemic biases, fostering an environment where individuals from diverse linguistic backgrounds have equal opportunities and representation Why asking for repetition or making remarks about one’s accent would be considered as a micro insult and invalidation? (Valeria Fursova) ✓ One probably worked hard to acquire their skills in speaking a language that is foreign to them, we should value the efforts the person puts for us to understand them. ✓ Claiming their skills being “not good enough” invalidates all the work the person has done, we may also make them feel less valuable, less powerful, and important by making this kind of comment. → This leads to a rise of power distance, uncertainty avoidance and neuroticism levels in our society “What we say is far more important than how we say it.” Do you agree? (Daria Sigaeva) ✓ The statement holds true, but when assessed through the lens of political correctness further nuances emerge. From a political correctness perspective, the content of our communication is indeed of paramount significance. However, the manner in which we phrase our words can also carry weight. → Micro assaults (micro insults, and micro invalidations) are often embedded in the subtleties of language, indicating that "how we say it '' can have a profound impact 139 5 B Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh 20231216-36ach hw20231220-38ach active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? video Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh Is he British? Is he a Punjabi? No, he is both. Listen to the powerful story of a man torn between two identities and how he overcame it all. Jassa Ahluwalia is an actor, writer and filmmaker. He came to prominence as loveable badboy Rocky in the hit BBC Three series ‘Some Girls’, followed by starring roles in ‘Ripper Street’ and the internationally acclaimed series ‘Peaky Blinders’. Jassa found further recognition in 2019 after his homemade comedy skits went viral on social media. His videos, in which he plays an old Punjabi uncle, were accompanied by his hashtag #BothNotHalf, the distillation of his ideas on mixed heritage experience. This led to Jassa being elected to the Equity Minority Ethnic Members Committee to help lead the fight for better representation in the performing arts. https://www.youtube.com/watch?v=SP0bAQ8J6C0 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations ~ 10-120 words / question (use the same googledoc as previously) → deadline: 20231220]]> both_not_half_how_language_shapes_identity_jassa_ahluwalia_TEDxChandigarh_SP0bAQ8J6C0.mp4 138 2 Final project - visuals + (audio) script Final project - brainstorming + rationale 20231216-36ach 20231223-38ach_n1 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 brainstorming + team building + storyline(s) + rationale 20231216 assessment sheet + narrative breakdown + visuals + (audio) script 20231223 video recording 20231230 delivery & feedback Teams - to be confirmed 1 Evgenia - Daria M - Tatiana 2 Marina M - Varvara - Anait - Daria K 3 Valeria L - Aleksey - Vera 4 Ekaterina B - Alyona - Alina 5 Bella - Medea - Natalia Today: → choose visuals / slides → draft presentation notes / script ]]> FINAL PROJECT "Cultural Exchange in Language Education: Blog and Vlog Series for Effective Teaching Practices" - Natalia Vishnevetskaya Idea 1: Postgraduate teachers create a series of comparative analysis videos focusing on the Russian educational system through the lens of Hofstede's cultural dimensions and Lewis' cultural models. Each video will delve into specific cultural dimensions (e.g., individualism vs. collectivism, power distance, uncertainty avoidance, etc.) and discuss how these dimensions manifest in the Russian educational context. The aim is to help educators from different cultures understand how cultural values influence teaching and learning in Russia. Idea 2: Cultural Case Studies in Education: Develop video-based case studies showcasing real-life scenarios from Russian classrooms that highlight cultural differences and challenges based on Hofstede's and Lewis' models. These case studies aim to stimulate discussion and critical thinking among educators from diverse cultures regarding effective ways to handle similar situations in their respective educational contexts. Idea 3: Objective: The objective of this project is to foster cultural exchange and share best practices in language education among postgraduate teachers. This will involve creating a collaborative blog and vlog series targeting both language educators and a wider audience interested in language teaching methodologies and cultural understanding. Work in groups of 3-4. Create a blog about peculiarities of Russian Education aimed at students-to-be, their parents, foreign colleagues and wider audience. Record 3 vlogs aimed at 2(3?) different cultures. Possible topics (you can adapt them): A Teacher’s Dress Code Parent-Teacher Communication Mistakes That Young Teachers Often Make And How to Avoid Them Teacher-Student Communication Strategies for Handling Disciplinary Issues in Russian Classrooms Extracurriculum Activities Grading Systems in Russia Innovation in Language Education To prepare, watch vlogs of foreign teachers, e.g. (coming soon. Perhaps, you know some) Storyline(s)
• 3-5min sketch • 1-2min advert • mini-presentation (...)
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively • (...)
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language • (...)
Visuals + (audio) script
• • • (...)
Misc
• • • (...)
]]> 137 1 Freedom Writers - Line game wip active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How would you begin your first lesson in a difficult class of students with mixed abilities, ethnicities and social backgrounds? video Freedom Writers - The line game A dedicated teacher (Hilary Swank) in a racially divided Los Angeles school has a class of at-risk teenagers deemed incapable of learning. Instead of giving up, she inspires her students to take an interest in their education and planning their future. An inspirational drama set during the time of the 1992 race riots in Los Angeles. Based on real diaries of inner-city students. https://www.youtube.com/watch?v=QrTFJ5NlM1g → watch the video → answer the questions]]> freedom_writers_line_game_eYYf-mUmPqI.mp4 What is the purpose of the line game? ✓ get disparate people to overcome prejudices ✓ unify the split group by pointing out the fate they have in common How many ethnic groups can you recognise? ✓ Hispanic / Latin-American ✓ Afro American ✓ Asian ✓ Arab ✓ WASP (White Anglo Saxon Protestant) (...) What do you think the students are thinking when looking at each other while standing on the line? ✓ low uncertainty avoidance ✓ greater trust than distrust (because of shared experiences) ✓ potential empathy What is dramatic about the likely fate of this class? ✓ many may die due to gang violence Could you use this line game in your own class? (students' own answers) 136 micro insult = variety of subtle snubs, conveying a hidden insult to the recipient. Perpetrators are usually unaware they are speaking from bias micro invalidation = communications that negate or nullify the thoughts, feelings or experiential reality of a person of colour snub = action or a comment that is deliberately rude in order to show sb that you do not like or respect them 135 20231216-34ach 14:10-15:30 2 active Political correctness - Micro discrimination By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 134 1 Political correctness works for no one - Jonathan Kay 20231202-32ach hw20231209-34ach active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Do you believe political correctness really makes things better? For whom? video Political Correctness Works For No One | Jonathan Kay | TEDxUTSC - 16 Sept 2019 Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers(HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. He tweets daily on the news at @jonkay. Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers (HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. https://www.youtube.com/watch?v=tPdMG3oFGac → watch the video → answer the questions → recycle cultural dimensions terminology & concepts to support Jonathan Kay's explanations ]]> political_correctness_works_for_no_one_jonathan_kay_TEDxUTSC_tPdMG3oFGac.mp4 Introduction my name is Jonathan Kaye I'm the Canadian editor for Colette comm a podcaster a book author many people in the Twitter community have described me as a professional shitty story one of the previous speakers she mentioned about her intersectional nature she talked about going to Starbucks and being the one who had the really really complicated latte I just warned you I'm the guy who goes to the gas station and gets the instant coffee in the microwave so my perspective is a little different but I do want to build bridges my subject is political correctness and I think when people look at someone like me they assume that I'm gonna start my presentation by going through a long angry list of recent episodes and controversies people who got shut up or were censored or were mobbed in some way but I don't want to recite that list of controversies because I think most people in this room already know the episodes I'm talking about they're pretty well covered in the news I also want to make sure that when people watch this video on YouTube which I hope they do in coming years they find it relevant in a way that goes past recent headlines because the problem of political correctness that I'm talking about is a problem that is ageless it's a problem that goes back in fact to ancient times since people have been using words they have been using those words to shut down people who are using words that they don't like some of the foundational and most violent disputes in Islam and Judaism and Christianity involve people trying to dictate what language other people use what languages they use for God or for prayer or for believers or for heretics and many of those discussions that were had many of those arguments and controversies essentially followed the same politically correct pattern that now dictates the arguments we have over land and hashtags and everything else that informs our arguments about this subject I also want to acknowledge the fact that political correctness is a bipartisan phenomenon we typically talk about it these days as problem on the left but you also see it on the right side of the political spectrum if you go on a right-wing Facebook group and you say something nasty about Donald Trump I can guarantee you you will see a politically correct reaction from your audience even if they don't call it political correctness I'd also like to acknowledge that even though political correctness has a negative connotation it starts out with good intentions we all want to live in a society that has less racism and less sexism and less homophobia and transphobia the problem isn't with bad intentions behind political correctness the problem is human nature human beings love power they love the power to shut up other people and they will leverage any rule any law any standard to attain that power and that's how political correctness affects our society it's not just that we can't say a limited range of things we can't resonate with other people on any subject we want to take the subject of today's event we become more passive aggressive we become more aggressive we become more passive aggressive because we are encouraged to feel more pain more emotional discomfort when other people say things that we disagree with then we become more aggressive because we weaponize that pain that we feel we mob people on social media we attack people now it used to be political correctness in the old days when I was younger when I was at college you had to use an intermediary you had to go through government or you had to go through a human rights tribunal to shut somebody down that's not the case anymore you can go directly to Facebook or to Twitter this is one of the ways that political correctness has changed you know when I was younger the dominant metaphor was big brother from Georgia where Orwell's novel 1984 Big Brother but that model doesn't exist anymore the idea of a single authoritarian power shutting people down these days people their censorship the telescreen that existed on the wall in the novel 1984 that telescreen is now in our hands that's how we censor people we don't depend on Big Brother we have become Big Brother now some people may say well that's fine you may call it Big Brother you may call it political correctness but it's about calling people out on racism and sexism online and surely that's a good thing the problem is that the people who suffer most are the smallest fish in the ocean they're the people who don't have any power they're the people who get called out the big players on the other hand someone like for instance Jordan Peterson he doesn't get called out or if he does he has the power to overcome it Jordan Peterson of course is a tenured University of Toronto professor at the school where we're having this event he says politically correct things all the time politically incorrect things all the time but he doesn't suffer much for it in fact his last book sold I think 2 million copies because he has the power to fight back political correctness targets people who can't fight back and this plays out institutionally as well I have experience in journalism on the left and on the right I worked for a progressive liberal magazine and I also worked for a conservative newspaper it was at the left-wing liberal magazine that I saw political correctness was the most acute that's because of the crowdsource nature of political correctness these days it's the people within your own networks who hurt you so if you're a conservative it actually doesn't hurt you that much if you're a conservative the people in your networks don't mind if you say politically incorrect things in fact they're cheerleading you when I worked at that conservative newspaper my most popular columns were the ones denouncing political correctness when I went to that left-wing magazine as I said despite the fact that the actual substance of what I was publishing what I was saying was progressive stuff the people I work with were terrified of saying the wrong thing that's because the people in their social networks were the enforcers of politically correct orthodoxy this is what's different from the old days in the old days you ran afoul of a central authority these days you run afoul of your friends your colleagues your relatives people who have the same opinions as you and who monitor everything you say closely some of the smartest people I worked with in my career were at that left-wing progressive magazine but they were people who were scared to say what they wanted to say because they thought that they were always one hashtag or one syllable one pronoun one mistake away from a career-ending utterance and so they kept their mouth shut whole weeks would go by when they wouldn't say anything on Twitter or Facebook or if they did they talk about their clothes or what they ate meanwhile my conservative friends are jabbering away they don't care that's why if you remember one thing from this presentation please remember this political correctness despite the fact that it's supposed to be a left-wing doctrine hurts people on the Left more than it hurts people on the right because of the crowdsourced nature of its implementation that's why I don't like to talk about scandals that you see in the news that much because the scandals don't tell the whole story you know do I think it's terrible that some conservative professor was shut down on a university campus or someone pulled a fire alarm or ben shapiro was prevented from speaking at berkeley or something like that yeah that's annoying it's not good but the real scandal isn't those isolated scandals the real scandal is everything you don't hear about because people don't speak their mind because they're scared and so no one notices because no one says anything and as I say that hurts people on the left more than hurts people on the right this very week I said I wasn't going to talk a lot about examples but something happened this very week that I thought was highly illustrative it was it involved the children's and young adult author named Ellen oh and I could not think of a more impeccably diverse multicultural ally and advocate and is known in the world of young adult fiction for her advocacy of diversity and even started an organization called we need more diverse books she went on Twitter earlier this week and started calling out peoples that people of color can be racist to which is true and we need people of color to to be more rigorous about their messaging because a lot of them are tone deaf mistake you can imagine how people responded they say tone deaf that's insulting a few hours later she gets back on Twitter and says I'm so sorry I'm so sorry I offended people by saying the word deaf and then at the end she apologizes she says thank you for pointing out my mistake and making me a better person or words to the effect by the way this is how you can always tell if you're in the midst of a politically correct cult if people end by thanking their tormentors for pointing out how horrible they are you know when when the witches thank the witch hunters that's when you know that during a cult and this is a serious problem and as I say it's limiting the range of opinions people hear and in fact it attacks the very premise of this event we're having the idea of resonance resonance works great when you're on the same wavelength with somebody when someone is on a different wavelength the concept of resonance both in physics and in society it becomes more complicated and you need a robust society a robust commitment to freedom of speech so that people who have different wavelengths can communicate with each other and don't shut each other down so what are the solutions I see three solutions oh I see more but I have a limited amount of time the first is we shouldn't be part of the problem it means if we disagree with somebody you hear something you disagree with try not to medicalize it try not to assign psychic pain or emotional discomfort to it without first saying maybe I just disagreed with that it doesn't mean I'm suffering some kind of medical reaction to it now there are some kinds of words and phrases that truly are medically painful in the way they they affect us we all know those those words and phrases I'm not gonna repeat them here in those cases it's fine to say those words hurt me because some words really do hurt I get that but in borderline cases ask yourself is the pain I'm feeling is the discomfort I'm feeling is it authentic or is it a political artifact of the environment in which we live where I am encouraged to experience different kinds of opinions different senses of humor different kinds of communication as authoring as a form of attack on me when it's not sometimes it's just at different wavelengths that happens - so ask yourself that cross examine yourself about your reaction to things the other thing is when somebody does force you to submit to political correctness try to resist but I'm not naive I know that especially for young people it's impossible sometimes sometimes to keep your job or to keep your place in school or to keep yourself you're placing a peer group it's necessary to submit to politically correct regimes but what I would ask is that if you do have to submit destroy the premise of the person who is trying to shut you up say to them look I get it I have to delete the tweet I have to apologize I have to do this I have to go to a diversity class or what not because of what I said fine you have more power than me that's why I'm doing what you want me to do not because I agree with the premise that I caused anybody psychological pain but because you have more power than me I also will tell you that if the roles are reversed in a few years and I have that power over you I will not be using that power in the same way because I want to live in a society where free speech is valued more than the feelings of people who may or may not be offended by what I have to say the third thing I would say my third solution voice your community regardless of whether or not you're offended I happen to be Jewish when I'm online and I see somebody getting called out for saying something that's allegedly anti-semitic bad joke stereotype if I don't think it's anti-semitic I will say so I will jump in and say I'm Jewish I don't find that offensive relax we've all seen Seinfeld we can tell the jokes I tried to use my moral capital as a Jew to say that something isn't anti-semitic if it's not and you can do the same thing with it whether you're gay trans black Jewish not Jewish it doesn't matter voice your community regardless of whether you're offended or not because if we leave the marketplace of ideas to people who are constantly offended and we don't speak up when we're not offending we have no one else to blame but ourselves if the marketplace of ideas is taken over by Big Brother's little minions thank you you What kind of person gets their coffee at a petrol station & warms it up in the microwave? Why does Jonathan introduce himself this way? [00:30] He probably does it not to offend a person who works at a petrol station and makes this coffee by saying that the drink is cold. He doesn’t want to make any fuss about it and look like he’s nitpicking (Tatiana Bogomolova) ✓ His action of getting coffee at a petrol station and warming it in the microwave may symbolize a practical, no-frills approach to life, which could be perceived as a low-context behavior. It also represents a pragmatic, down-to-earth mindset. His choice of coffee and method of preparation could align with a linear-active mindset, which values efficiency and straightforwardness. It may resonate with cultures that emphasize a focus on indulgence versus restraint, favoring simplicity over extravagance ]]> fastidiousness = trait of being meticulous about matters of taste or style Why is the problem of political correctness ageless? [01:46] ✓ goes back in fact to ancient times since people have been using words ✓ they have been using those words to shut down people who are using words that they don't like ✓ some of the foundational and most violent disputes in Islam and Judaism and Christianity involve people trying to dictate what language other people use what languages they use for God or for prayer or for believers or for heretics (Alicia Petukhova) ✓ tension between individual expression and societal expectations (...) transcends time and cultures (Tatiana Bogomolova) ✓ arises from the human tendency to use language as a means of asserting power, expressing identity, and navigating social and cultural dynamics ✓ stems from clashes between different communication styles and cultural norms (Daria Sigaeva) ✓ using language to silence and control others (...) prevalent in major religions, where violent disputes have revolved around dictating the language used for God, prayer, believers, and heretics (...) From the viewpoint of Hofstede's cultural dimensions, the issue of political correctness can be connected to cultural values associated with power distance and uncertainty avoidance. In societies with high power distance, there may be a greater focus on language and communication as means of upholding social structure and hierarchy. Likewise, in cultures with high uncertainty avoidance, there may be a stronger inclination to control language and expression in order to reduce potential sources of conflict or confusion What does he mean by political correctness being a bipartisan phenomenon? [02:24] ✓ problem is on the left but you also see it on the right side of the political spectrum → any political group can demonstrate tendencies to control language → any political group can conform to certain standards in ways that limit open discourse (Daria Sigaeva) ✓ In the context of the United States, for example, both Democrats and Republicans have debates and discussions around political correctness (Tatiana Bogomolova) ✓ tendency to enforce certain standards of language and behaviour exists not only on the left side of the political spectrum, where it is usually associated, but also on the right → emphasizes widespread occurrence of the phenomenon across different ideological groups → encourages listeners to recognize its existence across the political spectrum For example, the left side can show a politically correct behaviour because of their collectivist nature since they care about the minorities. On the other hand, in a conservative setting, individuals might be careful with language to maintain a sense of order and respect for authority (because of high power distance index), thus also behaving in a politically correct manner Why aren't good intentions just not enough? ✓ we all want to live in a society that has less racism and less sexism and less homophobia and transphobia ✓ the problem is human nature ✓ human beings love power ✓ they love the power to shut up other people ✓ they will leverage any rule any law any standard to attain that power (Tatiana Bogomolova) (...) political correctness can be used by those in positions of power to silence opposing viewpoints and maintain existing power structures. By labelling certain opinions or expressions as politically incorrect, those in positions of power can effectively limit the freedom of speech and discourage criticism (Daria Sigaeva) ✓ According to Edward T. Hall, in high-context cultures, much of the meaning is implied in the context or the relationship between the speakers. Therefore, individuals from high-context cultures may perceive political correctness as an obstacle to genuine communication, as it may restrict their ability to express themselves openly and honestly Why are we becoming more passive aggressive? ✓ we are encouraged to feel more pain, more emotional discomfort when other people say things that we disagree with ✓ we weaponise that pain (Tatiana Bogomolova) For example, reactive cultures tend to avoid confrontation and maintain harmony. As a result, people may adopt passive-aggressive behaviour as a way to express disagreement or discomfort without engaging in direct confrontation with others. This is particularly evident in the context of social media, where people can indirectly express their dissatisfaction and attack others while avoiding personal confrontation (Daria Sigaeva) Jonathan Kay says that when other people say things that we disagree with, then we become more aggressive because we weaponize that pain that we feel. For example, according to G. Hofstede in societies with high uncertainty avoidance, individuals may be more likely to avoid direct confrontation and instead resort to passive-aggressive tactics when faced with disagreement or emotional discomfort. Similarly, according to the Lewis model, individuals from multi-active cultures may be more inclined to express their pain and discomfort indirectly, leading to passive-aggressive behaviour as a means of coping with emotional distress How was political correctness in the old days, how has it changed now? ✓ the dominant metaphor was Big Brother from George Orwell's novel 1984 Big Brother = the idea of a single authoritarian power shutting people down ✓ we have become Big Brother → nowadays, we can call people out on racism and sexism online (Valerya Batova) ✓ attribute transformations in political correctness to cultural shifts e.g. changes in individualism-collectivism e.g. heightened awareness of social justice issues (Tatiana Bogomolova) (...) levels of uncertainty avoidance, restraint and power distance were high in earlier times. People were afraid of face-to-face confrontations and had to go through certain authorities to “shut the person up”. This all made them more restrained. Nowadays, the level of indulgence and uncertainty avoidance has become lower, so the majority of people are not afraid to take risks and express their opinions to others as soon as they feel discomfort. Moreover, people don't need to go through special instances, they can do it all on social media, which explains the low level of power distance mobbing = bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighbourhood, community, or online. When it occurs as physical and emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumour, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, non-sexual, non-racial/racial, general harassment What does Jonathan contest about political correctness? ✓ political correctness targets people who can't fight back (Valerya Batova) ✓ challenge the potential stifling of free expression or the imposition of rigid language norms ✓ frame contest within the context of individualism-collectivism, where an emphasis on personal expression clashes with societal expectations (Tatiana Bogomolova) ✓ nature of political correctness is crowd-driven ✓ varies based on the social and ideological networks individuals belong to e.g. if you're conservative, the people don't mind if you say politically incorrect things e.g. if you’re liberal, you may face backlash if you say something that goes against the progressive narrative Why are some people terrified of saying the wrong thing? What has changed? ✓ people in their social networks are the enforcers of politically correct orthodoxy = different from the old days → in the old days you ran afoul of a central authority → these days you run afoul of your friends, your colleagues, your relatives = people who have the same opinions as you but who monitor everything you say closely 〆always one hashtag, or one syllable, one pronoun, one mistake away from a career-ending utterance = increased awareness and scrutiny of language → unreported cases where individuals self-censor out of fear (Daria Sigaeva) ✓ In terms of cultural models, Edward T. Hall's high-context and low-context communication styles may play a role in this fear. e.g. high-context culture = where communication relies heavily on non-verbal cues and implicit understanding → individuals may be more afraid of being misunderstood or misinterpreted in an online environment where these signs are not as readily available ✓ Additionally, Lewis's model of linear-active, multi-active, and reactive communication styles may also contribute to this fear, as individuals from different cultural backgrounds may have different approaches to communication and may fear being perceived as insensitive or offensive enforcer = one whose job it is to execute unpleasant tasks for a superior Why does political correctness as a left-wing doctrine hurt actually people more on the left than on the right end of the spectrum? ✓ despite the fact that it's supposed to be a left-wing doctrine hurts people on the Left more than it hurts people on the right because of the crowdsourced nature of its implementation (Maria Shramko) ✓ The ideas of left-wing are progressive, and thus people on the left should be extremely conscious about every single hashtag/syllable/pronoun (using firefighter instead of fireman; house-maker instead of house-wife; chalkboard instead of blackboard and so on) (Veronika Strelnikova) ✓ often creates a hierarchy of victimhood, where certain groups are deemed more oppressed or marginalized than others (Tatiana Bogomolova) ✓ society expects people more on the left than on the right end of the spectrum to follow the politically correct norms because, first of all, they themselves have shown to everyone their intention to follow these norms ✓ since left-wingers always have to think about what they say, we can state that they have a high uncertainty avoidance level → political correctness can be seen as a set of rules to navigate uncertainty What is the real scandal about political correctness? ✓ you don't hear everything because people don't speak their mind ✓ refrain from self-expression = fear of facing backlash → opt to remain silent = self-censorship → no one notices → limiting the range of opinions people hear (Alicia Petukhova) ✓ undermines the principles of free speech and intellectual diversity (Anastasia Mesezhnikova) ✓ Ellen Oh apologized for her choice of words, expressing gratitude for being corrected and vowing to become a better person. → this pattern, where individuals thank their critics for pointing out their perceived mistakes, is indicative of a politically correct culture, likening it to a cult (Veronika Vitomskaya) ✓ recognise consent may be about power imbalances rather than agreement → undermines assumptions of those who promote political correctness (Valerya Batova) ✓ unintended consequences of limiting free expression in favour of adhering to strict language norms and societal expectations ✓ ultimately impact the depth of public discourse (Tatiana Bogomolova) ✓ constraint of individual expression in collectivist settings = opinion of the group is valued more highly than that of the individual member → in order not to become an outsider, she/he has to keep silent and follow the same opinion (Daria Sigaeva) ✓ In Hofstede's model, cultures with high individualism value personal freedom and expression. When political correctness prevents individuals from speaking out and voicing their opinions, it goes against the cultural value of individualism and the expression of diverse perspectives to undermine = to make sth, especially sb's confidence or authority, gradually weaker or less effective; to make sth weaker at the base, for example by digging under it backlash (~ against | from) = strong negative reaction by a large number of people, for example to sth that has recently changed in society What solutions does Jonathan recommend? if we disagree with somebody, or you hear something you disagree with → try not to medicalize it → try not to assign psychic pain or emotional discomfort to it (Alicia Petukhova) ✓ foster a culture that values open dialogue, humour, and the ability to engage in difficult conversations without fear of retribution (Daria Sigaeva) ✓ encourage individuals to speak out and voice their opinions, even if it means going against the grain (Tatiana Bogomolova) 1) We shouldn't be part of the problem. If we disagree with someone, we need to understand if what was said was truly hurtful and offensive, or if we disagree because of an existing necessity to maintain political correctness. 2) Try to resist when someone forces you to submit to political correctness. If you do have to submit, make it clear that you are doing so not because you want to, but because you are forced to obey these rules due to a lack of power. 3) Voice your community regardless of whether you’re offended or not to go against the grain = to be contrary to the natural inclination or feeling of someone or something What question(s) should one ask themselves? ✓ Is the pain or discomfort I'm feeling authentic or a political artefact of the environment in which we live, where I am encouraged to experience different kinds of opinions? (Alicia Petukhova) ✓ Does the pursuit of political correctness come at the expense of intellectual diversity and free expression? What conclusions are drawn? Do you agree with them? ✓ don't stifle free speech (Maria Shramko) ✓ If we allow the marketplace of ideas to be dominated by easily offended individuals and fail to defend our own viewpoints when they are not offensive, we are responsible for any consequences that arise (Daria Sigaeva) ✓ warns that if only those who are constantly offended speak out, then everyone else is to blame for not participating in the marketplace of ideas (Tatiana Bogomolova) ✓ we should always talk about our likes and dislikes ✓ if you don't talk about likes & dislikes → others will not know about your preferences → will be afraid to say anything in order not to offend you → will drive themselves into even more limits → will invent more rules in order not to accidentally hurt you with a word or phrase Most importantly, because of these unnecessary rules, these people themselves can suffer: e.g. they will be criticized by society by saying something they think is forbidden (which does not offend you, but no one knows about it) ✓ extremely important to talk about what's offensive and what's not to different minorities → make life easier not only for them but for everyone else → political correctness will be obvious and clear to absolutely everyone → everyone will understand why it is necessary to follow it to stifle = to prevent sth from happening; to prevent a feeling from being expressed 133 4 Micro insults & invalidations (common racial micro aggressions 2/2) pix/icons8-dictionary-100_white.png active wip xml_multi_dd_row xml_multi_dd_row xml_multi_dd Have you ever experienced micro insults? = variety of subtle snubs, conveying a hidden insult to the recipient. Perpetrators are usually unaware they are speaking from bias Have you ever suffered from micro invalidation? = communications that negate or nullify the thoughts, feelings or experiential reality of a person of colour → match the micro insults & invalidations with the categories → give examples ]]> 40 20 left 1;2;3;4;5;6 7;8;9;10;11;12;13;14 https://www.ed.ac.uk/equality-diversity/students/microaggressions/racial-microaggressions/common-racial-micro-agressions ]]> 132 micro insult = variety of subtle snubs, conveying a hidden insult to the recipient. Perpetrators are usually unaware they are speaking from bias micro invalidation = communications that negate or nullify the thoughts, feelings or experiential reality of a person of colour snub = action or a comment that is deliberately rude in order to show sb that you do not like or respect them 131 20231216-32ach 12:40-14:00 2 active How languages shape our mind - Political correctness By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 2/2 Kvas advertising plan 20231209-28ach hw20231216-32ach-n1 pix/icons8-hand-with-pen-100_white.png deadline: 20231216 ]]> Final project - brainstorming + rationale 20231209-30ach hw20231216-32ach-n2 pix/icons8-soccer-100_white.png You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 brainstorming + team building + storyline(s) + rationale 20231216 assessment sheet + narrative breakdown + visuals + (audio) script 20231223 video recording 20231230 delivery & feedback → prepare per agenda → contact your team members to share workload ]]> 130 3/2 Kvas advertising plan - Feedback active pix/icons8-hand-with-pen-100_white.png edit_ol_qa prep_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 〆In addition to providing comfort, kvas also has health effects, such as enhancing immunity, improving gastrointestinal function, and preventing specific diseases. Have you ever seen an advert that talks in such linear active manner about gastrointestinal functions?... 〆We can show families sitting around the table during traditional holidays and focus on the closeness and time together that symbolizes Russian culture. 〆|✓ good - but perhaps you could develop → what do closeness and time together look like? 129 2 How language shapes the way we think | Lera Boroditsky active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Could you feel smarter in another language than your mother tongue? Why? How can language shape the way we think? ✓ if that target language features concepts that don't exist in your mother tongue (...) video How language shapes the way we think | Lera Boroditsky There are about 7,000 languages spoken around the world -- and they all have different sounds, vocabularies and structures. But do they shape the way we think? Cognitive scientist Lera Boroditsky shares examples of language -- from an Aboriginal community in Australia that uses cardinal directions instead of left and right to the multiple words for blue in Russian -- that suggest the answer is a resounding yes. "The beauty of linguistic diversity is that it reveals to us just how ingenious and how flexible the human mind is," Boroditsky says. "Human minds have invented not one cognitive universe, but 7,000. https://www.youtube.com/watch?v=RKK7wGAYP6k → watch the video → answer the questions]]> how_language_shapes_the_way_we_think_lera_boroditsky_TED_RKK7wGAYP6k.mp4 So, I'll be speaking to you using language ... because I can. This is one these magical abilities that we humans have. We can transmit really complicated thoughts to one another. So what I'm doing right now is, I'm making sounds with my mouth as I'm exhaling. I'm making tones and hisses and puffs, and those are creating air vibrations in the air. Those air vibrations are traveling to you, they're hitting your eardrums, and then your brain takes those vibrations from your eardrums and transforms them into thoughts. I hope. (Laughter) I hope that's happening. So because of this ability, we humans are able to transmit our ideas across vast reaches of space and time. We're able to transmit knowledge across minds. I can put a bizarre new idea in your mind right now. I could say, "Imagine a jellyfish waltzing in a library while thinking about quantum mechanics." (Laughter) Now, if everything has gone relatively well in your life so far, you probably haven't had that thought before. (Laughter) But now I've just made you think it, through language. Now of course, there isn't just one language in the world, there are about 7,000 languages spoken around the world. And all the languages differ from one another in all kinds of ways. Some languages have different sounds, they have different vocabularies, and they also have different structures -- very importantly, different structures. That begs the question: Does the language we speak shape the way we think? Now, this is an ancient question. People have been speculating about this question forever. Charlemagne, Holy Roman emperor, said, "To have a second language is to have a second soul" -- strong statement that language crafts reality. But on the other hand, Shakespeare has Juliet say, "What's in a name? A rose by any other name would smell as sweet." Well, that suggests that maybe language doesn't craft reality. These arguments have gone back and forth for thousands of years. But until recently, there hasn't been any data to help us decide either way. Recently, in my lab and other labs around the world, we've started doing research, and now we have actual scientific data to weigh in on this question. So let me tell you about some of my favorite examples. I'll start with an example from an Aboriginal community in Australia that I had the chance to work with. These are the Kuuk Thaayorre people. They live in Pormpuraaw at the very west edge of Cape York. What's cool about Kuuk Thaayorre is, in Kuuk Thaayorre, they don't use words like "left" and "right," and instead, everything is in cardinal directions: north, south, east and west. And when I say everything, I really mean everything. You would say something like, "Oh, there's an ant on your southwest leg." Or, "Move your cup to the north-northeast a little bit." In fact, the way that you say "hello" in Kuuk Thaayorre is you say, "Which way are you going?" And the answer should be, "North-northeast in the far distance. How about you?" So imagine as you're walking around your day, every person you greet, you have to report your heading direction. (Laughter) But that would actually get you oriented pretty fast, right? Because you literally couldn't get past "hello," if you didn't know which way you were going. In fact, people who speak languages like this stay oriented really well. They stay oriented better than we used to think humans could. We used to think that humans were worse than other creatures because of some biological excuse: "Oh, we don't have magnets in our beaks or in our scales." No; if your language and your culture trains you to do it, actually, you can do it. There are humans around the world who stay oriented really well. And just to get us in agreement about how different this is from the way we do it, I want you all to close your eyes for a second and point southeast. (Laughter) Keep your eyes closed. Point. OK, so you can open your eyes. I see you guys pointing there, there, there, there, there ... I don't know which way it is myself -- (Laughter) You have not been a lot of help. (Laughter) So let's just say the accuracy in this room was not very high. This is a big difference in cognitive ability across languages, right? Where one group -- very distinguished group like you guys -- doesn't know which way is which, but in another group, I could ask a five-year-old and they would know. (Laughter) There are also really big differences in how people think about time. So here I have pictures of my grandfather at different ages. And if I ask an English speaker to organize time, they might lay it out this way, from left to right. This has to do with writing direction. If you were a speaker of Hebrew or Arabic, you might do it going in the opposite direction, from right to left. But how would the Kuuk Thaayorre, this Aboriginal group I just told you about, do it? They don't use words like "left" and "right." Let me give you hint. When we sat people facing south, they organized time from left to right. When we sat them facing north, they organized time from right to left. When we sat them facing east, time came towards the body. What's the pattern? East to west, right? So for them, time doesn't actually get locked on the body at all, it gets locked on the landscape. So for me, if I'm facing this way, then time goes this way, and if I'm facing this way, then time goes this way. I'm facing this way, time goes this way -- very egocentric of me to have the direction of time chase me around every time I turn my body. For the Kuuk Thaayorre, time is locked on the landscape. It's a dramatically different way of thinking about time. Here's another really smart human trick. Suppose I ask you how many penguins are there. Well, I bet I know how you'd solve that problem if you solved it. You went, "One, two, three, four, five, six, seven, eight." You counted them. You named each one with a number, and the last number you said was the number of penguins. This is a little trick that you're taught to use as kids. You learn the number list and you learn how to apply it. A little linguistic trick. Well, some languages don't do this, because some languages don't have exact number words. They're languages that don't have a word like "seven" or a word like "eight." In fact, people who speak these languages don't count, and they have trouble keeping track of exact quantities. So, for example, if I ask you to match this number of penguins to the same number of ducks, you would be able to do that by counting. But folks who don't have that linguistic trick can't do that. Languages also differ in how they divide up the color spectrum -- the visual world. Some languages have lots of words for colors, some have only a couple words, "light" and "dark." And languages differ in where they put boundaries between colors. So, for example, in English, there's a word for blue that covers all of the colors that you can see on the screen, but in Russian, there isn't a single word. Instead, Russian speakers have to differentiate between light blue, "goluboy," and dark blue, "siniy." So Russians have this lifetime of experience of, in language, distinguishing these two colors. When we test people's ability to perceptually discriminate these colors, what we find is that Russian speakers are faster across this linguistic boundary. They're faster to be able to tell the difference between a light and dark blue. And when you look at people's brains as they're looking at colors -- say you have colors shifting slowly from light to dark blue -- the brains of people who use different words for light and dark blue will give a surprised reaction as the colors shift from light to dark, as if, "Ooh, something has categorically changed," whereas the brains of English speakers, for example, that don't make this categorical distinction, don't give that surprise, because nothing is categorically changing. Languages have all kinds of structural quirks. This is one of my favorites. Lots of languages have grammatical gender; every noun gets assigned a gender, often masculine or feminine. And these genders differ across languages. So, for example, the sun is feminine in German but masculine in Spanish, and the moon, the reverse. Could this actually have any consequence for how people think? Do German speakers think of the sun as somehow more female-like, and the moon somehow more male-like? Actually, it turns out that's the case. So if you ask German and Spanish speakers to, say, describe a bridge, like the one here -- "bridge" happens to be grammatically feminine in German, grammatically masculine in Spanish -- German speakers are more likely to say bridges are "beautiful," "elegant" and stereotypically feminine words. Whereas Spanish speakers will be more likely to say they're "strong" or "long," these masculine words. (Laughter) Languages also differ in how they describe events, right? You take an event like this, an accident. In English, it's fine to say, "He broke the vase." In a language like Spanish, you might be more likely to say, "The vase broke," or, "The vase broke itself." If it's an accident, you wouldn't say that someone did it. In English, quite weirdly, we can even say things like, "I broke my arm." Now, in lots of languages, you couldn't use that construction unless you are a lunatic and you went out looking to break your arm -- (Laughter) and you succeeded. If it was an accident, you would use a different construction. Now, this has consequences. So, people who speak different languages will pay attention to different things, depending on what their language usually requires them to do. So we show the same accident to English speakers and Spanish speakers, English speakers will remember who did it, because English requires you to say, "He did it; he broke the vase." Whereas Spanish speakers might be less likely to remember who did it if it's an accident, but they're more likely to remember that it was an accident. They're more likely to remember the intention. So, two people watch the same event, witness the same crime, but end up remembering different things about that event. This has implications, of course, for eyewitness testimony. It also has implications for blame and punishment. So if you take English speakers and I just show you someone breaking a vase, and I say, "He broke the vase," as opposed to "The vase broke," even though you can witness it yourself, you can watch the video, you can watch the crime against the vase, you will punish someone more, you will blame someone more if I just said, "He broke it," as opposed to, "It broke." The language guides our reasoning about events. Now, I've given you a few examples of how language can profoundly shape the way we think, and it does so in a variety of ways. So language can have big effects, like we saw with space and time, where people can lay out space and time in completely different coordinate frames from each other. Language can also have really deep effects -- that's what we saw with the case of number. Having count words in your language, having number words, opens up the whole world of mathematics. Of course, if you don't count, you can't do algebra, you can't do any of the things that would be required to build a room like this or make this broadcast, right? This little trick of number words gives you a stepping stone into a whole cognitive realm. Language can also have really early effects, what we saw in the case of color. These are really simple, basic, perceptual decisions. We make thousands of them all the time, and yet, language is getting in there and fussing even with these tiny little perceptual decisions that we make. Language can have really broad effects. So the case of grammatical gender may be a little silly, but at the same time, grammatical gender applies to all nouns. That means language can shape how you're thinking about anything that can be named by a noun. That's a lot of stuff. And finally, I gave you an example of how language can shape things that have personal weight to us -- ideas like blame and punishment or eyewitness memory. These are important things in our daily lives. Now, the beauty of linguistic diversity is that it reveals to us just how ingenious and how flexible the human mind is. Human minds have invented not one cognitive universe, but 7,000 -- there are 7,000 languages spoken around the world. And we can create many more -- languages, of course, are living things, things that we can hone and change to suit our needs. The tragic thing is that we're losing so much of this linguistic diversity all the time. We're losing about one language a week, and by some estimates, half of the world's languages will be gone in the next hundred years. And the even worse news is that right now, almost everything we know about the human mind and human brain is based on studies of usually American English-speaking undergraduates at universities. That excludes almost all humans. Right? So what we know about the human mind is actually incredibly narrow and biased, and our science has to do better. I want to leave you with this final thought. I've told you about how speakers of different languages think differently, but of course, that's not about how people elsewhere think. It's about how you think. It's how the language that you speak shapes the way that you think. And that gives you the opportunity to ask, "Why do I think the way that I do?" "How could I think differently?" And also, "What thoughts do I wish to create?" Thank you very much. (Applause) "Imagine a jellyfish waltzing in a library while thinking about quantum mechanics." [01:05] ]]> ✓ share new thoughts through language which you had perhaps even never envisaged to envisage = to imagine what will happen in the future "To have a second language is to have a second soul" [01:50] ]]> ✓ language crafts reality → you are another person when you speak a different language "What's in a name? A rose by any other name would smell as sweet." [02:00] ]]> ✓ perhaps language doesn't craft reality → now we have data to check What is unusual about the language used by an Aboriginal community in Australia, called Kuuk Thaayorre? [02:45] "Which way are you going?" answer: North - north east in the far distance ]]> What two conclusions can you draw from the cultural example of language spoken by Kuuk Thaayorre people? (staying oriented [03:48]) (thinking about time [05:10]) ✓ if your language and your culture trains you to do it, you can do it e.g. stay oriented although we have no magnets in our beaks or in our scales ✓ they organize time from east to west = it gets locked on the landscape → no egocentric view (traditionally from left to right or vice versa) What does the quantity of alternative words for different colours & shades suggest? [06:48] ✓ in English, there's a word for blue that covers all of the colours that you can see ✓ in Russian, there isn't a single word → Russian speakers have to differentiate between light blue, "goluboy," and dark blue, "siniy." → make a categorical distinction = ability to perceptually discriminate colours faster How can gender of nouns differ across cultures? How does this affect the way people think? [08:22] examples: ✓ the sun is feminine in German but masculine in Spanish ✓ the moon is masculine in German but feminine in Spanish → for German speakers bridges are "beautiful," "elegant" = stereotypically feminine words → for Spanish speakers bridges are "strong" or "long" = more masculine words What examples are given to suggest how differently languages can describe events? [09:10] ✓ in English: "He broke the vase" ✓ in Spanish: "The vase broke" in English: "I broke my arm." → in many languages = you did it intentionally How will different speakers interpret a same event in different ways? [09:56] What conclusion can be drawn? [10:44] ✓ people remember different things about the same event → even eye-witnessing an event may be interpreted differently e.g. English speakers will remember who did it → English requires you to say, "He did it; he broke the vase." e.g. Spanish speakers might be less likely to remember who did it if it's an accident → more likely to remember that it was an accident Conclusion ✓ you will punish someone more, you will blame someone more if you just said "He broke it" (as opposed to "It broke.") ✓ language guides our reasoning about events What are the risks of losing linguistic diversity? [12:56] 〆about one language is lost every week 〆half of the world's languages will be gone in the next hundred years according to some estimates 〆almost everything we know about the human mind and human brain is based on studies of usually American English-speaking undergraduates at universities → what we know about the human mind is actually incredibly narrow and biased 128 3 A British or Indian accent - iRabbit nr4 active wip move_html5_video british_accent_or_indian_iRabbit_nr4_OwRvUCi2s1U.mp4 127 3 Micro assaults (common racial micro aggressions 1/2) pix/icons8-dictionary-100_white.png active wip xml_multi_dd_row xml_multi_dd_row xml_multi_dd Does micro racism exist, or is it just another controversial lack of political correctness? What may feel incorrect or offensive in the following exchange? [01:42] iRabbit English customer Are you com-FOR-TA-ble? What is this ve-GE-TA-ble? iRabbit Indian help desk Sir, did you just head wobble and do the Indian accent? (...) I sense micro racism & nano supremacy in your assertions. video British 🇬🇧or Indian 🇮🇳accent? | iRabbit #4 Moontajska Productions https://www.youtube.com/watch?v=OwRvUCi2s1U Why could this be considered a micro aggression? = remarks and behaviours which might be experienced occasionally and brushed off as ‘rude’ or ‘inconsiderate’ by white people, and are amplified by being a constant part of the affected person’s daily experience → match the micro assaults with the categories → give examples ]]> slur = unfair remark about sb/sth that may damage other people's opinion of them supremacy = position in which you have more power, authority or status than anyone else 30 12 left 1;2;3 4;5 6;7 https://www.ed.ac.uk/equality-diversity/students/microaggressions/racial-microaggressions/common-racial-micro-agressions ]]> 126 to brush off = to bar from attention or consideration, to disregard slur = unfair remark about sb/sth that may damage other people's opinion of them supremacy = position in which you have more power, authority or status than anyone else Negro = (old-fashioned, often offensive) member of a race of people with dark skin who originally came from Africa swastika /ˈswɔstɪkə/ = ancient symbol in the form of a cross with its ends bent at an angle of 90 degrees, used in the 20th century as the symbol of the German Nazi party subjugation = forced submission to control by others; oppression micro insult = variety of subtle snubs, conveying a hidden insult to the recipient. Perpetrators are usually unaware they are speaking from bias micro invalidation = communications that negate or nullify the thoughts, feelings or experiential reality of a person of colour snub = action or a comment that is deliberately rude in order to show sb that you do not like or respect them 125 20231209-30ach 15:40-17:00 2 active Political correctness vs native speakers' dialect By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 124 8 It's all Greek to me active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Do you say sometimes 'I don't know'? Is it all right to lose face in your culture, or will you pretend you know something at any cost rather than admit you don't? Is it considered normal behaviour in a collective environment to lie? video It's All Greek To Me | A Bit Of Fry &Laurie | BBC Comedy Greats A Bit of Fry & Laurie is a British sketch comedy television series written by and starring former Cambridge Footlights members Stephen Fry and Hugh Laurie, broadcast on both BBC1 and BBC2 between 1989 and 1995. It ran for four series with 26 episodes, including a 36-minute pilot episode in 1987. As in The Two Ronnies, elaborate wordplay and innuendo were staples. It frequently broke the fourth wall; characters would revert to their real-life actors mid-sketch, or the camera would often pan off set into the studio. The show was punctuated with non sequitur vox pops in a similar style to those of Monty Python's Flying Circus, often making irrelevant statements and wordplay. Laurie was also seen playing piano and other instruments and singing comical numbers https://www.youtube.com/watch?v=PqZZKwCPCj8 → watch the video → answer the questions.]]> This Octopus, what was it called? The Greek waiter: Where was it caught? What a question! In the sea. Hugh Laurie: Yeah... so, that should be OK, Gordon...]]> it_s_all_greek_to_me_a_bit_of_fry_and_laurie_BBC_comedy_greats_PqZZKwCPCj8.mp4 Why does the scene take place in a Greek restaurant (and not Indian for instance)? ✓ pun on words It's all Greek to me = way of saying that you do not understand something that is said or written but Hugh Laurie pretends to understand Greek well... That's a typical Londoner's reaction (...) You don't understand the Greek does things at his own tempo. You know, natural rhythms & cycles deep within them. The Yorkshireman in me respects that [00:06-00:13] Why does Hugh Laurie pretend he understands Greek culture? ]]> ✓ wants to show off how well-educated he is ✓ cultural awareness is well-thought of (= long-term orientation, uncertainty avoidance...) It's a bit forward, isn't? All that 'My lovely friends' don't (you think)? Hugh Laurie Ah well, you see, Gordon, he (the Greek waiter) spotted a kindred spirit (in me). [01:22-01:27] Why does Hugh Laurie carry on pretending he & the waiter share some same cultural values?]]> treated with respect - not the average walk-in, quick turn-over merchants [01:34] ]]> kindred spirit = person with similar ideas, opinions, etc Ah, I've had enough, Gordon. I'm gonna have an honest British kebab! [03:58] Why is this last reply amusing?]]> ✓ a kebab is by no means more British than a Greek meal = contradictory behaviour to long-term orientation & uncertainty avoidance observed earlier Can you think of any reasons why this comedy could be considered as not politically correct by today's standards? Why has it - or hasn't it - crossed the border? 〆stereotypical portrait of Greek waiters 〆British condescending approach ✓ collective tolerance towards witty, established comedians? ✓ British laughing at themselves = self-deprecating sense of humour (...) self-deprecating = done in a way that makes your own achievements or abilities seem unimportant; ~ humour can be used as a way to make complaints, express modesty, invoke optimal reactions. It may also be used as a way for individuals to appear more likeable and agreeable 123 9 Native speakers' dialect active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Can a language be taught without being occasionally politically incorrect? ✓ if native speakers are considered politically neutral in their environment... = reminiscent of a dialect → make sure your register matches the cultural context video British 🇬🇧or Indian 🇮🇳accent? | iRabbit #4 Moontajska Productions https://www.youtube.com/watch?v=OwRvUCi2s1U → watch the video → imagine what viewers may write in the comments → read sample comments → answer the questions]]> british_accent_or_indian_iRabbit_nr4_OwRvUCi2s1U.mp4 What is the Englishman accused of? [01:42] The damn thing doesn't seem to work I'm speaking the Queen's English Don't need your damn course Don't you bloody hell... It's a bloody umbrella 〆wrong behaviour Indian accent nano-supremacy micro-racism The fool doth think he is wise, but the wise man knows himself to be a fool... Did you Shakespeare me? ]]> damn = swear word that people use to show that they are annoyed, disappointed, etc bloody = swear word that many people find offensive that is used to emphasize a comment or an angry statement Why do you think Maria has a Soviet Union like accent? [02:15] ✓ caricature of threatening, totalitarian regime "I beg your pardon?" Why does the Englishman ask if Maria is from another planet? [02:23] ]]> ✓ he is not sure he has understood her well & pretends to be very surprised by what she is suggesting ✓ she explains they don't tolerate any racist, sexist, homophobic, white supremacist, neocolonial insinuations on their platform → he thinks this is excessive because he probably doesn't consider himself using such language = fish can't see water Do you think British English will become a dialect one day? Why / why not? ✓ it may have already... ✓ more non native people speak English than natives → approximately 7.8 billion inhabitants ✓ 1.35 billion speak English ~ 360 million people speak English as a first language ! most common first language is Chinese, then Spanish (English = 3rd) ✓ English is by far the most commonly studied Should RP (received pronunciation, aka BBC English) still be the kind of language taught? The truth is this is now reality. I was teaching in a class in a British University (can't name it here, or I will get sued!). It was a post-graduate class, and almost all the students were international, including Chinese, Indians, many East Europeans, Italians, French, German etc. There were just a couple of English students in the class. Every class had a case or exercise, so there was lots of group discussion in the class. Most of the time, students spoke with their respective accents in the class, but everybody understood each other all the time. And then one day, one of the few English students (who were mostly silent) spoke and made his point. Suddenly there was a stunned silence in the class! And I quickly realized this was because not one of the students understood a word of what he spoke (except for the couple of other English students!). This student was from Liverpool. Then one of the international students politely requested him to repeat what he said. Again, none of the students understood him. Then he repeated himself a third time. And then out of sheer frustration, he just said 'oh well, forget it', and gave up! But by then I had picked up what he said, and interpreted what he said for the rest of the class. That scene was remarkable for me. This was a British University sitting in the heart of London, offering a British PG degree. And yet, all the international students could converse and understand each other perfectly in English, except when the actual native English student spoke! That to me suggested English had now truly become an international language, and was no more owned by England! (although England will always get full credit for having created the language). @stephenmani8495 https://www.youtube.com/watch?v=OwRvUCi2s1U ]]> RP (received pronunciation) = approved pronunciation of British English; originally based on the King's English as spoken at public schools and at Oxford and Cambridge Universities (and widely accepted elsewhere in Britain); until recently it was the pronunciation of English used in British broadcasting to converse = to have a conversation with sb stunned silence = silence resulting from such surprise or shock that nobody can think clearly or speak 122 1 Final project - brainstorming + rationale 20231209-30ach hw20231216-32ach-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 brainstorming + team building + storyline(s) + rationale 20231216 assessment sheet + narrative breakdown + visuals + (audio) script 20231223 video recording 20231230 delivery & feedback Teams - to be confirmed 1 Evgenia - Daria M - Tatiana 2 Marina M - Varvara - Anait - Daria K 3 Valeria L - Aleksey - Vera 4 Ekaterina B - Alyona - Alina 5 Bella - Medea - Natalia Today: → build your team → brainstorm ideas for a final project → draft a storyline + rationale ]]> FINAL PROJECT "Cultural Exchange in Language Education: Blog and Vlog Series for Effective Teaching Practices" - Natalia Vishnevetskaya Idea 1: Postgraduate teachers create a series of comparative analysis videos focusing on the Russian educational system through the lens of Hofstede's cultural dimensions and Lewis' cultural models. Each video will delve into specific cultural dimensions (e.g., individualism vs. collectivism, power distance, uncertainty avoidance, etc.) and discuss how these dimensions manifest in the Russian educational context. The aim is to help educators from different cultures understand how cultural values influence teaching and learning in Russia. Idea 2: Cultural Case Studies in Education: Develop video-based case studies showcasing real-life scenarios from Russian classrooms that highlight cultural differences and challenges based on Hofstede's and Lewis' models. These case studies aim to stimulate discussion and critical thinking among educators from diverse cultures regarding effective ways to handle similar situations in their respective educational contexts. Idea 3: Objective: The objective of this project is to foster cultural exchange and share best practices in language education among postgraduate teachers. This will involve creating a collaborative blog and vlog series targeting both language educators and a wider audience interested in language teaching methodologies and cultural understanding. Work in groups of 3-4. Create a blog about peculiarities of Russian Education aimed at students-to-be, their parents, foreign colleagues and wider audience. Record 3 vlogs aimed at 2(3?) different cultures. Possible topics (you can adapt them): A Teacher’s Dress Code Parent-Teacher Communication Mistakes That Young Teachers Often Make And How to Avoid Them Teacher-Student Communication Strategies for Handling Disciplinary Issues in Russian Classrooms Extracurriculum Activities Grading Systems in Russia Innovation in Language Education To prepare, watch vlogs of foreign teachers, e.g. (coming soon. Perhaps, you know some) Storyline(s)
• 3-5min sketch • 1-2min advert • mini-presentation (...)
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively • (...)
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language • (...)
Visuals + (audio) script
• • • (...)
Misc
• • • (...)
]]> 121 fourth wall (the ~) = performance convention in which an invisible, imaginary wall separates actors from the audience. While the audience can see through this "wall", the convention assumes the actors act as if they cannot. From the 16th century onward, the rise of illusionism in staging practices, which culminated in the realism and naturalism of the theatre of the 19th century, led to the development of the fourth wall concept. innuendo = indirect remark about sb/sth, usually suggesting sth bad or rude non sequitur = statement that does not seem to follow what has just been said in any natural or logical way vox pops (vox populi) = belief or sentiment shared by most people; the voice of the people It's all Greek to me = way of saying that you do not understand something that is said or written kindred spirit = person with similar ideas, opinions, etc self-deprecating = done in a way that makes your own achievements or abilities seem unimportant; ~ humour can be used as a way to make complaints, express modesty, invoke optimal reactions. It may also be used as a way for individuals to appear more likeable and agreeable damn = swear word that people use to show that they are annoyed, disappointed, etc bloody = swear word that many people find offensive that is used to emphasize a comment or an angry statement stunned silence = silence resulting from such surprise or shock that nobody can think clearly or speak RP (received pronunciation) = approved pronunciation of British English; originally based on the King's English as spoken at public schools and at Oxford and Cambridge Universities (and widely accepted elsewhere in Britain); until recently it was the pronunciation of English used in British broadcasting to converse = to have a conversation with sb stunned silence = silence resulting from such surprise or shock that nobody can think clearly or speak 120 20231209-28ach 14:10-15:30 2 active Political correctness in comedies By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 119 5 Politically correct language 1/2 pix/icons8-dictionary-100_white.png active wip xml_multi_dd_row xml_multi_dd_row xml_multi_dd In the European heaven... ✓ policemen are English Why is this politically incorrect? → should be 'police officers are British' Some expressions introduced for political correctness have become part of standard English now. Which do you think is the more politically correct expression? → match the expressions with the categories → look at the key: which expressions do you think sound unnatural or far-fetched? ]]> 40 20 left 1;2;3;4;5;6;7;8;9 10;11;12;13;14;15;16;17;18 unmarried mother blacklisted housewife Third World countries bald fireman Black American blackboard deaf single parent banned home-maker developing countries follically challenged firefighter African-American chalkboard hearing-impaired https://purlandtraining.com/2020/08/01/politically-correct-euphemisms/
able-bodied > non-disabled actress > actor Australian Aborigine > Native Australian bald > follically challenged barman > bar attendant bin man > cleanliness technician black bag > bin bag black person > Person of Colour black sheep > pariah blackboard > chalk board blacklisted > banned blind > sight impaired blind drunk > very drunk boring > differently interesting broken home > dysfunctional family brother / sister > sibling chairman > chair Christian name > first name Christmas > Winter Festival / Winterval cleaner > facility manager clumsy > uniquely coordinated confined to a wheelchair > wheelchair user dead > passed away / terminally unavailable deaf > hearing impaired deforestation > forest management diabetic > person with diabetes dinner lady > mealtime supervisor disease > disorder drug addict > person with a chemical dependency drug habit > substance use disorder English > British / UK citizen Eskimo > Inuit fat > overweight / big-boned fireman > firefighter forefathers > ancestors / forebears Frenchman > French person get the sack > be part of a restructuring guys > folks hairdresser > stylist headmaster / headmistress > director homeless > residentially flexible homosexual > same-sex housewife > homemaker / stay-at-home mum husband / wife > spouse / significant other idiot / class clown > behaviourally challenged illegal alien / illegal > undocumented worker Indians > Native Americans job losses > restructuring junkie > person with a drug dependency
juvenile delinquents > children at risk ladies and gentlemen > everybody lost > geographically disorientated male nurse > nurse man in the street > average person man up > be brave manhole > maintenance hole mankind > humankind man-made > synthetic manpower > workforce men / women > people Merry Christmas > Happy Holidays midget / dwarf > little person minority group > numerically challenged group Miss / Mrs > Ms nut > person with a mental health condition Oriental > Asian plastic surgery > cosmetic surgery policeman > police officer poor > marginalised postman / mailman > postal worker / mail carrier prison cell > custody suite problem > opportunity / challenge promiscuous > sexually liberated prostitute > sex worker salesman > salesperson secretary > administrative assistant sex change > sex reassignment surgery (SRS) short > vertically challenged single > flying solo skinny / thin > (very) slim slum > economically deprived area spokesman > spokesperson sportsmanship > fairness steward / stewardess > flight attendant suffers from / victim of… > has… [condition] tax man > tax officer the disabled > disabled people the elderly / old people > senior citizens Third World > Developing Nations to lie > to misspeak / be economical with the truth to man sth > to operate / crew / run sth ugly > unconventional-looking unemployed > involuntarily leisured used (goods) > pre-owned / pre-loved waiter / waitress > server / waiting staff warehouse worker > warehouse operative white European > Caucasian woman priest > priest workman > worker wrong > differently logical
]]> 118 6 Comedy as a cultural gauge active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png To what extent can comedy be representative of a culture?
visual aid
Monty Python were a British comedy troupe formed in 1969 consisting of Graham Chapman, John Cleese, Terry Gilliam, Eric Idle, Terry Jones, and Michael Palin. Their work included live shows, films, albums, books, and musicals; their influence on comedy has been compared to the Beatles' influence on music. Their sketch show has been called "an important moment in the evolution of television comedy". Monty Python's Flying Circus was loosely structured as a sketch show, but its innovative stream-of-consciousness approach and Gilliam's animation skills pushed the boundaries of what was acceptable in style and content. Monty Python received the BAFTA Award for Outstanding British Contribution to Cinema in 1988. In 1998, they were awarded the AFI Star Award by the American Film Institute. Holy Grail and Life of Brian are frequently ranked on lists of the greatest comedy films. video Monty Python - International Hairdressers Expedition on Everest https://www.youtube.com/watch?v=0F2SJS6B1wQ → watch the video → answer the questions]]> monty_python_hairdressers_expedition_on_everest_0F2SJS6B1wQ.mp4 What minorities are mocked? ✓ homosexual communities to mock = to laugh at sb/sth in an unkind way, especially by copying what they say or do What kind of people might feel ridiculed by such stereotypical description? ✓ (Italian) hairdressers ← Mario's salon ✓ active, and yet dandy, men ✓ Alpinists ✓ sports people ✓ outdoor enthusiasts to ridicule = to make sb/sth look silly by laughing at them or it in an unkind way dandy = man who cares a lot about his clothes and appearance What cultural dimensions can be elicited from this video? ✓ joy > restraint ✓ short term orientation ✓ femininity > masculinity ✓ little power distance ✓ individualism > collectivism ✓ low uncertainty avoidance to elicit = to draw forth, make evident (what is latent) Could this video be considered offensive by today's standards? Why / why not? ✓ perhaps questioned by LGBTQ+ LGBTQ+ = lesbian, gay, bisexual, transgender, and questioning (or queer) Why is the term 'hairdresser' offensive? ✓ not politically correct... → use 'stylist' instead political correctness = (sometimes disapproving) the principle of avoiding language and behaviour that may offend particular groups of people 117 7 Politically correct language 2/2 pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa_writing prep_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Early to bed and early to rise makes a man healthy, wealthy and wise. man → people He who cannot obey cannot command. He → A person A man's home is his castle. A person's home is their castle. Every man has his hobby horse. Everyone has their hobby horse. hobby horse = (sometimes disapproving) subject that sb feels strongly about and likes to talk about He is happy that thinks himself so. They are happy that think themselves so. 116 1/2 Kvas advertising plan active wip role_play visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. ]]> Marketing consultant → convince the board of directors to export Kvass → find arguments to support its cross-cultural appeal → explain how you will adapt the advertising campaign to (a selection of) target markets e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) It's a great opportunity for people to spend time together in a market featuring such strong indulgent / joy indexes! Individualist culture is dominant in that region. (...) that's why we believe generations Y and Z will enjoy spending time together away from their families. Just look at Hofstede's masculinity-femininity dimension in this region: it shows emphasis on building relationships (femininity → person-oriented) rather than being task-oriented. (...) that's why we need an advertisement which shows people going out together with friends rather than their extended family. Member of the board of directors → partly disagree with the marketing consultant → brain-storm possible obstacles to sales in target markets I'm afraid power-distance is just too omnipresent in this country! Such a drink without alcohol will never bring people from a collectivist culture together... even if it's about keeping traditions by drinking a natural drink like Kvass. Look at the changes of cultural values between your target cohorts of generations in this part of the world! (...) this means the elder generation will be more restrained & less likely to change their taste. There's too much uncertainty avoidance in your target markets: they'll never want to try our Kvass when they've had Coca-Cola for so many years! 115 2/2 Kvas advertising plan 20231209-28ach hw20231216-32ach-n1 active wip pix/icons8-hand-with-pen-100_white.png prep_ol_qa edit_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231216 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 114 person of colour = primarily used to describe any person who is not considered "white". In its current meaning, the term originated in, and is primarily associated with, the United States; however, since the 2010s, it has been adopted elsewhere in the Anglosphere (often as person of colour), including relatively limited usage in the United Kingdom, Canada, Australia, Ireland, South Africa, and Singapore (src: Wikipedia) follicle = one of the very small holes in the skin which hair grows from euphemism = word or phrase that replaces part of a sentence which is considered offensive or taboo – i.e. that cannot be talked about in “polite” conversation, e.g. 'to spend a penny' means 'to go to the toilet' gauge /ɡeɪdʒ/ = instrument for measuring the amount or level of sth to mock = to laugh at sb/sth in an unkind way, especially by copying what they say or do to ridicule = to make sb/sth look silly by laughing at them or it in an unkind way to elicit = to draw forth, make evident (what is latent) LGBTQ+ = lesbian, gay, bisexual, transgender, and questioning (or queer) - In use since the late 1980s, the initialism, as well as some of its common variants, functions as an umbrella term for marginalized sexualities and gender identities hobby horse = (sometimes disapproving) subject that sb feels strongly about and likes to talk about ableism | disablism (British English) | anapirophobia | anapirism | disability discrimination = discrimination and social prejudice against people with physical or mental disabilities. Ableism characterizes people as they are defined by their disabilities and it also classifies disabled people as people who are inferior to non-disabled people. On this basis, people are assigned or denied certain perceived abilities, skills, or character orientations queerphobic = LGBT erasure (also known as queer erasure) refers to the tendency to remove lesbian, gay, bisexual, transgender, asexual and queer groups or people (i.e. the LGBT community) intentionally or unintentionally from record, or to dismiss or downplay their significance 113 20231209-26ach 12:40-14:00 2 active Political correctness across cultures By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 2 McDonald’s advertisements in different countries 20231202-24ach hw20231209-26ach pix/icons8-microscope-100_white.png McDonald’s advertisements in different countries Watch the video https://www.youtube.com/watch?v=pMLrVP_E-jA → answer the questions → recycle cultural dimensions terminology & concepts to support your analysis (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231206 ]]> 112 2 McDonald’s advertisements in different countries active wip edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png McDonald’s advertisements in different countries Watch the video https://www.youtube.com/watch?v=pMLrVP_E-jA → answer the questions ]]> mcdonald_s_ads_different_countries_pMLrVP_E-jA.mp4 What lifestyle (in terms of joy / restraint) is depicted in the USA? ✓ multicultural environment → linear-active communication → low uncertainty avoidance → low power distance ✓ spending time with friends (rather than with family) → individualist culture ✓ active, outdoor lifestyle → short-term orientation → joy (= indulgence) (Evgenia Smirnova) ✓ High indulgence/low restraint: There's a focus on enjoying food (smoky fire-roasted bacon) without much emphasis on health considerations. This aligns with a cultural dimension that values indulgence and immediate pleasure over long-term health concerns. (Ekaterina Bogacheva) ✓ To give an example, the content of McDonald’s advertisements in the USA clearly presents the logo “enjoy the moment as it is” or “carpe diem”. (Daria Monakhova) ✓ (...) Despite the fact that the USA is considered to be very individualistic or believed to be as such, I distinctly sense the collectivist implication in culture. What’s more, the appreciation of family values and the community of friends showcases long-term orientation. We should not discount the fact that the USA is a melting pot and incorporates the influence of a vast number of cultures. And the video predominantly illustrates African American people who are collectivist and quite indulgent What forms of power distance & uncertainty avoidance are challenged in Taiwan? ✓ almost no dialogue → reactive culture ✓ fear of sexual orientation disclosure + respect for father → high power distance → uncertainty avoidance clash between generations ✓ tolerance to homosexuality → generational shift from distrust to trust → joy (= indulgence) How does McDonald comply with the local power distance & restraint of Arabic cultures? ✓ follow modern life styles → joy (= indulgence) ✓ observe traditions of elder eating first → high power distance → uncertainty avoidance ✓ family gathering → collectivist culture (Valeria Lezhen) By depicting the child waiting for the oldest member to take the first bite, the advertisement reflects a strong respect for elders, aligning with the high power distance characteristic of many Arabic cultures. This reinforces the importance of age-based authority and respect within the family structure. Waiting for the oldest member to start the meal reflects a sense of restraint and patience. This aligns with the cultural value of exercising caution in social situations and showing respect by not rushing into actions. The act of waiting also promotes the idea of collective enjoyment and shared experiences. It suggests that the family collectively engages in the dining experience, emphasizing the importance of restraint to allow for a harmonious and enjoyable meal together What message (in terms of joy & masculinity - femininity) is conveyed in Denmark? ✓ McDrive as a convenient life style → joy (= indulgence) ✓ unisex because absence of gender related clues → inclusion ✓ broken arm, (too) short arm... → equity → femininity (i.e. no masculine dominance) (Valeria Lezhen) Denmark has a culture with a strong emphasis on gender equality. McDonald's advertisement portrays a balanced representation of masculinity and femininity, avoiding stereotypes. Men and women may be depicted in diverse roles, challenging traditional gender norms and promoting inclusiveness. By showing diverse individuals ordering food, the advertisement conveys a message of inclusive joy. It suggests that the joy of enjoying McDonald's is universal and not restricted by factors such as gender or abilities. The focus is on the shared experience of pleasure and happiness derived from the food, creating a positive and inclusive narrative How are the collectivist & indulgence cultural dimensions suggested in the Indian version? ✓ sharing feelings with family & friends → collectivist culture ✓ (very) emotional display of feelings (when eating spicy McDonald burgers) → multi active ✓ McDonalds observes spicy, Indian eating habits → joy (= indulgence) ✓ musicality → femininity (i.e. no masculine dominance) How would you market & prepare an advert for a Russian audience? ✓ birthday party → collectivist culture ✓ children & families → long-term orientation ✓ happy moment → joy (= indulgence) ← generational shift from restraint cultural habits 111 1/2 Kvas advertising plan wip active role_play visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. ]]> Marketing consultant → convince the board of directors to export Kvass → find arguments to support its cross-cultural appeal → explain how you will adapt the advertising campaign to (a selection of) target markets e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) It's a great opportunity for people to spend time together in a market featuring such strong indulgent / joy indexes! Individualist culture is dominant in that region. (...) that's why we believe generations Y and Z will enjoy spending time together away from their families. Just look at Hofstede's masculinity-femininity dimension in this region: it shows emphasis on building relationships (femininity → person-oriented) rather than being task-oriented. (...) that's why we need an advertisement which shows people going out together with friends rather than their extended family. Member of the board of directors → partly disagree with the marketing consultant → brain-storm possible obstacles to sales in target markets I'm afraid power-distance is just too omnipresent in this country! Such a drink without alcohol will never bring people from a collectivist culture together... even if it's about keeping traditions by drinking a natural drink like Kvass. Look at the changes of cultural values between your target cohorts of generations in this part of the world! (...) this means the elder generation will be more restrained & less likely to change their taste. There's too much uncertainty avoidance in your target markets: they'll never want to try our Kvass when they've had Coca-Cola for so many years! 110 2/2 Kvas advertising plan 20231118-26ach 20231125-28ach wip active pix/icons8-hand-with-pen-100_white.png prep_ol_qa edit_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 109 3/2 Kvas advertising plan - Feedback 20231118-26ach 20231125-28ach wip active pix/icons8-hand-with-pen-100_white.png edit_ol_qa prep_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 〆In addition to providing comfort, kvas also has health effects, such as enhancing immunity, improving gastrointestinal function, and preventing specific diseases. Have you ever seen an advert that talks in such linear active manner about gastrointestinal functions?... 〆We can show families sitting around the table during traditional holidays and focus on the closeness and time together that symbolizes Russian culture. 〆|✓ good - but perhaps you could develop → what do closeness and time together look like? 108 1 Portrait of teachers: truth or caricature? active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
video Benny Hill - Girls, Girls, Girls (1977) Alfred Hawthorne "Benny" Hill was an English comedian, actor, singer and writer. He is remembered for his television programme The Benny Hill Show, an amalgam of slapstick, burlesque and double entendre in a format that included live comedy and filmed segments, with Hill at the focus of almost every segment. (src: wikipedia) https://www.youtube.com/watch?v=7hFHDg7jTmQ → watch the video [06:30-08:26] → imagine what teachers and parents may think → answer the questions]]> I think this is just a slapstick comedy! In our culture there is too much power distance to think this is even funny... It's actually disgraceful the way the teacher is portrayed because... ]]> benny_hill_girls_girls_girls_1977_7hFHDg7jTmQ.mp4 〆no preferential treatment 〆no particular student is allowed to do things that other students are not allowed to do = no teacher's pet 〆you don't make use of corporal punishment = not acceptable practice nowadays teacher's pet = pupil who has won the teacher's special favour; person who is treated as a favourite by one in authority Have you ever been called a teacher's pet? ✓ just tried to be helpful and smart How would you react if your pupils behaved this way? 〆don't encourage any particular student in a way that other students are not encouraged Are you not shocked as a teacher? 〆corporeal punishment 〆sexual harassment 〆lack of respect (for teacher & adults in general) How would parents react then, and nowadays, to this scene? Would you watch the Benny Hill Show? visual aid
Benny Hill remains one of British television’s most successful ever exports. His insanely long-running ‘The Benny Hill Show’ was shown in over 140 countries between 1955 and 1991, a staggering achievement. For context, even with today’s savvy sales team and hundreds more territories to target, the BBC sold 'Top Gear’ to 214 countries. More, yes, but not substantially so given the vastly smaller worldwide landscape at the time. It was no more loved than in the USA, where, despite some of the more risqué material being edited out, it was watched by audiences in their tens of millions, where he became an unexpected household name. (src: https://uk.movies.yahoo.com/why-does-britain-hate-benny-hill-152912606.html?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAFNRcCZ4_UDJgpZ1OS9SXcqaT23Zzo-Ci8jFFDGbdWB_R92yMsYwhBqXSlttNYwgjYzAI5kBUG6AV1-G2DyjoPq1k1T5zsU33wO1P9lzbQAKyPM77ebvRBNpQAvngGVVZywQhO5puhoJ-SwPxXabaHlTMWY2aWyd06MbkvACB1Ng) ]]> 107 2 Politically correct minstrels? active wip pix/icons8-microscope-100_white.png prep_2columns_2qa prep_ol_qa Can today's minstrels be politically correct?
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A minstrel was an entertainer, initially in medieval Europe. It originally described any type of entertainer such as a musician, juggler, acrobat, singer or fool; later, from the sixteenth century, it came to mean a specialist entertainer who sang songs and played musical instruments. Minstrels performed songs which told stories of distant places or of existing or imaginary historical events. Although minstrels created their own tales, often they would memorize and embellish the works of others. Frequently they were retained by royalty and high society. As the courts became more sophisticated, minstrels were eventually replaced at court by the troubadours, and many became wandering minstrels, performing in the streets; a decline in their popularity began in the late 15th century. Minstrels fed into later traditions of travelling entertainers, which continued to be moderately strong into the early 20th century, and which has some continuity in the form of today's buskers or street musicians.
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Did you know that many sketches can't be found on the internet any more? The one in which Benny Hill plays Uganda dictator Idi Amin is a good example. What change(s) in cultural values does this suggest? Equity in the name of collectivism or individualism? Long-term orientation? ]]> 106 3 Political correctness - Blackface minstrelsy active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Is blackface minstrelsy truly offensive? Is political correctness an indicator of joy or restraint? video Benny Hill - Hot Gossamer (1979) https://www.youtube.com/watch?v=zXHTYsAJ91w → watch the video [01:28-5:14] → imagine what viewers may write in the comments → read sample comments → answer the questions]]> As an African American who adored Benny Hill this doesn't offend me at all this was hilarious to me i still crack up at this sketch 😂😂😂 @byronbenguche I watched Benny Hill, growing up, and nobody even remotely thought that this kind of thing was racist! It was the furthest from our minds! @Mortthemoose ]]> benny_hill_hot_gossamer_1979_zXHTYsAJ91w.mp4 ✓ racism ✓ sexism ✓ shortism = unfair treatment of people who are short (i.e. not tall) sexism = unfair treatment of people, especially women, because of their sex Read some of comments in the YouTube forum. Do you agree with the viewers? ✓ people who grew up with Benny Hill are like fish that don't see water → a caricature depends on its high context environment ✓ today, most viewers will just see people of colour dancing In the 60's, Afro Americans were often considered the best disco dancers & musicians → could be interpreted as paying tribute to their talent Fish can't see water... Do you think this performance could still be broadcast on national Tv nowadays? Why / why not? 〆probably not because politically incorrect blackface minstrelsy = indigenous American theatrical form that constituted a subgenre of the minstrel show. Intended as comic entertainment, blackface minstrelsy was performed by a group of white minstrels (travelling musicians) with black-painted faces, whose material caricatured the singing and dancing of slaves. The form reached the pinnacle of its popularity between 1850 and 1870, when it enjoyed sizeable audiences in both the United States and Britain. (src: https://www.britannica.com/art/blackface-minstrelsy) What cultural dimension(s) may have changed since this show was recorded? ✓ shift from restraint to joy / indulgence, or the opposite? ✓ shift from masculinity to femininity (...) 105 4 pix/icons8-collaboration-100_white.png Cultural heaven and hell active wip deck_shuffled_lines_halign prep_deck_shuffled_lines_halign
In the European heaven cooks policemen lovers everything
In the European hell cooks policemen lovers everything
]]> masculinity ✓ low level of uncertainty avoidance = more tolerant → lovers are Italian ✓ indulgence ✓ multi-active → everything is organized by Germans ✓ high level of uncertainty avoidance ✓ linear-active approach however, in the European hell: → cooks are English ✓ individualism > collectivism → policemen are French ✓ high level of uncertainty avoidance = bureaucratic → lovers are German ✓ restraint → everything is organized by Italians ✓ multi-active ]]> 104 slapstick = type of humour that is based on simple actions, for example people hitting each other, falling down, etc double entendre = word or phrase that can be understood in two different ways, one of which usually refers to sex teacher's pet = pupil who has won the teacher's special favour; person who is treated as a favourite by one in authority political correctness = (sometimes disapproving) the principle of avoiding language and behaviour that may offend particular groups of people politically correct = term used to describe language, policies, or measures that are intended to avoid offence or disadvantage to members of particular groups in society. Since the late 1980s, the term has been used to describe a preference for inclusive language and avoidance of language or behaviour that can be seen as excluding, marginalizing, or insulting to groups of people disadvantaged or discriminated against, particularly groups defined by ethnicity, sex, gender, or sexual orientation. In public discourse and the media, the term is generally used as a pejorative with an implication that these policies are excessive or unwarranted person of colour = primarily used to describe any person who is not considered "white". In its current meaning, the term originated in, and is primarily associated with, the United States; however, since the 2010s, it has been adopted elsewhere in the Anglosphere (often as person of colour), including relatively limited usage in the United Kingdom, Canada, Australia, Ireland, South Africa, and Singapore (src: Wikipedia) blackface = practice of non-Black performers using burnt cork or theatrical make-up to portray a caricature of Black people on stage or in entertainment minstrel = entertainer, initially in medieval Europe. It originally described any type of entertainer such as a musician, juggler, acrobat, singer or fool; later, from the sixteenth century, it came to mean a specialist entertainer who sang songs and played musical instruments blackface minstrelsy = indigenous American theatrical form that constituted a subgenre of the minstrel show. Intended as comic entertainment, blackface minstrelsy was performed by a group of white minstrels (travelling musicians) with black-painted faces, whose material caricatured the singing and dancing of slaves. The form reached the pinnacle of its popularity between 1850 and 1870, when it enjoyed sizeable audiences in both the United States and Britain. Although blackface minstrelsy gradually disappeared from the professional theatres and became purely a vehicle for amateurs, its influence endured in later entertainment genres and media, including vaudeville theatre, radio and television programs, and the world-music and motion-picture industries of the 20th and 21st centuries (src: https://www.britannica.com/art/blackface-minstrelsy) gossamer = something super fine and delicate — like a spider web or the material of a wedding veil. The original gossamer, from which these meanings come from, is the fine, filmy substance spiders excrete to weave their webs. A dress can be gossamer-like, if its fabric is so sheer as to be see-through, or almost sexism = unfair treatment of people, especially women, because of their sex shortism = unfair treatment of people who are short (i.e. not tall) 103 20231202-24ach 14:10-15:30 2 active Facilitating cultural changes By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 102 2 Blessed with Masculinity, Dasa Hink active wip move_html5_video dasa_hink_blessed_with_masculinity_pWWuwllhBL4.mp4 101 2 pix/icons8-collaboration-100_white.png Women in culture across centuries active wip deck_shuffled_lines_halign deck_shuffled_lines_valign How has the role of women changed over the centuries? How representative is it of a country's culture? → watch the video → use the following cultural characteristics to describe the pictures → answer the following questions 1) How do you think these women feel? To what extent are they emancipated in their cultural environment? 2) What is the relationship between the woman posing and the painter / viewer? 3) How has this relationship changed over the centuries (in terms of cultural dimensions)? 4) Whose role would you like to play if you were an actress? Why? ]]>
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Mona Lisa, 1503 half-length portrait painting by Italian artist Leonardo da Vinci. Considered an archetypal masterpiece of the Italian Renaissance, it has been described as "the best known, the most visited, the most written about, the most sung about, [and] the most parodied work of art in the world."
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Grande Odalisque, aka Une Odalisque or La Grande Odalisque, 1814 oil painting by Jean-Auguste-Dominique Ingres depicting an odalisque, or concubine. Ingres' contemporaries considered the work to signify Ingres' break from Neoclassicism, indicating a shift toward exotic Romanticism
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Blessed with Masculinity, Dasa Hink It tells stories from the last couple of years, of failing in life and love and of falling in love. This song was written just before I actually got pregnant. It was the first step towards admitting to myself that this is what I want, which was a hard thing to do. A kind of love song to my partner, and a kind of spiritual hymn. https://www.youtube.com/watch?v=pWWuwllhBL4&t=11s https://www.thetemporaldimension.com/dasahink
]]> 100 1 Facilitating changes with power distance, individualism & uncertainty avoidance active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
]]> Why could Chinese people face difficulty when making changes? How would they react in the three scenarios? ✓ combination of high uncertainty avoidance and low individualism index = collectivist culture → cultural resistance to change suggested answers: ✓ government could pass laws without reaction from the population 〆individual entrepreneurs, visionary leaders may lack social support & initial interest from the public opinion without state endorsement ✓ university students probably wouldn't mind distance learning, the faculty could be more traditional but have little choice but to accept Why are Americans less resistant to transformations? How would they react in the three scenarios? ✓ combination of low uncertainty avoidance and high individualism index = individualist culture → cultural predisposition to change → American dream, self-made man suggested answers: 〆government could struggle with lobbies to pass laws ✓ business tycoons would have to convince linear active lawyers that their platforms observes consumer rights ✓ universities would be swift to propose their own (creative) initiatives tycoon = person who is successful in business or industry and has become rich and powerful to impede = to delay or stop the progress of sth swift = happening or done quickly and immediately What conclusions can you draw from data which distinguish Americans from the French? How would the latter react in the three scenarios? ✓ both feature high individualism indexes 〆uncertainty avoidance is stronger in France → long-term benefits of changes would need to be well-explained to gain French support Note: In individualistic cultures, universal institutions of the welfare state (like universal health care) create a generalized form of solidarity that frees people from family obligations. This is the reason why generalized interpersonal trust, impartial governance, rule of law and formal institutions only work in individualistic cultures suggested answers: 〆French government would (vainly?) quash strikes from trade unions 〆business tycoons would probably need to satisfy a myriad of bureaucratic procedures to launch their platform in France 〆both students & faculty would waste time trying to design academic solutions in line with their syllabuses vainly = without success myriad = extremely large number of sth to gain = to obtain or win sth, especially sth that you need or want to quash = to take action to stop sth from continuing Why can a developing economy like India face difficulty in implementing changes? How would they react in the three scenarios? 〆despite low uncertainty avoidance, Indians are 'crippled' by significant power distance & weak individualism index → would need a much lesser collectivist environment to break through → role of their family could be decreased by promoting housing for young couples suggested answers: ✓ government could pass laws without much reaction from the population, but may expect political resistance from small activist groups ✓ business tycoons might attract many Indian followers very quickly ✓ university students would be keen to propose their own (creative) initiatives (thanks to low uncertainty avoidance) but might be ignored by the establishment (due to power distance) crippled = deprived of, limited 99 6 Human Empowerment Framework wip active edit_ol_qa pix/icons8-collaboration-100_white.png Inglehart and Welzel (2005) find that people in countries in which existential hardship prevails cling to protective orientations that support authoritarian institutions. By contrast, in countries with thriving existential conditions people adopt emancipatory orientations that support liberal institutions. pg 6 "Evolution, Empowerment and Emancipation: How Societies Ascend the Utility Ladder of Freedoms", Series: Sociology, WP BRP 29/SOC/2013 Look at the chart → answer the questions]]> visual aid
Christian Welzel Centre for the Study of Democracy, Leuphana University Lueneburg, Germany Ronald Inglehart University of Michigan and Higher School of Economics https://www.academia.edu/28721883/Christian_Welzel_Ronald_Inglehart_Evolution_Empowerment_and_Emancipation_How_Societies_Ascend_the_Utility_Ladder_of_Freedoms_Series_Sociology_WP_BRP_29_SOC_2013 ]]> What existential conditions were lacking in the Soviet Union? 〆material resources What emancipative values can learning foreign languages bring? How could power distance and uncertainty avoidance slow down the development of political participation rights? 98 2 McDonald’s advertisements in different countries 20231202-24ach hw20231209-26ach active wip prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png McDonald’s advertisements in different countries Watch the video https://www.youtube.com/watch?v=pMLrVP_E-jA → answer the questions → recycle cultural dimensions terminology & concepts to support your analysis (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231206 ]]> mcdonald_s_ads_different_countries_pMLrVP_E-jA.mp4 What lifestyle (in terms of joy / restraint) is depicted in the USA? ✓ multicultural environment → linear-active communication → low uncertainty avoidance → low power distance ✓ spending time with friends (rather than with family) → individualist culture ✓ active, outdoor lifestyle → short-term orientation → joy (= indulgence) What forms of power distance & uncertainty avoidance are challenged in Taiwan? ✓ almost no dialogue → reactive culture ✓ fear of sexual orientation disclosure + respect for father → high power distance → uncertainty avoidance clash between generations ✓ tolerance to homosexuality → generational shift from distrust to trust → joy (= indulgence) How does McDonald comply with the local power distance & restraint of Arabic cultures? ✓ follow modern life styles → joy (= indulgence) ✓ observe traditions of elder eating first → high power distance → uncertainty avoidance ✓ family gathering → collectivist culture What message (in terms of joy & masculinity - femininity) is conveyed in Denmark? ✓ McDrive as a convenient life style → joy (= indulgence) ✓ unisex because absence of gender related clues → inclusion ✓ broken arm, (too) short arm... → equity → femininity (i.e. no masculine dominance) How are the collectivist & indulgence cultural dimensions suggested in the Indian version? ✓ sharing feelings with family & friends → collectivist culture ✓ (very) emotional display of feelings (when eating spicy McDonald burgers) → multi active ✓ McDonalds observes spicy, Indian eating habits → joy (= indulgence) ✓ musicality → femininity (i.e. no masculine dominance) How would you market & prepare an advert for a Russian audience? ✓ birthday party → collectivist culture ✓ children & families → long-term orientation ✓ happy moment → joy (= indulgence) ← generational shift from restraint cultural habits 97 1/2 Kvas advertising plan wip active role_play visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. ]]> Marketing consultant → convince the board of directors to export Kvass → find arguments to support its cross-cultural appeal → explain how you will adapt the advertising campaign to (a selection of) target markets e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) It's a great opportunity for people to spend time together in a market featuring such strong indulgent / joy indexes! Individualist culture is dominant in that region. (...) that's why we believe generations Y and Z will enjoy spending time together away from their families. Just look at Hofstede's masculinity-femininity dimension in this region: it shows emphasis on building relationships (femininity → person-oriented) rather than being task-oriented. (...) that's why we need an advertisement which shows people going out together with friends rather than their extended family. Member of the board of directors → partly disagree with the marketing consultant → brain-storm possible obstacles to sales in target markets I'm afraid power-distance is just too omnipresent in this country! Such a drink without alcohol will never bring people from a collectivist culture together... even if it's about keeping traditions by drinking a natural drink like Kvass. Look at the changes of cultural values between your target cohorts of generations in this part of the world! (...) this means the elder generation will be more restrained & less likely to change their taste. There's too much uncertainty avoidance in your target markets: they'll never want to try our Kvass when they've had Coca-Cola for so many years! 96 2/2 Kvas advertising plan 20231118-26ach 20231125-28ach wip active pix/icons8-hand-with-pen-100_white.png prep_ol_qa edit_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 95 utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure; term coined by Welzel, inspired by Maslow’s (1954) “hierarchy of human needs,” the findings of Inglehart and his co-authors (Inglehart & Norris, 2003; Inglehart & Welzel, 2005) deferential = polite and showing respect obedience = submission to another's rule or authority, compliance with a law or command emancipative(AmEn) (emancipating BrEn) = permitting or conducive to the reduction of restraints on behaviour; freeing, liberating 94 20231202-22ach 12:40-14:00 2 active Revised theory of modernization by Inglehart and Welzel Facilitating cultural changes By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 3/3 Academic coordinator in Baku 20231125-20ach hw20231202-22ach_n1 pix/icons8-hand-with-pen-100_white.png deadline: 20231129 → write skills & qualities expected from the ideal candidate to the panel of professors → justify your choice ]]> 3 Dimensions and dynamics of national culture: synthesizing Hofstede with Inglehart's utility ladder of freedoms (2 / 2) active 20231125-20ach hw20231202-n2 Synthesizing Hofstede with Inglehart with 3 dimensions The “revised theory of modernization” predicts that national cultures change, but that relative country rankings do not... Read the excerpt from Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart by Christian Welzel, published online October 2, 2018 in Sage Journals → answer the questions (you don't need to submit your answers in your googledoc - this is just to prepare feedback in breakout rooms) ]]> 93 4/3 Academic coordinator in Baku - Feedback active pix/icons8-hand-with-pen-100_white.png edit_ol_qa prep_2columns_2qa prep_ol_qa visual aid → write skills & qualities expected from the ideal candidate to the panel of professors → justify your choice ]]> Striking a balance between local UAI (uncertainty avoidance index) and Russian LTO (long term orientation vs short term normative orientation) is essential, indeed (...) → example situation 〆example of a controversial introduction (...) Russia has one of the best formations in the whole world. Russia ranks 23rd in the education ranking for 2022. At the same time, Azerbaijan is in the 65th position. It should be concluded that the introduction of Russian experts into the education system of Azerbaijan would be a good opportunity for Baku to succeed in the education process ✓ interesting idea... 〆but dangerous introduction because you could be suggesting a condescending attitude (Aleksey Teryushov) ✓ (1) I would like to present some skills and qualities that are expected from the ideal candidate for the position of academic coordinator in Baku to organize academic exchanges between Russia and Azerbaijan. (Valeria Lezhen) ✓ (2) As the Ministry of Education aims to organize academic exchanges between Russia and Azerbaijan, it is crucial to find the ideal candidate for the role of academic coordinator in Baku. This individual will play a vital role in fostering fruitful partnerships between institutions in both countries and ensuring the smooth coordination of academic programs. In considering the skills and qualities required for this position, it is important to take into account both professional expertise and cultural adaptability. Therefore, I would like to propose the following set of skills and qualities for the ideal candidate: ✓ both adequate introductions, though quite different (1) more linear-active + practical, plain English (2) more high-context approach & high level of consciousness + some degree of restraint 〆The ideal candidate should have excellent project management skills → how can you express that in terms of: uncertainty avoidance? short/long term orientation? masculinity-femininity (task-oriented vs person-oriented)? 〆They should be able to address and resolve issues → how? e.g. by using low power distance or high power distance? 〆The ability to work in a team helps you integrate more successfully into a new environment → how can you express this ability in terms of: power distance? masculinity-femininity (task-oriented vs person-oriented)? 〆(...) and establish contacts with colleagues → how can you express this ability in terms of: power distance? masculinity-femininity (task-oriented vs person-oriented)? 〆Flexibility and adaptability help you successfully cope with new tasks → how can you express this ability in terms of: uncertainty avoidance? linear active vs multi active approaches? 〆The ideal candidate for the Faculty Council will have a number of skills and qualities that will help him/her successfully perform the duties of an academic coordinator in Baku → you haven't described these skills & qualities by recycling cultural dimension tools covered during the lesson (...) 〆while all this is true (though rather general), there is no explanation how skills should match the needs of the cultural dimensions involved 〆|✓ By being sensitive to Hofstede's cultural dimension of individualism versus collectivism, which leans towards collectivism in Azerbaijani culture, the coordinator can foster a sense of community and cooperation among participants. → any example? 〆Striking a balance between Azerbaijani and Russian uncertainty avoidance index Russian people are more tolerant of uncertainty, which may be reflected in a willingness to change and adapt. Azerbaijanis have an average tendency to avoid uncertainty, which implies a preference for more predictable situations. An academic coordinator needs to keep these cultural differences in account → any example? 〆|✓ According to the WVS people in Azerbaijan respect religion, authority and old people. Russians are between traditional and self-expressional (rational) values. Our future candidate should be aware of religion and behavior to authorities in Azerbaijan. → true, but what does this look like in practice? Any example? 〆|✓ Certainly, being creative and proposing new ways of organization of the work process is not forbidden, but an initiator must have reasonable grounds and powerful arguments to prove her viewpoints. For example, Miriam made a presentation about new ways of developing grammar skills in English lessons in a public school and the head of the committee accepted her proposal due to the fact that she had strong reasoning good - but how can you contrast that in terms of cultural dimensions? → linear active delivery despite strong power distance? 〆|✓ The guest must observe local customs. It's normal to be invited after a hard-working day to have a good meal to establish good relations. Rejecting the invitation is inexcusable and seen as offensive. According to business etiquette, it is customary to greet even unfamiliar people. Usually those who come earlier stand up to welcome a newly arrived person. It's not obligatory to shake hands as in European and American culture. It's considered to be rude and indecent to be around for a long time and  not to strike up a conversation greet even unfamiliar people = collectivist culture? = low power distance? = little uncertainty avoidance? It's not obligatory to shake hands = high power distance? = high uncertainty avoidance? ]]> 〆/✓ For example, if students from Azerbaijan and Russia were offered to prepare a joint project, according to which each of the representatives of cultures has different views on it. In this case, the coordinator can resolve the problem by offering a rational solution that will suit both sides. Could you explain how you achieve a solution by taking into consideration the masculinity - femininity, or power distance cultural dimension? 〆/✓ (...) you should not forget about their right to speak their national language which is convenient for them. Neither side should adapt to the other when it comes to comfort. To this issue, we can recall the recent meetings of some heads of state, at which the President of Kazakhstan, who speaks excellent Russian, suddenly began to speak in his native language, forcing members of the congress from Russia to look for their headphones What does this (rather confusing) example suggest? power distance? self indulgence vs restraint?  〆| ✓ For instance, understanding the importance of hierarchical structures in Russian culture (high power distance) compared to the more egalitarian nature of Azerbaijani culture (lower power distance) will allow the candidate to effectively respond to the needs and expectations of both sides. 〆|✓ perhaps a good example, but controversial... → is culture in Azerbaijan indeed more egalitarian? 〆People with high UA believe that complex problems may cause them harm and bring unpleasant inevitabilities to their lives. According to this fact, our candidate should show respect towards the settled mechanism of finding solutions. 〆what does this mean in plain English? 〆In the realm of international collaborations, an understanding and appreciation of both Russian and Azerbaijani cultures are imperative. This cultural proficiency serves as the bedrock for effective communication, positive relationship building, and the creation of a harmonious academic exchange environment that fosters mutual understanding and respect (...) The ideal candidate should demonstrate a proven track record in project management, capable of overseeing the minutiae of scheduling, logistics, and implementation (...) This individual will serve as the linchpin, fostering educational collaboration and cultural understanding between the two nations, and steering the academic exchange program towards unprecedented success. The careful consideration of these attributes in the selection process is paramount, promising a future of enriched educational partnerships and international camaraderie 〆too emphatic, pompous → very posh (academic) language but - unfortunately - rather little recycling of cultural dimensions covered in class (Varvara Dubovskaya) ✓ Handling inequality (large power distance) is significant. Awareness of your position (superior/inferior) is also vital. There is a considerable dependence on individuals who hold power because the social status in Azerbaijan plays the major role. A person with a low social status won't participate in negotiations or decision-making process (...) management modelled on a "big family" approach in Azerbaijan.  Every problem is tackled and solved all together. You can't go without personal relationships. (...) High-context culture (...) For example, an employee can work just by oral agreement (Evgenia Smirnova) ✓ The candidate should be aware of the role of Islamic holidays (Ramadan and other), conservative dress code, Azerbaijani hospitality, gift-giving practices, seating arrangements at events and other (...) ✓ Mastery of Russian and Azerbaijani languages that enables conducting meetings and presentations fluently in both tongues.  For instance, bilingual handouts to bridge language gaps during academic discussions (...) ✓ For instance, the candidate should know the differences in approaches: Russian professors propose a structured, top-down approach, while the Azerbaijani professors prefer a collaborative decision-making process involving all stakeholders ✓ (...) reconcile differing teaching philosophies (...) Russian professors might prioritize theoretical frameworks and academic rigour in their teaching methodologies. Azerbaijani professors might lean towards practical applications and real-life examples to illustrate concepts, emphasizing hands-on learning experiences (Alyona Safonova) ✓ For instance, when a solution is needed, the coordinator should come up with ideas that would have never crossed the mind of a group with a single culture mind-set (Nubar Bunyatova) ✓ This ability will reduce cultural problems that may arise, such as differences in power distance, individualism versus collectivism, masculinity versus femininity, or uncertainty avoidance. For example, the attitude of the employer to the employee may differ depending on gender in Azerbaijan. At the workplace, the employer's requirements for a female employee may be less than for a male employee, even if the wages of both sexes are the same, while in Russia there are no such differences. ✓ tangible facts () ✓ As Azerbaijan is a country where large power distance predominates, the candidate is to be respectful, delicate and compromising. For example, talking to older colleagues one should show respect, patience and be a good listener ✓ simple (almost too simple?) example (Daria Sigaeva) ✓ (...) a similar trait between people in these two countries is high perception of uncertainty avoidance. This means that the candidate should constantly analyze possible work options or problem solutions, not make hasty decisions and be confident in the results of their actions. "A bird in the hand is worth two in the bush" is a clear example of it ✓ use of a proverb to support argumentation (Olga Medvedeva) ✓ People from Russia, due to their multi-active culture, can sometimes be very emotional and open. People from Azerbaijan are more reactive. It means that they do not talk about their personal life, feelings and problems at work. It is better not to trouble them with the personal questions and not be very emotional with fellow workers ✓ simple, well-justified piece of advice You put the group's priorities higher than your own It’s important because you will be working with professors and students from Azerbaijan, which is a collectivist culture.  → Loyalty to your colleagues, trustworthiness and harmony with other staff members are among the most crucial responsibilities expected of you. You are a caring and helpful employee Azerbaijanis have feminine values, so relations between colleagues in organizations are more sincere and warm, and conflicts are solved through mutual consent. → For example, if an Azerbaijani student did something wrong (e.g., filled out a document incorrectly, didn’t bring a document), you should solve this situation in a polite and friendly manner, without aggression and direct conflict (offer help in filling out a document, give another copy of the document). You are perceptive: you understand both verbal and non-verbal communication Since Azerbaijanis belong to a high-context culture, they tend to communicate implicitly using different gestures.  → For example, you should point to an object not with one finger, but with your whole hand, otherwise it may seem rude (e.g., when showing a presentation, a document). You are patient, respectful, considerate and humble Azerbaijanis are reactive, meaning they don't interrupt you, they listen attentively, and they probably won't ask unnecessary questions in case of a misunderstanding so as not to lose face.  → For instance, they may not complete their duties on time because they may not have fully understood them, which could lead to missing deadlines. In this case, you should not only notice it and realize the reason for it, but also help them in a very indirect and polite way so that they don't think they are incompetent. You know how to behave in a hierarchical system Azerbaijan, like Russia, shows a significantly high score of power distance. You will be told what to do and you will have to report your tasks to your superiors.  It also means that older people need to be respected.  → To show respect for older people in Azerbaijan you should initiate greetings first and address them by their first name, followed by the appropriate title. You are cautious and careful when it comes to risk Since both Russia and Azerbaijan have a high uncertainty avoidance score, you must be prepared to work and behave in a rigorous manner, thinking through every innovation.  → If you, for example, want to propose something new and innovative, you need to examine every detail of this plan and only then present your idea. You respect traditions, but also prepare for the future Since Russia values long-term orientation and Azerbaijan values short-term orientation, you need to find a balance between the two. You have to be able to focus on the current moment, but also look to the future and plan ahead.  → For example, you have organized an exchange of Russian and Azerbaijani students. At the moment you have to think about their accommodation in the dormitories, as they will be arriving soon. But in the future, you will need to help them with their studies, insurance, etc., which you should think about now to avoid problems. You can interact with both Russians and Azerbaijanis, understand their cultural peculiarities, and be a "bridge" between these two cultures in order to maintain successful communication. → For example, during a meeting, Russian and Azerbaijani professors start discussing the peculiarities of their exchange studying programs, and a misunderstanding of some type occurs. Russia and Azerbaijan both communicate using the full range of communicative capabilities (gestures, body language, verbal or non-verbal messages). But these gestures and non-verbal messages can be misunderstood or misinterpreted, leading to confusion and even negative outcomes. You should help them understand each other in a very polite way so that they don't feel embarrassed.  → Also, Azeris are reactive people, while Russians are multi-active. That’s why at the end of the meeting, it is better to check whether they have understood the main ideas and explain some points that may seem questionable or complicated. ]]> https://pjms.zim.pcz.pl/resources/html/article/details?id=611272&language=en ]]> 92 3 Dimensions and dynamics of national culture: synthesizing Hofstede with Inglehart's utility ladder of freedoms (2 / 2) active wip 20231125-20ach hw20231202-n2 Synthesizing Hofstede with Inglehart with 3 dimensions edit_short_reading_floating prep_short_reading_floating The “revised theory of modernization” predicts that national cultures change, but that relative country rankings do not... (...) https://journals.sagepub.com/doi/10.1177/0022022118798505 Acknowledgements The authors thank Costas Katsikeas, Neil Morgan, Robbert Maseland, Loek Halman, the reviewers, and the editor for their useful suggestions and comments Christian Welzel ORCID iD https://orcid.org/0000-0002-1562-3580 Read the excerpt from Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart by Christian Welzel, published online October 2, 2018 in Sage Journals → answer the questions ]]> What are the three dimensions collapsed by Welzel from the initial Hofstede cultural dimensions? Collectivism–Individualism Duty–Joy Distrust–Trust What happens when socio-economic development improves objective living conditions? ✓ orientations are shifting over the generations (a) from Collectivism toward Individualism (b) from Duty toward Joy Does socio-economic development affect a culture's trust or distrust indexes? 〆no clear shift from Distrust toward Trust or vice versa What values are required in an industrial society? ✓ industrial structures require rational, hierarchical forms of organization and deferential attitudes toward authority deferential = polite and showing respect What values does a post-industrial economy need? ✓ in a service-dominated, post-industrial economy, information processing and communication become more important. → values such as self-expression and autonomy begin to replace self-restraint and obedience obedience = submission to another's rule or authority, compliance with a law or command Why do moral reasoning capacity and empathy expand in a post-industrial society? ✓ people are used to handle complex situations ✓ deal with abstract constructs ✓ cope with social diversity → emphasis on individual self-determination → emphasis on equal opportunities → gives rise to emancipative (AmEn) (emancipating BrEn) values → supports universal freedoms emancipative(AmEn) (emancipating BrEn) = permitting or conducive to the reduction of restraints on behaviour; freeing, liberating Although national cultures change, why do countries seem to remain at a rather stable cultural distance from each other? ✓ similar socio-economic transformations change values in the same direction ✓ (but) countries continue to move along separate trajectories → reflects the lasting impact of remote, country-specific historic drivers Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Christian Welzel 20181002 https://journals.sagepub.com/doi/10.1177/0022022118798505
utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure revised theory of modernization = evolutionary theory of emancipation =
91 4 Evolutionary theory of emancipation active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png visual aid
source: https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> visual aid
source: https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> visual aid
source: https://journals.sagepub.com/doi/10.1177/0022022118798505]]> https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> What conclusions can you draw? (...) Our analysis collapses Hofstede’s six-dimensional framework to a three-dimensional framework. The (first) Collectivism–Individualism dimension mimics Hofstede’s Individualism dimension. It also correlates with Power Distance, which is not surprising because just as in Hofstede’s original case Individualism and Power Distance form one factor. The second dimension, Duty–Joy, captures Hofstede’s Restraint-Indulgence. The third dimension, Distrust–Trust, is statistically closely related to Hofstede’s Uncertainty Avoidance dimension (...) 1.Cultural change is substantial. Societies have become more individualistic and more joyous. We also observe a change in the direction of less trust and more distrust, but these changes are relatively small compared with the cultural change observed for Individualism and Joy. 2. Cultural differences can be explained by three factors: (a) economic development, (b) generational effects, and (c) a country’s unique geographic location and (political) history. Economic development and generational shifts account for approximately half of the variation in cultural change. As the level of economic development increases, and people experience higher levels of existential security and lives filled with more opportunities, both Individualism and Joy increase. Our analysis suggests that approximately the other half of national cultural differences can be related to each country’s unique geography and history. 3. Collectively, our findings imply that national cultural differences are quite persistent over time. Cultural change seems of absolute nature, and relative country rankings tend to be rather stable. source: https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> 90 2 Blessed with Masculinity, Dasa Hink wip active move_html5_video dasa_hink_blessed_with_masculinity_pWWuwllhBL4.mp4 89 2 pix/icons8-collaboration-100_white.png Women in culture across centuries wip active deck_shuffled_lines_halign deck_shuffled_lines_valign How has the role of women changed over the centuries? How representative is it of a country's culture? → watch the video → use the following cultural characteristics to describe the pictures → answer the following questions 1) How do you think these women feel? To what extent are they emancipated in their cultural environment? 2) What is the relationship between the woman posing and the painter / viewer? 3) How has this relationship changed over the centuries (in terms of cultural dimensions)? 4) Whose role would you like to play if you were an actress? Why? ]]>
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Mona Lisa, 1503 half-length portrait painting by Italian artist Leonardo da Vinci. Considered an archetypal masterpiece of the Italian Renaissance, it has been described as "the best known, the most visited, the most written about, the most sung about, [and] the most parodied work of art in the world."
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Grande Odalisque, aka Une Odalisque or La Grande Odalisque, 1814 oil painting by Jean-Auguste-Dominique Ingres depicting an odalisque, or concubine. Ingres' contemporaries considered the work to signify Ingres' break from Neoclassicism, indicating a shift toward exotic Romanticism
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Blessed with Masculinity, Dasa Hink It tells stories from the last couple of years, of failing in life and love and of falling in love. This song was written just before I actually got pregnant. It was the first step towards admitting to myself that this is what I want, which was a hard thing to do. A kind of love song to my partner, and a kind of spiritual hymn. https://www.youtube.com/watch?v=pWWuwllhBL4&t=11s https://www.thetemporaldimension.com/dasahink
]]> 88 1 Facilitating changes with power distance, individualism & uncertainty avoidance wip active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
]]> Why could Chinese people face difficulty when making changes? How would they react in the three scenarios? ✓ combination of high uncertainty avoidance and low individualism index = collectivist culture → cultural resistance to change suggested answers: ✓ government could pass laws without reaction from the population 〆individual entrepreneurs, visionary leaders may lack social support & initial interest from the public opinion without state endorsement ✓ university students probably wouldn't mind distance learning, the faculty could be more traditional but have little choice but to accept Why are Americans less resistant to transformations? How would they react in the three scenarios? ✓ combination of low uncertainty avoidance and high individualism index = individualist culture → cultural predisposition to change → American dream, self-made man suggested answers: 〆government could struggle with lobbies to pass laws ✓ business tycoons would have to convince linear active lawyers that their platforms observes consumer rights ✓ universities would be swift to propose their own (creative) initiatives tycoon = person who is successful in business or industry and has become rich and powerful to impede = to delay or stop the progress of sth swift = happening or done quickly and immediately What conclusions can you draw from data which distinguish Americans from the French? How would the latter react in the three scenarios? ✓ both feature high individualism indexes 〆uncertainty avoidance is stronger in France → long-term benefits of changes would need to be well-explained to gain French support Note: In individualistic cultures, universal institutions of the welfare state (like universal health care) create a generalized form of solidarity that frees people from family obligations. This is the reason why generalized interpersonal trust, impartial governance, rule of law and formal institutions only work in individualistic cultures suggested answers: 〆French government would (vainly?) quash strikes from trade unions 〆business tycoons would probably need to satisfy a myriad of bureaucratic procedures to launch their platform in France 〆both students & faculty would waste time trying to design academic solutions in line with their syllabuses vainly = without success myriad = extremely large number of sth to gain = to obtain or win sth, especially sth that you need or want to quash = to take action to stop sth from continuing Why can a developing economy like India face difficulty in implementing changes? How would they react in the three scenarios? 〆despite low uncertainty avoidance, Indians are 'crippled' by significant power distance & weak individualism index → would need a much lesser collectivist environment to break through → role of their family could be decreased by promoting housing for young couples suggested answers: ✓ government could pass laws without much reaction from the population, but may expect political resistance from small activist groups ✓ business tycoons might attract many Indian followers very quickly ✓ university students would be keen to propose their own (creative) initiatives (thanks to low uncertainty avoidance) but might be ignored by the establishment (due to power distance) crippled = deprived of, limited 87 6 Human Empowerment Framework wip active edit_ol_qa pix/icons8-collaboration-100_white.png Inglehart and Welzel (2005) find that people in countries in which existential hardship prevails cling to protective orientations that support authoritarian institutions. By contrast, in countries with thriving existential conditions people adopt emancipatory orientations that support liberal institutions. pg 6 "Evolution, Empowerment and Emancipation: How Societies Ascend the Utility Ladder of Freedoms", Series: Sociology, WP BRP 29/SOC/2013 Look at the chart → answer the questions]]> visual aid
Christian Welzel Centre for the Study of Democracy, Leuphana University Lueneburg, Germany Ronald Inglehart University of Michigan and Higher School of Economics https://www.academia.edu/28721883/Christian_Welzel_Ronald_Inglehart_Evolution_Empowerment_and_Emancipation_How_Societies_Ascend_the_Utility_Ladder_of_Freedoms_Series_Sociology_WP_BRP_29_SOC_2013 ]]> What existential conditions were lacking in the Soviet Union? 〆material resources What emancipative values can learning foreign languages bring? How could power distance and uncertainty avoidance slow down the development of political participation rights? 86 2 McDonald’s advertisements in different countries wip active prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png McDonald’s advertisements in different countries Watch the video https://www.youtube.com/watch?v=pMLrVP_E-jA → answer the questions ]]> mcdonald_s_ads_different_countries_pMLrVP_E-jA.mp4 What lifestyle (in terms of joy / restraint) is depicted in the USA? ✓ multicultural environment → linear-active communication → low uncertainty avoidance → low power distance ✓ spending time with friends (rather than with family) → individualist culture ✓ active, outdoor lifestyle → short-term orientation → joy (= indulgence) What forms of power distance & uncertainty avoidance are challenged in Taiwan? ✓ almost no dialogue → reactive culture ✓ fear of sexual orientation disclosure + respect for father → high power distance → uncertainty avoidance clash between generations ✓ tolerance to homosexuality → generational shift from distrust to trust → joy (= indulgence) How does McDonald comply with the local power distance & restraint of Arabic cultures? ✓ follow modern life styles → joy (= indulgence) ✓ observe traditions of elder eating first → high power distance → uncertainty avoidance ✓ family gathering → collectivist culture What message (in terms of joy & masculinity - femininity) is conveyed in Denmark? ✓ McDrive as a convenient life style → joy (= indulgence) ✓ unisex because absence of gender related clues → inclusion ✓ broken arm, (too) short arm... → equity → femininity (i.e. no masculine dominance) How are the collectivist & indulgence cultural dimensions suggested in the Indian version? ✓ sharing feelings with family & friends → collectivist culture ✓ (very) emotional display of feelings (when eating spicy McDonald burgers) → multi active ✓ McDonalds observes spicy, Indian eating habits → joy (= indulgence) ✓ musicality → femininity (i.e. no masculine dominance) How would you market & prepare an advert for a Russian audience? ✓ birthday party → collectivist culture ✓ children & families → long-term orientation ✓ happy moment → joy (= indulgence) ← generational shift from restraint cultural habits 85 1/2 Kvas advertising plan wip active role_play visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. ]]> Marketing consultant → convince the board of directors to export Kvass → find arguments to support its cross-cultural appeal → explain how you will adapt the advertising campaign to (a selection of) target markets e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) It's a great opportunity for people to spend time together in a market featuring such strong indulgent / joy indexes! Individualist culture is dominant in that region. (...) that's why we believe generations Y and Z will enjoy spending time together away from their families. Just look at Hofstede's masculinity-femininity dimension in this region: it shows emphasis on building relationships (femininity → person-oriented) rather than being task-oriented. (...) that's why we need an advertisement which shows people going out together with friends rather than their extended family. Member of the board of directors → partly disagree with the marketing consultant → brain-storm possible obstacles to sales in target markets I'm afraid power-distance is just too omnipresent in this country! Such a drink without alcohol will never bring people from a collectivist culture together... even if it's about keeping traditions by drinking a natural drink like Kvass. Look at the changes of cultural values between your target cohorts of generations in this part of the world! (...) this means the elder generation will be more restrained & less likely to change their taste. There's too much uncertainty avoidance in your target markets: they'll never want to try our Kvass when they've had Coca-Cola for so many years! 84 2/2 Kvas advertising plan 20231118-26ach 20231125-28ach wip active pix/icons8-hand-with-pen-100_white.png prep_ol_qa edit_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 83 utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure; term coined by Welzel, inspired by Maslow’s (1954) “hierarchy of human needs,” the findings of Inglehart and his co-authors (Inglehart & Norris, 2003; Inglehart & Welzel, 2005) deferential = polite and showing respect obedience = submission to another's rule or authority, compliance with a law or command emancipative(AmEn) (emancipating BrEn) = permitting or conducive to the reduction of restraints on behaviour; freeing, liberating 82 20231125-20ach 14:10-15:30 2 active Case study - Practice with Hofstede cultural dimensions By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 81 2 WFS - World Values Survey active edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png Is national culture more powerful than regions? Watch the video [18:46-21:25]. → answer the questions video Geert Hofstede - Recent Discoveries about Cultural Differences https://www.youtube.com/watch?app=desktop&v=LBv1wLuY3Ko ]]> geert_hofstede_recent_discoveries_about_cultural_differences_LBv1wLuY3Ko.mp4 What has WVS (World Values Survey) demonstrated [18:46]? ✓ despite differences among regions, regions always tended to look for other regions from the same country [20:32] How do Indonesia & Malaysia confirm the reliability of the cultural model? [20:53-21:25] ✓ same language ✓ similar histories (of colonisation) → Indonesian regions cluster with other Indonesian ones → national culture is more powerful 80 1/3 Academic coordinator in Baku active wip role_play visual aid You are a consultant of Russian ethnicity born in Baku in the Soviet Union with local experience in teaching. → brain-storm possible hurdles you may face with the local faculty e.g. power-distance, masculinity-femininity... ]]> Consultant of Russian ethnicity born in Baku You believe one female director of studies has more potential than others for succeeding in this position although you are aware they have never had a female manager before. Haven't you heard of the country's recent efforts to rejuvenate its traditional image? e.g. Baku hosted the 57th Eurovision Song Contest in 2012, the 2015 European Games, 4th Islamic Solidarity Games, the European Grand Prix in 2016, the final of the 2018–19 UEFA Europa League I really don't think choosing a female director of studies would be a bad choice if she's competent! Colleague teacher → disagree with the colleague consultant → brain-storm possible hurdles a female director of studies may face with the local faculty I'm afraid power-distance is just too omnipresent in this country! Think about Hofstede's masculinity-femininity... 79 2/3 Academic coordinator in Baku active wip pix/icons8-lecturer-100_white.png prep_2columns_2qa prep_ol_qa visual aid → prepare a 5min presentation to the panel to explain your choice → make sure you answer at least the questions below ]]> Why may a person-oriented approach be a better choice? How can high-context awareness help a female coordinator in this position between Moscow and Baku? What steps should the academic coordinator take to counterbalance uncertainty avoidance? (...) 78 3/3 Academic coordinator in Baku 20231125-20ach hw20231202-22ach_n1 active wip pix/icons8-hand-with-pen-100_white.png prep_2columns_2qa prep_ol_qa visual aid → write skills & qualities expected from the ideal candidate to the panel of professors → justify your choice ]]> Striking a balance between local UAI (uncertainty avoidance index) and Russian LTO (long term orientation vs short term normative orientation) is essential, indeed (...) → example situation 77 1 Dimensions and dynamics of national culture: synthesizing Hofstede with Inglehart's utility ladder of freedoms (1 / 2) active Synthesizing Hofstede with Inglehart edit_short_reading_floating prep_short_reading_floating monochronic, polychronic by Edward T.Hall linear-active, multi-active, reactive by R.Lewis OCEAN by McCrae 6 cultural dimensions by Hofstede How can they take into consideration changes due to globalisation?
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Every day, another 45 publications worldwide cite the cross-cultural work of Geert Hofstede (1980, 2001) and Ronald Inglehart (1971, 1990, 1997). Together, Hofstede and Inglehart have received over 200,000 citations, making them two of the world’s most frequently quoted social scientists (Google Scholar). While Hofstede is known for identifying several dimensions of cross-cultural variation, Inglehart’s key contribution consists in a dynamic theory of cultural change. (...) https://journals.sagepub.com/doi/10.1177/0022022118798505 Acknowledgements The authors thank Costas Katsikeas, Neil Morgan, Robbert Maseland, Loek Halman, the reviewers, and the editor for their useful suggestions and comments Christian Welzel ORCID iD https://orcid.org/0000-0002-1562-3580 Read the excerpt from Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart by Christian Welzel, published online October 2, 2018 in Sage Journals → are the statements true or false? ]]> [ T / F] Older generations have become more individualistic and more joyous [ F ] younger generations [ T / F ]Variation in national cultural orientations is the same in each country, due to lasting intercept differences in developmental trajectories that trace back to remote historic drivers [ F ] Variation in national cultural orientations is unique to each country [ T / F ] There was a massive generational shift in cultural orientations among the public of affluent Western democracies, from a priority on existential security (i.e., “materialist” values) toward a priority on expressive freedom (i.e., “postmaterialist” values) [ T ] [ T / F ] When people feel safe, they begin to prioritize freedom because it allows creativity and recreational pleasure [ T ] [ T / F ] Socio-economic transformations that turn the nature of life from a source of opportunities into a source of threats nurture a generational shift in priorities from “survival” to “emancipative” values [ F ] Socio-economic transformations that turn the nature of life from a source of threats into a source of opportunities nurture a generational shift in priorities from “survival” to “emancipative” values [ T / F ] Welzel's evolutionary theory of emancipation suggests emancipatory value change is a self-driven automatism, it is not culture-specific [ T ] [ T / F ] The utility-value link helps adjust our subjective values to life’s objective utilities, to keep our goals in touch with reality but it doesn't makes moral progress possible [ F ] The utility-value link helps making moral progress possible too [ T / F ] According to the utility ladder of freedoms, we climb the ladder as soon as opportunity allows for this ascension [ T ] We are evolutionary hard-wired to stay on the lower rungs only to prioritize security [ T / F ] Adaptive value changes happen mostly within generations [ F ] Changes usually proceed much more profoundly between generations because people tend to stick more strongly to their once-adopted values as they get older Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Christian Welzel 20181002 https://journals.sagepub.com/doi/10.1177/0022022118798505
utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure rung = one of the bars that forms a step in a ladder revised theory of modernization = evolutionary theory of emancipation =
76 3 Dimensions and dynamics of national culture: synthesizing Hofstede with Inglehart's utility ladder of freedoms (2 / 2) active 20231125-20ach hw20231202-n2 Synthesizing Hofstede with Inglehart with 3 dimensions prep_short_reading_floating edit_short_reading_floating The “revised theory of modernization” predicts that national cultures change, but that relative country rankings do not... (...) https://journals.sagepub.com/doi/10.1177/0022022118798505 Acknowledgements The authors thank Costas Katsikeas, Neil Morgan, Robbert Maseland, Loek Halman, the reviewers, and the editor for their useful suggestions and comments Christian Welzel ORCID iD https://orcid.org/0000-0002-1562-3580 Read the excerpt from Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart by Christian Welzel, published online October 2, 2018 in Sage Journals → answer the questions ]]> What are the three dimensions collapsed by Welzel from the initial Hofstede cultural dimensions? Collectivism–Individualism Duty–Joy Distrust–Trust What happens when socio-economic development improves objective living conditions? ✓ orientations are shifting over the generations (a) from Collectivism toward Individualism (b) from Duty toward Joy Does socio-economic development affect a culture's trust or distrust indexes? 〆no clear shift from Distrust toward Trust or vice versa What values are required in an industrial society? ✓ industrial structures require rational, hierarchical forms of organization and deferential attitudes toward authority What values does a post-industrial economy need> ✓ in a service-dominated, post-industrial economy, information processing and communication become more important. → values such as self-expression and autonomy begin to replace self-restraint and obedience Why do moral reasoning capacity and empathy expand in a post-industrial society? ✓ people are used to handle complex situations ✓ deal with abstract constructs ✓ cope with social diversity → emphasis on individual self-determination → emphasis on equal opportunities → gives rise to emancipative values → supports universal freedoms Although national cultures change, why do countries seem to remain at a rather stable cultural distance from each other? ✓ similar socio-economic transformations change values in the same direction ✓ (but) countries continue to move along separate trajectories → reflects the lasting impact of remote, country-specific historic drivers Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Christian Welzel 20181002 https://journals.sagepub.com/doi/10.1177/0022022118798505
utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure revised theory of modernization = evolutionary theory of emancipation =
75 utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure; term coined by Welzel, inspired by Maslow’s (1954) “hierarchy of human needs,” the findings of Inglehart and his co-authors (Inglehart & Norris, 2003; Inglehart & Welzel, 2005) 74 20231125-18ach 12:40-14:00 2 active World values survey - cultural map Case study - Practice with Hofstede cultural dimensions By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 4 Power distance vs individualism vs long term orientation 20231118-16ach hw20231125-18ach pix/icons8-collaboration-100_white.png deadline: 20231122 ]]> 73 2/2 Power distance vs individualism vs long term orientation - Feedback 20231118-16ach hw20231125-18ach active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png deadline: 20231122 ]]> visual aid
]]> Where would you enjoy greater freedom in planning your career? ✓ Switzerland ✓ Denmark In which country are your decisions more difficult to change (because they have a longer term impact)? 〆China 〆Russia 〆Switzerland Where will you be struggling more to get help and climb the professional ladder? 〆Russia 〆Serbia What country would you like to relocate to if you wanted to start your own business (for example a language school)? → individualism (Bella Kuntuganova) For example, “career growth” in an Ethiopian jurisdiction is impossible without relationships with people who work in a public authority (...) Individualism is not welcome either, which leads to the fact that some professions may be accepted as more “prestigious” by the government. For example, working as a private physician is paid more but is associated among the population with sophistication, while public hospital doctors are considered to be real professionals and honest people. (Ekaterina Bogacheva) When I worked as a lawyer in a company, there were certain requirements to get a promotion (general experience, years of employment in the company, etc.). I find these conditions demotivating because career opportunities should be measured by current achievements, in my opinion. (Tatyana Barinovna) (...) But on the other hand, this can lead to irresponsibility. We rely on our bosses and on rules. Employees wait to be told what and how to do. There is control in everything. This “kills” responsibility in us. For example, I want to take responsibility and complete a task myself (take control of this task). I'm not allowed to do this. I'm losing the opportunity to move up the career ladder. (Alyona Safonova) they trust that you are professional and that you will do your work, without being controlled and micromanaged (...) as long as you deliver, it is up to you how and when you do your work. But in Russia mostly you will be controlled by your boss or manager and also, they check what time you started work because you don’t have to be late (Marina Morozova) However, trends have been changing in recent years. Therefore, in large cities of Russia, for example, in Moscow, technology companies such as VK, Yandex apply a more flexible approach to employee orientation and the power of distance in communication between superiors and the project team, encouraging direct communication, new ideas, equal communication, open offices and flexible career schedules. → power distance (Ekaterina Bogacheva) For example, in Russia, graduates usually don’t get top positions in companies and find it difficult to get a promotion due to ageism. However, no young Russian professional would complain about this inequality because they expect to be guided and obey senior colleagues as a part of work culture, any other types of behavior is considered inappropriate. Moreover, it’s a common situation when recruits get ordinary tasks to complete (e.g. to copy documents, send emails, etc.) instead of being taught to do something useful which could lead to success for the whole company. (Alina Golovkina) For example, it is normal to blame subordinates for systemic failures without explanation. Also, the bosses’ orders are not discussed and subordinates don’t express their points of view (Alyona Safonova) For example, I worked at Raiffeisen bank some time ago and it was a shock to me when I found out that people addressed each other by their first names, even directors. Having used the first name together with patronymic, uncle, and auntie to address someone most of my life, this was uncomfortable for me to do. While most local companies still use the first name together with patronymic, the reality is your colleagues from international companies deem it as unnecessary and instead feel more respected and viewed as an equal when addressed by their first names (...) For example, when you go to a place where Chinese business partners are gathering, you have to find someone of higher rank and greet them first. Plus, when the meal is ready, you cannot start eating before the highest person starts (...) Dutch people often value personal achievements and initiatives. (...) For example, I was completely shocked by the fact that you could actually disagree with your boss and even more that you are able to voice it publicly and on top of it, without being punished. In Russia you could get a reprimand or be fired for this. (Marina Morozova) For instance, the Chinese Huawei Corporation, a world leader in telecommunications, embodies collectivist traits due to its emphasis on teamwork, consensus-based decision-making and a strong sense of company unity. Russia is not completely characterized by individualism, but it is not as collectivist as China. For example, Yandex, the leading IT company in Russia, embodies individualistic traits due to its focus on innovation and personal contribution, focusing on individual initiative and the use of unique skills for technological progress. (...) For instance, in Russia, the authorities are very respected, the authorities are revered. At Gazprom, the largest oil and gas company, key decision-making and management structure remain highly centralized. In Switzerland, for example, Novartis is known for initiatives to create a more collegial management model. It actively pays attention to the role of dialogue and employee engagement at various levels of decision-making. (Daria Monakhova) Historically there have been imposed such features as autocracy, subordination and obedience in the educational sphere in Russia. Furthermore, education has been teacher-centred for the most part. And all this indicate Russian culture as the one that is prone to having large power distance. In contrast, the new ethics promote relative equality, explicitness of rules, pluralism and student-centred education. And these showcase the features of small power distance. (...) According to my experience, relatively strong power distance mainly dwells on the level of communication of school authorities and teachers (...)  the headmaster of my school is always inclined to consider the opinions of the teaching staff on certain matters, but still rarely takes those as the decision-changing ones (...) Conversely, the power distance at the level of teachers-students relationship is ever-decreasing. This can be justified by many things. Firstly, education is more student-centred than ever before. Teachers are becoming less harsh and sometimes even indulgent. I am convinced that it happens due to the fact that teachers don’t grasp much power as they are not protected by the education system which would give them the opportunity to teach the way they view it right and the way they are taught to teach. On the contrary, they teach the way they are forced to teach: by the government, society, parents and students themselves. Teachers are very much jeopardised by parental displeasure (...)  teachers are no longer viewed as inspiring authoritative figures. Students’ attitude towards teachers are often influenced by what they hear from their parents (...) Students often feel liberated to voice out what they like and what they don’t like and are actually the so-called lords of the school who cannot be restrained by teachers or made responsible for mischief or poor academic achievements. And to make matters sound worse, teachers are basically put at parents’-students’ servitude. (...) All things considered, I don’t see the future of the job of a teacher in a Russian school very bright, unless there is explicitness in the rights and responsibilities of teachers and students → long term orientation (Natalia Tarasova) In more collectivist cultures, such as Chinese or Russian culture, people often have to adhere to the expectations placed on them from birth. In Russia the concept of ‘inherited profession’ remains common to this day. Children of parents working in certain professions are expected to enter the same career path and sometimes even to work in the same organizations. Common inherited professions include doctors, teachers and engineers (...) preparation for university in China can begin as early as middle school and students usually know which university they are aiming for (...) It is also more difficult for Russian people to ask for help from their superiors as the higher-ups can see their competition in the younger workers. It is partly due to the long-term orientation of Russian culture. People expect to hold a particular position for a long time and helping younger workers can be seen as training their replacement (Medea Gvazbai) For example, people from long-term oriented cultures tend to work in one company for a long time, whereas short-term oriented people may change their workplaces more often (...) A vivid example of Russia’s collectivism is the fact that most Russians tend to live with their families rather than by themselves (Marina Morozova) For instance, in Denmark, where technological innovations are rapidly developing, employees focus on shorter terms, having the opportunity to work in different departments of corporations, focusing on flexibility and results, and not on long-term career stability. (...) In my opinion, it is more difficult to change decisions in China, because they often have long-term consequences due to the fact that the country focuses on stability, long-term planning, linearity of decisions. For example, the Swedish company H& faced problems in the Chinese market after it expressed its concern about the use of forced labor in the Xinjiang Uygur region. As a result, this caused a violent reaction in China, including calls for a boycott of H& products. (Ekaterina Bogacheva) I would certainly enjoy greater freedom in planning my career in some western countries, for instance, in Denmark because individualism is prevailing there, which means an employee can create his/her own schedule and stick to it. As an opposite example, in the majority of Russian companies, employees can’t amend their monthly plans without the consent of their employer. (Bella Kuntuganova) For example, in other countries, such as Russia, an employee who signed a contract with some engineering companies must work for one year. Otherwise, you pay the penalty (...) In Asian culture a good career connects with heredity: for example, if a married couple works as a doctor, their child must become a doctor as well. (...) a public school teacher is provided with benefits, some of them are high salary and additional payments for academic achievement. For example, due to the existence of the national project “a young specialist” a teacher in the age category of 20-30 has the right to receive a wage supplement of at least 50 per cent per year. Since I consider myself as a long term oriented person, it is still possible to climb the professional ladder in this country. ]]> 72 active wip textbook tmp_pdf/F00010763-WVS__Results_By_Country_2017-2022_v5.0.0.pdf tmp_pdf/F00010738-WVS-7_Master_Questionnaire_2017-2020_English.pdf F00010738-WVS-7_Master_Questionnaire_2017-2020_English.pdf











]]> 71 3 Research active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Are your personal values representative of your national ones? 2017 -2021 WORLD VALUES SURVEY WAVE 7 MASTER SURVEY QUESTIONNAIRE Similar to the previous waves, WVS-7 questionnaire is an extensive research tool comprising 290 questions and measuring cultural values, attitudes and beliefs towards gender, family, and religion, attitudes and experience of poverty, education, health, and security, social tolerance and trust, attitudes towards multilateral institutions, cultural differences and similarities between regions and societies. In addition, the WVS-7 questionnaire has been elaborated with the inclusion of such new topics as the issues of justice, moral principles, corruption, accountability and risk, migration, national security and global governance https://www.worldvaluessurvey.org/WVSContents.jsp → answer a (brief) selection of questions from the WVS → check average sample answers from Russian surveys → compare dominant & less frequent answers with your own → discuss how representative they are of Russian culture in comparison with 2-3 other countries of your choice]]> Q2- For each of the following aspects, indicate how important it is in your life. Would you say it is very important, rather important, not very important or not important at all pg 151 Friends pg 153 Leisure time pg 155 politics pg 157 work pg 159 religion Q7- Here is a list of qualities that children can be encouraged to learn at home. Which, if any, do you consider to be especially important? Please choose up to five. pg 161 Good manners pg 163 independence pg 165 hard work pg 167 feeling of responsibility pg 169 imagination pg 171 tolerance and respect for other people pg 173 thrift saving money and things pg 175 determination, perseverance pg 177 religious faith pg 179 not being selfish (unselfishness) pg 181 obedience Q18- On this list are various groups of people. Could you please mention any that you would not like to have as neighbours? Q22- On this list are various groups of people. Could you please mention any that you would not like to have as neighbors? pg 191 Homosexuals pg 197 Unmarried couples living together Q36- Do you agree, disagree or neither agree nor disagree with the following statements?: pg 225 Homosexual couples are as good parents as other couples Q107- Now I'd like you to tell me your views on various issues. How would you place your views on this scale? 1 means you agree completely with the statement on the left; 10 means you agree completely with the statement on the right; and if your views fall somewhere in between, you can choose any number in between. pg 377 Private vs state ownership of business pg 379 Government responsibility Q142- To what degree are you worried about the following situations? pg 446 Losing my job or not finding a job Q147- To what degree are you worried about the following situations? pg 456 A terrorist attack Q149- Most people consider both freedom and equality to be important, but if you had to choose between them, which one would you consider more important? pg 460 Russia Q150- Most people consider both freedom and security to be important, but if you had to choose between them, which one would you consider more important? pg 462 Russia Q152- People sometimes talk about what the aims of this country should be for the next ten years. On this card are listed some of the goals which different people would give top priority. Would you please say which one of these you consider the most important? pg 466 Russia Q184- Please tell me for each of the following statements whether you think it can always be justified, never be justified, or something in between, using this card. pg 530 Abortion pg 538 euthanasia Q250- How important is it for you to live in a country that is governed democratically? On this scale where 1 means it is “not at all important” and 10 means “absolutely important” what position would you choose? pg 681 70 1 Recent discoveries about cultural differences active wip edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png There are millions of people in each and every culture. Aren't there cultural differences between individuals? How do the Hofstede cultural dimensions cope with disparities? Watch the video [13:12-18:37]. → answer the questions video Geert Hofstede - Recent Discoveries about Cultural Differences https://www.youtube.com/watch?app=desktop&v=LBv1wLuY3Ko ]]> geert_hofstede_recent_discoveries_about_cultural_differences_LBv1wLuY3Ko.mp4 Why did McCrae (author of the Big Five - Ocean) contact G.Hofstede? What did he discover? [13:40-14:15] ✓ McCrae had data on personality ✓ discovered that Big Five differences between countries were correlated with Hofstede's national cultural dimensions [13:38] ✓ found a link between national culture dimensions personality dimensions [13:50] What are the Big Five (Ocean) or Big Six? How do they correspond to the Hofstede cultural dimensions and/or Lewis model? [14:16-15:28] 1. Openness to experience 2. Conscientiousness 3. Extraversion 4. Agreeableness 5. Neuroticism 6. Dependence on others Openness to experience ↔ intelligence → uncertainty avoidance Conscientiousness ↔ precise or sloppy → linear active or multi-active → long-term orientation → masculinity (task-oriented) vs femininity (person-oriented) Extraversion ↔ intro or extra directed (introvert vs extrovert) → low-context vs high-context → masculinity (task-oriented) vs femininity (person-oriented) → indulgence / restraint Agreeableness ↔ nice or nasty → power distance → masculinity (task-oriented) vs femininity (person-oriented) Neuroticism ↔ stable or unstable → linear active / reactive vs multi-active → indulgence / restraint Dependence on others ↔ collectivist or individualistic → individualism-collectivism Does the Hofstede national dimension take into account cultural variations among regions? [15:38-16:17] ✓ yes, you acquire values of the region you are born in [16:17] What is evidenced by the survey of Brazil [16:32-18:37]? ✓ Brazil consists of 27 states southern population immigrated from European countries north western population features African origins northern people are of native Indian origin → all are always closer to each other than to their neighbours 69 68 20231118-16ach 14:10-15:30 2 active Hofstede cultural dimensions - How to use power distance, restraint & indulgence By the end of this session you will have studied (optional homework) video 10 minutes with Geert Hofstede Listen to Geert explain his work and provide context. In 2015, together with Marcel Siegmund and Iekje Smit, and adopted by the Geert Hofstede consortium, Geert created a series of tutorial 10-minute videos with PowerPoint slides. You can find the videos below and the slides on the right-hand side or further down. There is an introduction video plus one of each per dimension of national culture. https://geerthofstede.com/training-consulting/online-lectures/ video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 67 2 pix/icons8-microscope-100_white.png Power distance active xml_multi_dd_column visual aid]]> 100 40 22 bottom 1;2;3;4;5;6;7;8;9;10 11;12;13;14;15;16;17;18;19 66 3 Power distance - Follow-up active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png visual aid
]]> A teenager gives his/her teacher some lip. 〆unacceptable in cultures with high power distance & restraint 〆reprimanded in multi-active cultures 〆even in low power distance teachers wouldn't treat as equals ✓ in more indulgent cultures a teacher would perhaps seek some psychological reason(s) for such behaviour → teacher reaction will vary perhaps only very little regardless of the culture e.g. some form of punishment (perhaps a formal warning) seems inevitable to lip someone | to give someone some lip = to give someone some lip means to speak to someone in a way which is rude and doesn't show respect A young recruit remains silent although he/she is expected to participate in a meeting. 〆if a recruit is expected to participate it probably isn't in a high power distance meeting ✓ in low power distance situations senior staff would offer mentoring & coaching which could make the recruit feel embarrassed → agree in advance on a protocol / format for brainstorming, reporting, etc e.g. senior members should give their opinion last so as to encourage junior staff to share their ideas A training course is designed by a faculty before admitting students. ✓ common practice in long term orientation cultures & higher power distance = teacher centred ✓ in Western universities, students may choose what courses they want to attend = student centred → faculty of professors should strive to be more open to uncertainty avoidance without contradicting their (need for) power distance e.g. be more flexible when demanding which units/credits to be completed A new female mentee employee refuses to be mentored by a 50-year old male manager. 〆possibly a younger employee from a low power distance background who doesn't fit into a team of higher power distance professionals (perhaps in some more traditional, industrial sector - e.g. steel industry, coal mining...) 〆perhaps more collectivist corporate culture → adhere to a mentoring agreement that addresses possible uncertainty avoidance & short term vs long term orientation e.g. ensure both parties are interested in the objectives set mentoring = mutual self-development based on sharing of personal experiences mentee = person who is given help and advice by a more experienced and often older person to adhere = to behave according to a particular law, rule, set of instructions, etc The nephew of the director has been given a job without a skills interview. ✓ common in high power distance cultures 〆might not even be perceived as nepotism, but just the accepted norm in certain collectivist countries (e.g. India) → insist that there are no bad cultures → focus on building long term oriented relationships (in so-called 'corporate tribes') e.g. make sure every employee feels like a member of the 'family' under the auspices of a high power distance manager e.g. outsourced HR officer could conduct (both job & exit) interviews to ensure an optimal match with the corporate culture nepotism = (disapproving) giving unfair advantages to your own family if you are in a position of power, especially by giving them jobs 65 4 Power distance vs individualism vs long term orientation 20231118-16ach hw20231125-18ach active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png deadline: 20231122 ]]> visual aid
]]> Where would you enjoy greater freedom in planning your career? ✓ Switzerland ✓ Denmark In which country are your decisions more difficult to change (because they have a longer term impact)? 〆China 〆Russia 〆Switzerland Where will you be struggling more to get help and climb the professional ladder? 〆Russia 〆Serbia What country would you like to relocate to if you wanted to start your own business (for example a language school)? ✓ Denmark ✓ Sweden → more in control of your own success & lesser dependence on others → fewer obstacles to hierarchical progress → more flexibility with planning objectives & perhaps changing jobs (your answers) 64 Hofstede's Cultural Dimensions Theory = created in 1980 by Dutch management researcher Geert Hofstede who carried out an extensive survey during the 1960s and 1970s, investigating variations in values within different sectors of IBM, a global computer manufacturing company power distance = strength of social hierarchy; has been defined as the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. This represents inequality (more versus less), but defined from below, not from above. It suggests that a society's level of inequality is endorsed by the followers as much as by the leaders. Power and inequality, of course, are extremely fundamental facts of any society. All societies are unequal, but some are more unequal than others (https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc pg 8) masculinity-femininity = task-orientation versus person-orientation IDV (individualism-collectivism) = measures the extent to which people look out for each other as a team or look out for themselves as an individual UAI (uncertainty avoidance index) = indicates to what extent nations avoid the unknown; is not the same as risk avoidance: it deals with a society's tolerance for ambiguity. It indicates to what extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations. Unstructured situations are novel, unknown, surprising, and different from usual. Uncertainty avoiding cultures try to minimize the possibility of such situations by strict behavioural codes, laws and rules, disapproval of deviant opinions, and a belief in absolute Truth; 'there can only be one Truth and we have it' (https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc pg 10) LTO (long-term orientation) = expresses how societies either prioritize traditions or seek for the modern in their dealings with the present and the future IVR (indulgence vs restraint) = comparison between a country's willingness to wait for long-term benefits by holding off on instant gratification, or preferences to no restraints on enjoying life at the present Millennials = also known as Generation Y or Gen Y, are the demographic cohort following Generation X and preceding Generation Z. Researchers and popular media use the early 1980s as starting birth years and the mid-1990s to early 2000s as ending birth years, with the generation typically being defined as people born from 1981 to 1996. Most millennials are the children of baby boomers and early Gen Xers; millennials are often the parents of Generation Alpha; described as the first global generation and the first generation that grew up in the Internet age. The generation is generally marked by elevated usage of and familiarity with the Internet, mobile devices, and social media, which is why they are sometimes termed digital natives incentive = something that encourages you to do sth gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes telework = work from home, remotely frugality = prudence in avoiding waste perseverance = quality of continuing to try to achieve a particular aim in spite of difficulties indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want; something that you allow yourself to have even though it is not essential gratification = state of feeling pleasure when sth goes well for you or when your desires are satisfied; sth that gives you pleasure Carpe diem = Latin aphorism, usually translated "seize the day", "pluck the day [as it is ripe]", that is 'Enjoy the moment' legitimate = lawful, proper, regular, conforming to the standard type; logically admissible to lip someone | to give someone some lip = to give someone some lip means to speak to someone in a way which is rude and doesn't show respect mentoring = mutual self-development based on sharing of personal experiences mentee = person who is given help and advice by a more experienced and often older person nepotism = (disapproving) giving unfair advantages to your own family if you are in a position of power, especially by giving them jobs 63 20231118-14ach 12:40-14:00 2 active Hofstede cultural dimensions By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 3/3 Whiz-kid at Blue Bermitz - Writing 20231111-12ach hw20231118-14ach-n1 pix/icons8-hand-with-pen-100_white.png deadline: 20231115 → remember: you don't know how well his parents speak English! (Chang, however, spent 3 years in San Francisco before moving to Russia with his parents) → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> 62 4/3 Whiz-kid at Blue Bermitz - Feedback 20231111-12ach hw20231118-14ach-n1 active edit_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> Language notes functional language > academic discourse plain English > pedagogical terminology concrete examples > concepts & theories e.g. writing an email to parents should be easier than writing an academic essay... → focus on real-world, communicative skills but as you did not show up for our meeting which I organized due to your son's problems with homework, I believe there is no other way for me to contact you. For the past three weeks, your son Chang has been systematically neglecting his home assignments, and this affects his rating in a bad way. As you know, homework plays a crucial role in the learning process as it helps students consolidate the knowledge they were given in school and use it further. Homework also helps to build regular study habits and self-discipline, which are an integral part of successful learning. (...) Our teachers work individually and patiently with each student to help them reach their potential. However, without the support and participation of parents, this process becomes much more difficult. I am disappointed that although I invited you to a meeting to discuss this issue, you did not show up. Your reluctance to attend the meeting left unresolved questions about how we can work together to support your child's academic success. I insist on you taking this issue seriously and contact me immediately so that we can develop a plan on how to improve your son's academic performance. I am always willing to listen to your views and suggestions as our communication and collaboration is important to your child's success. Looking forward to your reply. Best regards,]]> 〆problem disclosure is expressed in a direct manner too early in the e-mail → give more context → don't put unjustified pressure on parents or question their role & responsibilities → use more diplomatic language never came to it and did not warn me about it ]]> 〆why use 'never' and not simply 'you haven't come'? → sounds rather negative tell me the reason why Chang didn't pass his homework ]]> 〆too linear active | blunt | direct draw your attention to a problem that arose with one of my students - your son Chang. Over the last three lessons he has not completed his homework even once and I consider it necessary to report his behavior ]]> 〆feels rather formal & almost threatening → perhaps not a good strategy right from the beginning (although acceptable after some more diplomatic, high-context introduction) inform remind you that we had a scheduled meeting today to discuss Chang's recent academic progress and his repeated failure to submit his homework. Unfortunately, no one showed up for the meeting, and I was not given any notice of its cancellation or any reasons for your absence. ]]> 〆too linear active | direct our discontent and puzzlement was the fact that your son's homework was missing ]]> 〆too strong once again, we will be forced to raise the issue of the expulsion of your son, Chang ]]> 〆too direct & threatening After all, you don't know anything yet about the reasons for their absence or his failed h/w I have the right to say that if Chang refuses to do his homework, ]]> 〆too direct & redundant you should support your son and approach the teacher with him ]]> 〆confusing: the opposite would be surprising → Are you suggesting his parents are doing sth wrong? your involvement as parents is severely important in addressing this issue together ]]> 〆too much pressure on parents I ask you to take responsibility for planning our next personal meeting ]]> 〆too much pressure on parents Dear parents, (2) This is Daria Monakhova, Chang’s English teacher. (3) I hope that you settled well in Moscow and you have found this city welcoming and Chang likes the new environment too. ]]> ✓ (1) appropriate language for this kind of power distance ✓ (2) plain English, unpretentious ✓ (3) good example of providing context before addressing the issue at stake writing on behalf of Blue Bermitz School to clarify the situation we encountered with your son’s studies. As I am Chang’s teacher, I am highly interested in his involvement and progress at school, that is why it is important that his family is informed about the current situation. (2) I have no intention to interfere in your family’s private life, but I would be grateful if you could talk to Chang and try to find out the reason for his behaviour. If you find it possible to share, it would be of great help for me as Chang’s teacher, who is truly interested in his comfort and progress at school. ]]> ✓ (1) good example of providing context before addressing the issue at stake ✓ (2) good example of not putting pressure on parents I hope you understand English,. We had a meeting scheduled with you at school, but you didn't come and did not warn me about it (...) (2) I understand that you have lived in San Francisco for a long time. And, perhaps, the move was really difficult for Chang. It's hard to adapt to another country with a different mentality, with a different language. (...) (3) It's probably hard for him to adjust to another format of education at school: the length of the school day (4-6 hours in Russia instead of the 6-hour one that Chang is used to), a large number of students in the classroom, an accent on traditional subjects like mathematics, rather than on critical thinking. ]]> ✓ (1) good attempt - but perhaps too direct, would need to develop this idea... e.g. I hope writing to you in English does not pose any problem to you.  Please tell me if you need help. OR Kindly let me know if you need assistance. ✓ (2) showing empathy but keeping (power) distance ✓ (3) simple, concrete examples I’m sure it’s my fault. I hope everything is okay on your end (2) Chang is a really smart student. But lately, we noticed that he did not hand in his homework for the 3rd consecutive time. (...) (3) If possible, please discuss this issue with him at home and help him work on it. (4) By the way, could we reschedule our meeting? ]]> ✓ (1) (4) good recycling of Lewis' table What the Brits say, mean and what foreigners understand = diplomatic way of making sure 'you have let them know so that they could see it if they wanted it' ✓ (2) hinting at rather than being too linear active | direct ✓ (3) good example of not putting pressure on parents I noticed that Chang has stopped turning in his work lately. ]]> ✓ hinting rather than stating in a linear active | direct manner By the way, he has not handed in his homework for the 3rd consecutive time. That is what I wanted to talk with you about. (...) (2) I want to emphasize that our school greatly values the diligence and effort of each of our students, and therefore we always inform parents when such problems arise (...) (3) Therefore, your input and support are invaluable in helping us understand and address this matter appropriately ]]> ✓ (1) confusing OR v. smart from you... Do you want to suggest it's just a minor point, or the main reason (see R.Lewis' table - What the Brits say, think & what foreigners understand)? I take it you mean 'let them know so they would understand' ✓ (2) should come early in the letter/e-mail ✓ (3) good - but you should make sure 'you have let them know so that they could see it if they wanted it' 61 2 Hofstede's Six Dimensions of Organizational Culture active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Hofstede's Six Dimensions of Organizational Culture https://www.youtube.com/watch?app=desktop&v=yKKruTRQ_2A ]]> hofstede_s_six_dimensions_of_organizational_culture_yKKruTRQ_2A.mp4 What are the 6 dimensions mentioned? 1 power distance 2 individualism-collectivism 3 masculinity-femininity 4 uncertainty avoidance 5 short vs long-term orientation 6 indulgence vs restraint 60 3 pix/icons8-collaboration-100_white.png citKey dimensions of Hofstede’s theory How to understand & use key dimensions of Hofstede’s theory active xml_multi_dd_row deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 70 3 left 1 2 3 4 5 6 59 4 pix/icons8-collaboration-100_white.png citKey dimensions of Hofstede’s theory How to understand & use key dimensions of Hofstede’s theory active xml_multi_dd_row deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 30 3 left 1;2;3;4 5;6 7;8;9 58 5 Hofstede's Six Dimensions of Organizational Culture active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Hofstede's Six Dimensions of Organizational Culture https://www.youtube.com/watch?app=desktop&v=yKKruTRQ_2A ]]> hofstede_s_six_dimensions_of_organizational_culture_yKKruTRQ_2A.mp4 What is power distance? → give an example → ask a question to assess the dominant cultural dimension Named generations in the Western world (Wikipedia) Who takes decisions: the boss or the team?]]> Millennials = aka Generation Y, described as the first global generation and the first generation that grew up in the Internet age. The generation is generally marked by elevated usage of and familiarity with the Internet, mobile devices, and social media, which is why they are sometimes termed digital natives What is meant by individualism-collectivism? → give an example → ask a question to assess the dominant cultural dimension Are there individual incentives or bonuses for the whole team? Is your success also your company's success? How do you contribute to the development of your town, ecology, country?]]> incentive = something that encourages you to do sth What is meant by masculinity-femininity? → give an example → ask a question to assess the dominant cultural dimension What is the percentage of women in managerial positions? Are your products & services the same for both men and women?]]> gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes Explain uncertainty avoidance → give an example → ask a question to assess the dominant cultural dimension Are you ready to take out a loan? Is management open to new technologies & telework?]]> telework = work from home, remotely What is meant by short vs long-term orientation? → give an example → ask a question to assess the dominant cultural dimension Where do you see yourself in 5-10 years? Do you choose a product rather because it is fashionable or of durable quality?]]> frugality = prudence in avoiding waste perseverance = quality of continuing to try to achieve a particular aim in spite of difficulties How do you explain indulgence vs restraint? → give an example → ask a question to assess the dominant cultural dimension Do you believe in 'Carpe Diem'? How do you retain talents? How do you achieve happiness? Can you discipline yourself?]]> indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want; something that you allow yourself to have even though it is not essential gratification = state of feeling pleasure when sth goes well for you or when your desires are satisfied; sth that gives you pleasure Carpe diem = Latin aphorism, usually translated "seize the day", "pluck the day [as it is ripe]", that is 'Enjoy the moment' 57 2 pix/icons8-microscope-100_white.png Power distance wip xml_multi_dd_column visual aid]]> 100 40 22 bottom 1;2;3;4;5;6;7;8;9;10 11;12;13;14;15;16;17;18;19 56 Hofstede's Cultural Dimensions Theory = created in 1980 by Dutch management researcher Geert Hofstede who carried out an extensive survey during the 1960s and 1970s, investigating variations in values within different sectors of IBM, a global computer manufacturing company power distance = strength of social hierarchy; has been defined as the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. This represents inequality (more versus less), but defined from below, not from above. It suggests that a society's level of inequality is endorsed by the followers as much as by the leaders. Power and inequality, of course, are extremely fundamental facts of any society. All societies are unequal, but some are more unequal than others (https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc pg 8) masculinity-femininity = task-orientation versus person-orientation IDV (individualism-collectivism) = measures the extent to which people look out for each other as a team or look out for themselves as an individual UAI (uncertainty avoidance index) = indicates to what extent nations avoid the unknown; is not the same as risk avoidance: it deals with a society's tolerance for ambiguity. It indicates to what extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations. Unstructured situations are novel, unknown, surprising, and different from usual. Uncertainty avoiding cultures try to minimize the possibility of such situations by strict behavioural codes, laws and rules, disapproval of deviant opinions, and a belief in absolute Truth; 'there can only be one Truth and we have it' (https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc pg 10) LTO (long-term orientation) = expresses how societies either prioritize traditions or seek for the modern in their dealings with the present and the future IVR (indulgence vs restraint) = comparison between a country's willingness to wait for long-term benefits by holding off on instant gratification, or preferences to no restraints on enjoying life at the present Millennials = also known as Generation Y or Gen Y, are the demographic cohort following Generation X and preceding Generation Z. Researchers and popular media use the early 1980s as starting birth years and the mid-1990s to early 2000s as ending birth years, with the generation typically being defined as people born from 1981 to 1996. Most millennials are the children of baby boomers and early Gen Xers; millennials are often the parents of Generation Alpha; described as the first global generation and the first generation that grew up in the Internet age. The generation is generally marked by elevated usage of and familiarity with the Internet, mobile devices, and social media, which is why they are sometimes termed digital natives incentive = something that encourages you to do sth gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes telework = work from home, remotely frugality = prudence in avoiding waste perseverance = quality of continuing to try to achieve a particular aim in spite of difficulties indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want; something that you allow yourself to have even though it is not essential gratification = state of feeling pleasure when sth goes well for you or when your desires are satisfied; sth that gives you pleasure Carpe diem = Latin aphorism, usually translated "seize the day", "pluck the day [as it is ripe]", that is 'Enjoy the moment' legitimate = lawful, proper, regular, conforming to the standard type; logically admissible 55 20231111-12ach 14:10-15:30 2 active Case study - Practice with the Lewis model By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 54 1/3 Whiz-kid at Blue Bermitz active role_play Blue Bermitz is one of the first international schools in Russia accredited by the UK Government inspection scheme with the highest score across all criteria. It remains true to the traditions of a classical British education. Fees are high. Bi-lingual education in its prestigious district of Moscow is synonymous of a high social status, which is why it has attracted many expats from around the world. One of the pupils, a Chinese whiz-kid, has not handed in his homework for the 3rd consecutive time. You are aware that - according to Lewis' theory of cultural differences - Chinese react badly to time pressure. This pupil, Chang, had spent 3 years in San Francisco before moving to Russia with his parents. You want to speak to his parents. Chang's teacher → discuss with other teachers → use Lewis' approach with horizons (what have they got in common, what are their blind spots?) → pre-empt obstacles you may encounter when meeting Chang's parents I'm quietly confident he is familiar with a linear-active cultural approach! I'd want a more reactive touch with his parents, though... Other teachers → use the Lewis horizon to anticipate their vision You shouldn't come across as blunt or impatient! 53 2/3 Whiz-kid at Blue Bermitz active role_play Blue Bermitz is one of the first international schools in Russia accredited by the UK Government inspection scheme with the highest score across all criteria. It remains true to the traditions of a classical British education. Fees are high. Bi-lingual education in its prestigious district of Moscow is synonymous of a high social status, which is why it has attracted many expats from around the world. Chang's teacher → discuss with Chang's parents → be relationship-oriented, respectful, and indirect → you don't know how well his parents speak English Thank you for finding time to come. I hope you have managed to settle in Moscow. I realise you are rather busy. I suppose this must have been quite a culture shock for all of you... Chang's parents (Feel free to improvise very different characters if you wish) Thank you. Perhaps. Maybe. That's possible. 52 3/3 Whiz-kid at Blue Bermitz - Writing 20231111-12ach hw20231118-14ach-n1 active prep_ol_qa pix/icons8-hand-with-pen-100_white.png → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> Language notes functional language > academic discourse plain English > pedagogical terminology concrete examples > concepts & theories e.g. writing an email to parents should be easier than writing an academic essay... → focus on real-world, communicative skills 51 4 How to be Late for Work - Foil Arms and Hog active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How to be Late for Work - Foil Arms and Hog https://www.youtube.com/watch?v=5vA_6GP9gjM&vl=en]]> how_to_be_late_for_work_-_foil_arms_and_hog-5va_6gp9gjm.mp4 How do you feel when you are late at work? ✓ embarrassed ✓ perhaps upset because you'll have to leave later Are you always guilty? 〆don't feel guilty because it's not always your fault What are common reasons for being late? ✓ traffic jams ✓ car accident ✓ oversleep Who can you blame for being late? ✓ pets ✓ children ✓ your wife (...) What are the best excuses for being late? ✓ those that can help you be forgiven Which way(s) do you think is the most / least effective if you arrive late at work? the Blamer the Gifter the Daylight Saver the Judas the Character Witness the Reverse Psychologist the Sudden Injury the Disbeliever the Funeral Attire the Quick Change the Full Disclosure Is there anything you ought to do to avoid arriving late? ✓ had better share your agenda with colleagues ✓ needn't describe what time slots are dedicated to 50 1 Hofstede's definition of culture: collective programming active edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png Culture is the collective programming of the mind - G.Hostede video Geert Hofstede on Culture Watch the video [00:44-03:12] https://www.youtube.com/watch?app=desktop&v=wdh40kgyYOY (homework) video 10 minutes with Geert Hofstede Listen to Geert explain his work and provide context. In 2015, together with Marcel Siegmund and Iekje Smit, and adopted by the Geert Hofstede consortium, Geert created a series of tutorial 10-minute videos with PowerPoint slides. You can find the videos below and the slides on the right-hand side or further down. There is an introduction video plus one of each per dimension of national culture. https://geerthofstede.com/training-consulting/online-lectures/ ]]> geert_hofstede_on_culture_wdh40kgyYOY.mp4 What is Geert Hofstede's definition of culture? ✓ collective programming of the mind (culture can also be seen as a set of shared meanings) What does his approach consist in? ✓ focus on how culture is acquired e.g. people are born into this world with a given operating system then, they acquire some behaviour (in the same way as software is installed) What does he mean by 'collective'? ✓ growing in the same forest How can you measure culture? ✓ collective phenomena → how do they behave in particular situation → take an average = what is the dominant behaviour? 49 embarrassed = shy, awkward or ashamed, especially in a social situation to foil = to stop sth from happening, especially sth illegal; to prevent sb from doing sth Foil Arms and Hogs = group's name evolved from nicknames each of the members had for each other, Foil (Sean Finegan) being the comedy foil, Arms (Conor McKenna) was 'All arms and Legs' and Hog (Sean Flanagan) because he ostensibly hogged the limelight foil = in films, TV shows, and books, a foil character is someone who contrasts with another character – usually the main character – to highlight their qualities judas /'dʒu:dəs/ = person who betrays a friend; traitor attire /əˈtaɪə/ = clothes 48 20231111-10ach 12:40-14:00 14:10-15:30 2 active Lewis model horizons By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 3/3 Innopolis University Seminar - Writing 20231021-6ach hw20231111-8ach-n1 pix/icons8-hand-with-pen-100_white.png deadline: 20231025 → search the internet if relevant ]]> 4 Pros and cons of the Lewis model (Richard D.Lewis) 20231021-8ach hw20231111-10ach-n2 pix/icons8-hand-with-pen-100_white.png deadline: 20231108 → search the internet if relevant]]> 47 4/3 Innopolis University Seminar - Writing feedback 20231021-6ach hw20231111-8ach-n1 active edit_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png Think also about what you don't need to write because you will tell them in a more implicit manner when meeting them! ]]> → tell people what you're going to tell them → tell them → tell them what you've told them What are mentoring expectations? → egalitarian and/or hierarchical? → condescending? What is your policy regarding punctuality? Can lectures overrun? ✓ tolerate changes of plan? Your ideas Task response https://docs.google.com/document/d/1igNd9MS8wwpKxce9TZdTSR_KRiUBdzJ96_SgvUB9fSI/edit https://docs.google.com/document/d/1w5YYF3W7PWn7UZxVEez8GAybCQ0uHaul1Z_-hTQzUqs/edit --> ]]> Communicativeness ✓ can your target readers understand your message? → provide simple, concrete examples how to behave with people from different cultures e.g. We encourage peer-to-peer learning and collaboration. While there may be experts in specific areas, the goal is to create a supportive and collaborative atmosphere rather than a hierarchical one e.g. If during a discussion with students you realise that the student is wrong or he/she is drifting off topic, try to gently hint to him/her with leading questions. Do not directly say that he/she is wrong. Relevant practice ✓ can you show you have attended the lesson & are able to recycle material? → give strong evidence of cultural awareness e.g. «when interacting with someone from another culture, try to watch more, listen more, and speak less. Listen before you speak and learn before you act» (Erin Meyer). e.g. During lunch time we will provide guests with cuisine of numerous countries. Learning by discovery / critical thinking First of all, when a guest visits, the Tatars traditionally spread a festive tablecloth dastarkhan and serve the best treats. Custom requires you to feed the newcomer. Therefore, do not refuse treats, otherwise it will be regarded as an uncultured gesture.  • Secondly, since Islam is one of the two religions in Tatarstan, make sure that your clothes are acceptable for this community, try to avoid short shorts or skirts, too open blouses, and shirts. ]]> 46 4 Pros and cons of the Lewis model (Richard D.Lewis) - Feedback active edit_ol_qa prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png What are the pros of this model? dominant behaviours, communication styles, and decision-making approaches in different cultures ✓ model born in an era of rampant globalisation of business → particularly appropriate for assessing an individual’s likely performance in a commercial role → design of the questionnaire is based on business situations ✓ simple & succinct nomenclature of the typologies: Linear-active, Multi-active, Reactive e.g. a training officer, on being told that “Candidate A is basically monochronic and low-context but high on uncertainty avoidance, has a tendency towards collectivism and femininity and is past-oriented,” may well ask, “What shall I do with him?” If the description is Linear-active, Multi-active or Reactive, the answer is clear and succinct: → The location of each individual shows how close he or she is in behaviour or affinity to different cultures. How does this information help training officers, headhunters or others engaged in the placement of new recruits in the company structure? After assessment, the individual’s cultural profile is pinpointed inside the triangle, showing how close or how far it is to the world’s major cultural groups. It indicates not only how much affinity their behaviour has to that of other countries but also shows their similarity to or deviation from their own national norm, as well as their compatibility with other people tested. This is particularly useful if members of a proposed team are tested simultaneously.
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]]> What are the cons of this model? 〆while the three types are distinctive, each possesses behavioural elements from the other two categories. It is a question of which one is dominant e.g. many individuals deviate from the national type in a work situation e.g. engineers and accountants tend to be Linear, sales people Multi-active, lawyers and doctors Reactive e.g. when a person was born in a multi-active family, but studied in another country where the reactive type prevails → he/she got used to the behavioural patterns of the reactive type but couldn't be described as a multi-active type 〆risk of generalizing and stereotyping potential differences in decision-making processes or professional etiquette 〆tends to provide a snapshot of cultural behaviours 〆may overlook changes occurring within these cultures over time The Lewis model has its limitations and criticisms, such as oversimplifying or stereotyping cultures, disregarding individual differences and personal preferences, not reflecting the dynamic and evolving nature of cultures and communication, and not accounting for other factors such as power, gender, age, education, religion, etc. It is important to use the Lewis model as a starting point for cross-cultural communication but not as an end point. You should always be open-minded, curious, and respectful of other perspectives and experiences; furthermore, you should seek feedback and clarification when in doubt. 45 3 Avoiding communication breakdown active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid ]]> I hear what you say. ✓ I'm afraid I can't agree & would rather not continue this discussion. With the greatest respect. ✓ It doesn't seem to be a very reasonable | sensible idea. That's not bad. ✓ Thumbs up! That is a very brave proposal. ✓ It doesn't sound like a good idea at all. ✓ Sounds good in theory but might not work in practice! Quite good. ✓ (Perhaps) you should try harder. I would suggest ✓ Please do so, unless you can provide a better solution. Oh, incidentally / By the way ✓ What is important is that... (cleft sentence) I was a bit disappointed that ✓ I'm sorry to say I'm annoyed with... Very interesting. ✓ I don't think it makes sense. ✓ I think you've lost me. ✓ That's not something I've heard of. I'll bear it in mind. ✓ We probably needn't spend too much time on that. I'm sure it's my fault. ✓ A mistake has been made. ✓ There's a mistake in your solution. ✓ It seems you have omitted some important facts. You must come for dinner. ✓ It's been a pleasure to meet you. I almost agree. ✓ Let's agree to disagree (on that one). I only have a few minor comments. ✓ You'll probably need to rewrite after reading my comments. Could we consider some other options? ✓ I don't think we should stop at that - we must do better. ✓ We should find some alternatives. 44 whiz kid = wunderkind; child prodigy who produces meaningful output in some domain at the level of an adult expert; also, someone whose career progresses rapidly to pre-empt = to prevent sth from happening by taking action to stop it 43 20231021-8ach 14:10-15:30 2 active When cultures collide - Lewis model By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 42 1 Fish can't see water active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Management and the board are often, if not always, blind to their own culture – fish can’t see water – and may not realise derailing cultural dynamics, in time leading to under-performance or, in the worst case, financial disaster. The message of this book is simple: national culture, through its influence on corporate culture, has a powerful but often invisible impact on the success of global companies. Fish Can't See Water: How National Culture can Make or Break Your Corporate Strategy, by Richard D.Lewis & Kai Hammerich - 2013 Watch the video to find out more about the Lewis model. video The Lewis Model https://www.youtube.com/watch?v=_T98wFx73V0 Answer the questions.]]> visual aid
]]> Fish can't see water in the same way as you can't see your own culture. It is your natural environment that's why we don’t know we are in water, and as a consequence we don’t understand our surroundings. ]]> the_lewis_model_fish_cant_see_water.mp4 the looser model differs from older models in that most cross-cultural misfortune oh the monochromic people who did one thing at a time the pollak like people who tried to do many things at a time and that was about it I felt that one category had been forgotten and that's the Asians who are neither monotonic are polychronic the Lewis model shows three different types of human being we call them linear active multi active and reactive linear active people are Germans and Americans they do one thing at a time they're quite definite they go forward they plan well ahead the job oriented you know multi active people they're people oriented emotional try to do many things at once get excited where he see me it's aliens are a good example and then of course the reactive people are the Asians Chinese Japanese Koreans Vietnamese what do they do they try to make you speak first to establish what your aims and intentions are and that enables them to modify the reply so they don't sound you know too worried about it they accept certain things and and that way and they can create a slightly harmonious response and a harmonious attitude from the beginning when we're doing business with different countries we should ascertain to which cultural category the country belongs you have to study the the category and then respond to that category by adapting to it so your own behavior will have to correspond in a suitable manner to the people you're doing business with How does the Lewis model differ from most cross-cultural models? 〆older models focus mostly on the distinction between monotonic & polychronic cultures 〆omit people from Asian cultures who are neither monotonic, nor polychronic Lewis considered that previous cross-culturalists, in accumulating the multiplicity of dimensions listed in the preceding paragraph, ran the risk of creating confusion for those who sought clarity and succinctness. Moreover, he pointed out that the experts’ preoccupation with north/south, mono-chronic/poly-chronic dichotomies, had caused them to overlook or ignore the powerful Asian mindset (comprising, in fact, half of humanity). He named this behavioural category Reactive, thereby creating a model that is essentially tripartite and cites the following characteristics: What are the three types defined in the Lewis model? linear-active multi-active reactive What nationalities are typically linear active? What are their characteristics? Germans, Americans(...) Linear-Actives are task-oriented, highly-organized planners, who complete action chains by doing one thing at a time, preferably in accordance with a linear agenda. loquacious = talkative What nationalities are typically multi active? What are their characteristics? Italians Multi-Actives are emotional, loquacious and impulsive people who attach great importance to family, feelings, relationships, people in general. They like to do many things at the same time and are poor followers of agendas. What nationalities are typically reactive? What are their characteristics? Chinese, Japanese, Koreans(...) Reactives are good listeners, who rarely initiate action or discussion, preferring first to listen to and establish the other’s position, then react to it and form their own opinion. 41 2 pix/icons8-collaboration-100_white.png Traits of the 3 Lewis typologies (linear-active, multi-active, reactive) active xml_multi_dd_row 25 20 left visual aid visual aid ]]> 1 2 3 40 3 pix/icons8-collaboration-100_white.png Adapting your communication style according to the Lewis model active xml_multi_dd_row visual aid
]]> 30 20 left 1;2;3 4;5;6 7;8;9 be concise, precise, and factual avoid interruptions and distractions follow a clear agenda and timeline be friendly, enthusiastic, and empathetic allow for some flexibility and improvisation use stories and examples to illustrate your points be polite, respectful, and humble listen attentively and patiently use indirect and subtle cues to convey your messages 39 4 Pros and cons of the Lewis model (Richard D.Lewis) 20231021-8ach hw20231111-10ach-n2 active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png What are the pros of this model? The Lewis Model, born in an era of rampant globalisation of business, is particularly appropriate for assessing an individual’s likely performance in a commercial role. The design of the questionnaire is based on business situations. The nomenclature of the typologies is succinct: Linear-active, Multi-active, Reactive. While the three types are distinctive, each possesses behavioural elements from the other two categories. It is a question of which one is dominant. Many individuals deviate from the national type in a work situation e.g. engineers and accountants tend to be Linear, sales people Multi-active, lawyers and doctors Reactive. A Training Officer, on being told that “Candidate A is basically monochronic and low-context but high on uncertainty avoidance, has a tendency towards collectivism and femininity and is past-oriented,” may well ask, “What shall I do with him?” If the description is Linear-active, Multi-active or Reactive, the answer is clear and succinct: The location of each individual shows how close he or she is in behaviour or affinity to different cultures. How does this information help training officers, headhunters or others engaged in the placement of new recruits in the company structure? After assessment, the individual’s cultural profile is pinpointed inside the triangle, showing how close or how far it is to the world’s major cultural groups. It indicates not only how much affinity their behaviour has to that of other countries but also shows their similarity to or deviation from their own national norm, as well as their compatibility with other people tested. This is particularly useful if members of a proposed team are tested simultaneously. What are the cons of this model? The Lewis model has its limitations and criticisms, such as oversimplifying or stereotyping cultures, disregarding individual differences and personal preferences, not reflecting the dynamic and evolving nature of cultures and communication, and not accounting for other factors such as power, gender, age, education, religion, etc. It is important to use the Lewis model as a starting point for cross-cultural communication but not as an end point. You should always be open-minded, curious, and respectful of other perspectives and experiences; furthermore, you should seek feedback and clarification when in doubt. 38 1 USA vs French horizons active pix/icons8-microscope-100_white.png edit_ol_qa prep_ol_qa prep_2columns_2qa edit_2columns_2qa edit_1qa visual aid
]]> Explain what could go wrong on both sides. 〆egghead attitude of Americans could put off French academia who traditionally focus more on theoretically knowledge 〆streetwise approach of Americans with real world case studies may contradict rational studying progress & patterns Suggest how they could avoid misunderstandings. 〆Americans may not understand why the French need approval from a senior manager to sign a contract → French should remind their American partners of the importance of their hierarchical decision-making process & ask them to be patient 37 2 German vs Japanese horizons active pix/icons8-microscope-100_white.png edit_ol_qa prep_ol_qa prep_2columns_2qa edit_2columns_2qa edit_1qa visual aid
]]> Explain what could go wrong on both sides. ✓ use of many adjectives will help low-culture, implicit Germans to describe the big picture that high context, reactive Japanese are more responsive to ✓ use past tense rather than reported speech to communicate on results Suggest how they could avoid misunderstandings. 36 3 pix/icons8-collaboration-100_white.png Russian vs German horizons wip 20231108 hw20231113_n2 deck_shuffled_lines_halign visual aid ]]> shared knowledge & values engineering WW2 football bureaucratic old-fashioned Soviet Union values Russian water ice hockey romantic, nostalgic literature & music German water lack of sense of humour Ordnung must sein beer ]]> 35 4 pix/icons8-collaboration-100_white.png Russian vs Chinese horizons wip 20231108 hw20231113_n3 deck_shuffled_lines_halign visual aid ]]> shared knowledge & values non verbal clues centralised administration Russian water ice hockey romantic, nostalgic literature & music WW2 Chinese water non verbal clues importance of traditions decision making via consensus ]]> 34 monochronic = culture which schedules one event at a time in an orderly fashion polychronic = culture where employees can work on several tasks simultaneously. Individuals thrive on carrying out more than one task at the same time as long as they can be executed together with a natural rhythm Lewis model = born in an era of rampant globalisation of business, is particularly appropriate for assessing an individual’s likely performance in a commercial role. The design of the questionnaire is based on business situations. The nomenclature of the typologies is succinct: Linear-active, Multi-active, Reactive. While the three types are distinctive, each possesses behavioural elements from the other two categories. It is a question of which one is dominant. Many individuals deviate from the national type in a work situation e.g. engineers and accountants tend to be Linear, sales people Multi-active, lawyers and doctors Reactive linear-active culture = culture where you may want to be concise, precise, and factual, avoid interruptions and distractions, and follow a clear agenda and timeline multi-active culture = culture where you may want to be friendly, enthusiastic, and empathetic, allow for some flexibility and improvisation, and use stories and examples to illustrate your points reactive culture = culture where you may want to be polite, respectful, and humble, listen attentively and patiently, and use indirect and subtle cues to convey your messages loquacious = talkative officialdom = people who are in positions of authority in large organizations when they seem to be more interested in following rules than in being helpful egghead = (informal, disapproving or humorous) a person who is very intelligent and is only interested in studying streetwise = (informal) having the knowledge and experience that is needed to deal with the difficulties and dangers of life in a big city hunch = feeling that sth is true even though you do not have any evidence to prove it 33 20231021-6ach 12:40-14:00 2 active Case study - Practice with the cultural iceberg, high vs low context cultures models By the end of this session you will have studied Case study A group of scientists from the USA, Europe and Asia are invited to Innopolis University to run a workshop in robotics. Please, kindly submit all your written assignments in the same google doc (i.e. a single, on-line file per person) → deadline: 20231018 → send the url (in edit mode!) by e-mail at the address below: duncanpotter@yandex.ru video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 6 The cultural iceberg - Follow-up / Homework 20231014-4ach hw20231021-6ach_n1 3 pix/icons8-collaboration-100_white.png Traits of high context and low context cultures 20231014-4ach hw20231021-6ach_n2 32 6 The cultural iceberg - Follow-up / Homework feedback 20231014-4ach hw20231021-6ach_n1 active edit_ol_qa pix/icons8-microscope-100_white.png pix/icons8-metronome-filled-100_white.png pix/icons8-treadmill-100_white.png Task response Communicativeness ✓ can your target readers understand your message? → provide simple, concrete examples how to behave with people from different cultures Relevant practice ✓ can you show you have attended the lesson & are able to recycle material? → give strong evidence of cultural awareness Learning by discovery / critical thinking How will expectations & the way they are expressed vary from one country to the other? Give examples. In low context countries like Germany or the US expectations from a partner are discussed openly. A man can openly say whether he is able to pay the restaurant bill and the couple can agree on splitting it. Returning a stranger’s smile is expected in the United States because a pervasive social norm dictates that we reciprocate friendly gestures. In the USA, in contrast, people may think you lack self-confidence. In the USA, Norway, and Sweden, they are encouraged to openly express their opinions and communicate with top management on an equal footing He made it known so that his boss could see it if he wanted to see it Expectations are often conveyed through indirect expressions and gestures that demonstrate reverence for those in power. Most Latin-American, Asian, and African cultures interpret direct eye contact as rude, confrontational, and aggressive (Pazain, 2010) In some high-context culture countries, such as Japan, being modest is a necessity and may be accepted as the way of showing respect to native people and even to their culture. Politeness and modesty create the image of a well-mannered person. A: Apparently we have no milk left. B: Oh I had no idea, I never drink milk. A: It would be nice if someone bought it on the way home. A: Do you want me to do it? Where will attitudes towards age differ greatly, or on the contrary be quite obvious between 2 nations? In low context cultures greater emphasis is put on the person’s professional experience and achievements rather than age. It is quite common for younger people in low context cultures to be superiors of the older people who have entered the field later than them (...) when I was in Israel, talking to a Jewish man who was older. During our conversation he told me that I did not have to call him “Mister” all the time because there was no different attitude towards age in Israel, all people were treated the same In Italy, family ties are very strong and older people are often cared for by their children and extended family. There is a strong sense of intergenerational connection and respect. In Sweden, on the other hand, there is a greater emphasis on individualism and independence, and older people may be more likely to live alone or in retirement communities China has a "Law on the Rights of the Elderly" that warns adult children to "never neglect the elderly" and instructs them to visit their elderly parents frequently, no matter how far away they live. The law also includes punishment mechanisms: adult children who fail to make trips to visit mom and dad can be punished with penalties ranging from fines to imprisonment In India, there is also a holiday "Day of the Elderly", which is celebrated annually in October Western cultures tend to be youth-oriented and emphasize qualities such as individualism and independence. This is due to the Protestant work ethic, which links a person's worth to their ability to work In Russia any woman who wants to deliver a child must be under the age of 25 years old, otherwise she is regarded as an “old” mother. In contrast, in Italy the normal age range for pregnancy varies from 25 till 35 years to differ = to be different In what social occasion(s) could (the use of) space prove to be an obstacle to a casual conversation? This is about how people use space to communicate (or protect themselves) & how they react if someone gets too close to them In some cultures, individuals may feel comfortable with close physical proximity during conversations A great example of space being an obstacle in social occasions in Georgia, where people tend to be close to each other and even touch during a conversation. Tendency to associate space with private ownership still may be the reason for shock or even insult. In Japan strangers are required to stand at least at a distance of three feet from the person they are talking to. People from high context cultures who generally tend to stand closer to one another can be seen as aggressive or intimidating by the Japanese people who are unfamiliar with the culture difference 4 types of distance between in-person communicators: Intimate space: The distance between the communicators is less than 18 inches (0.45 meters). It’s usually reserved for close relationships, such as between a parent and child or between partners. Personal space: The distance between communicators is 2–3 feet (0.6–0.9 meters). It’s typically associated with friends and peer groups. Official space: The distance between communicators is 4–5 feet (1.2–1.5 meters), depending on the type of information transmitted. This type of space is associated with official situations, such as most communication situations at work. Why could a culture's relation to time be a source of irritation to another one? Give examples. Representatives of low context culture would feel stressed because of the uncompleted task when the deadline is approaching. Meanwhile, representatives of high context culture would feel the pressure of inflexibility. Latin American countries, which demonstrate a more polychronistic approach to time, where flexibility is valued and breaks during meetings are expected. Punctuality is not obligatory for Spanish people, even in business relationships. A few minutes of "courtesy" ("cortesía") are always taken into account when waiting for an appointment UK, Canada and the USA try to adhere to strict time limits and schedules while working and completing the assignments because the time of each individual is believed to be extremely valuable The USA tends to be monochronous, where punctuality and schedule compliance are highly valued. In Japanese culture, being late is unacceptable, and it is better to arrive at an appointment not on time, but in advance. Contrast between a culture that focuses on "clock time" and one that operates on "event time." In a clock time culture, people are expected to arrive on time, adhere to deadlines, and follow a strict schedule. However, in an event time culture, the emphasis is on the completion of an event rather than strictly adhering to specific time constraints Past is seen as integral to the present moment, leading to a more reflective and holistic approach to time. This can clash with Western cultures, which often prioritize future planning and rapid decision-making How can a particular leadership style be misinterpreted by people from different continents? Give examples. A leader who consistently seeks consensus or involves others in decision-making may be seen as weak or indecisive. An authoritarian leader may be viewed as dictatorial or oppressive, leading to a lack of trust and resistance from followers. Direct instructions of the American leader may be perceived by their Japanese colleagues as overly assertive or confrontational, which will lead to misunderstandings or discomfort. In Japan, such practice would be considered as unacceptable or biased behavior towards others in a team because decision-making is a collective effort, Transformer leader can be well accepted for his charismatic approach. However, in Eastern cultures, such as India, Thailand, where humility and modesty are valued, the self-promotion of a transformational leader can be regarded as boasting or arrogance. In the United States, transformational leadership is often seen as effective because it inspires and motivates employees to achieve their goals. However, in some Asian cultures, such as Japan or China, this style may be seen as too individualistic and not focused enough on the group In some cultures, such as Indonesia, China, Thailand, where collectivism and respect for authority are highly valued, people who show too much assertiveness may be perceived as challenging the existing social order or hierarchy. In countries such as China or North Korea, where hierarchical structures are more acceptable, an authoritarian leader may be respected for his assertiveness and determination 31 1 Pros and cons of high context and low context culture model (Edward T.Hall) 20231021-6ach hw20231111-10ach-n1 active prep_ol_qa pix/icons8-collaboration-100_white.png What are the pros of this model? ✓ popular framework in intercultural-communication studies ✓ help inform and educate individuals on how to better facilitate communication between individuals of different cultural backgrounds ✓ anticipate if a given group is likely to be inclusive enough for outsiders or additional team building is required → more inclusive in low-context ✓ predict how long the decision making process may last & when you still have time to change something → faster in low-context ✓ schedule negotiations with informal meetings before negotiating rather than after (to celebrate) → priority is given to building strong, long-term relationships in high context culture inclusive = including a wide range of people, things, ideas, etc What are the cons of this model? 〆lacks (or has been criticised for lacking) empirical validation 〆cultural context can also shift and evolve e.g. a study has argued that both Japan and Finland (high-context cultures) are becoming lower-context with the increased influence of Western Europe and United States culture 〆might oversimplify cultural differences and ignore other factors that contribute to communication styles, such as individual characteristics and personal experiences of team members 〆could run the risk of prioritizing task-oriented communication or under-estimating the value of relationship-building when dealing with partners from a low-context culture 〆can lead to ethnocentric views that place one communication style above another. Some people may perceive the communication style in their own culture as superior or more effective (ethnocentrism) 〆may emphasise the role of traditions and consequently hinder innovation 〆could underestimate a group's abilities to adapt to change = risk of stereotyping or making assumptions 〆According to Zaidman, Edward T.Halls' model doesn’t explain variations within a culture or variations among cultures. e.g. it fails to distinguish between the high-context communication of a Japanese businessman and the high-context communication of an Indian → see also Stephen B. Ryan criticism for the creation of harmful stereotypes leading to an increase in misunderstandings and miscommunication Common sense is the collection of prejudices acquired by age eighteen. Albert Einstein 30 5 Communication breakdown How to avoid and/or mitigate communication breakdowns using the low context and high context culture approaches active pix/icons8-microscope-100_white.png prep_2columns_2qa edit_2columns_2qa edit_1qa Explain what went wrong on both sides. Díaz was quite certain Mr Chen had said he was coming. Mr Chen was quite certain he had communicated that he absolutely could not come because he was going to be celebrating his daughter’s birthday with his family. Suggest how the manager could have avoided this misunderstanding. 29 1/3 Innopolis University Seminar - Role play active role_play visual aid A group of scientists from the USA, Europe and Asia are invited to Innopolis University to run a workshop in robotics. They will work with local professors to deliver lectures. You are staff members responsible for organising the event. ]]> staff member A → anticipate possible misunderstandings among keynote speakers (guests and Russian professors) 〆how to break the ice? 〆how to facilitate flow & framework for collaborative work? 〆drinking policy (...) staff member B → suggest solutions ✓ explain 1st meeting protocols build relationships? ← high context approach → will all guests be willing to take part in team building activities? get straight down to business? ← low context approach ✓ distinguish individual contribution & brainstorming from general consensus ✓ team building activities? (...) 28 2/3 Innopolis University Seminar - Speech wip pix/icons8-lecturer-100_white.png prep_2columns_2qa pix/icons8-collaboration-100_white.png role A (speaker) → how to ask for further explanations? → when to ask questions (interruptions and/or Q&A sessions)? → can you come in even if you are a little late? (...) → how to ask for further explanations? ✓ to the point and/or with high-context background → raise your hand → when to ask questions ✓ interruptions and/or Q&A sessions (...) role B (students) → ask easy, then more challenging, questions → etiquette? 27 3/3 Innopolis University Seminar - Writing 20231021-6ach hw20231111-8ach-n1 active prep_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png Think also about what you don't need to write because you will tell them in a more implicit manner when meeting them! ]]> → tell people what you're going to tell them → tell them → tell them what you've told them What are mentoring expectations? → egalitarian and/or hierarchical? → condescending? What is your policy regarding punctuality? Can lectures overrun? ✓ tolerate changes of plan? Your ideas 26 4 How to be Late for Work - Foil Arms and Hog wip edit_ol_qa pix/icons8-collaboration-100_white.png How to be Late for Work - Foil Arms and Hog https://www.youtube.com/watch?v=5vA_6GP9gjM&vl=en]]> how_to_be_late_for_work_-_foil_arms_and_hog-5va_6gp9gjm.mp4 How do you feel when you are late at work? ✓ embarrassed ✓ perhaps upset because you'll have to leave later Are you always guilty? 〆don't feel guilty because it's not always your fault What are common reasons for being late? ✓ traffic jams ✓ car accident ✓ oversleep Who can you blame for being late? ✓ pets ✓ children ✓ your wife (...) What are the best excuses for being late? ✓ those that can help you be forgiven Which way(s) do you think is the most / least effective if you arrive late at work? the Blamer the Gifter the Daylight Saver the Judas the Character Witness the Reverse Psychologist the Sudden Injury the Disbeliever the Funeral Attire the Quick Change the Full Disclosure Is there anything you ought to do to avoid arriving late? ✓ had better share your agenda with colleagues ✓ needn't describe what time slots are dedicated to 25 to break the ice = to make people who have not met before feel more relaxed with each other keynote speech | ~ speaker = very important speech or person, introducing a meeting or its subject 24 20231014-4ach 14:10-15:30 2 active Melting the cultural iceberg | Low vs high-context cultures By the end of this session you will have studied Strategies to communicate effectively among high and low context groups Possible limitations and/or disadvantages of high and low context approach Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 23 4 pix/icons8-collaboration-100_white.png The cultural iceberg How to recognise a cultural iceberg active xml_multi_dd_column deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign → use your notes from reading the summary of 'Beyond cultures' by Edward T.Hall → match the descriptions with the categories → search the internet if relevant → discuss together whether the object of your choice to represent your culture in your initial self-introduction was unambiguous enough to communicate effectively who you are ]]> 40 -0.4 bottom visual aid ]]> 1;2;3;4;5;15 6;7;8;9;10;11;12;13;14;15 self-introduction object ]]> visual aid]]> 22 5 University of al-Qarawiyyin - feedback active pix/icons8-theatre-mask-100_white.png edit_2columns_2qa prep_2columns_2qa edit_1qa pix/icons8-collaboration-100_white.png visual aid Scholars consider al-Qarawiyyin to have been effectively run as a madrasa until after World War II. Many scholars distinguish this status from the status of "university", which they view as a distinctly European invention. They date al-Qarawiyyin's transformation from a madrasa into a university to its modern reorganization in 1963. The university is attended by students from all over Morocco and Muslim West Africa, with some also coming from further abroad. Women were first admitted to the institution in the 1940s. At the time Morocco became a French protectorate in 1912, al-Qarawiyyin worsened as a religious centre of learning from its medieval prime, though it retained some significance as an educational venue for the sultan's administration. The student body was rigidly divided along social strata: ethnicity (Arab or Berber), social status, personal wealth, and geographic background (rural or urban) determined the group membership of the students who were segregated by the teaching facility, as well as in their personal quarters. The French administration implemented a number of structural reforms between 1914 and 1947, including the institution of calendars, appointment of teachers, salaries, schedules, general administration, and the replacement of the ijazah with the shahada alamiyha. However, it did not modernize the contents of teaching likewise which were still dominated by the traditional world views of the ulama. At the same time, the student numbers at al-Qarawiyyin decreased to 300 in 1922 as the Moroccan elite sent their children to the newly founded Western-style colleges and institutes elsewhere in the country.]]> role A (candidate) → should have chosen an object or picture which represents culture above the surface role B (professor) → should have given feedback based on the university's history 21 6 The cultural iceberg - Follow-up / Homework 20231014-4ach hw20231021-6ach_n1 active prep_ol_qa pix/icons8-microscope-100_white.png pix/icons8-metronome-filled-100_white.png pix/icons8-treadmill-100_white.png How will expectations & the way they are expressed vary from one country to the other? Give examples. Where will attitudes towards age differ greatly, or on the contrary be quite obvious between 2 nations? to differ = to be different In what social occasion(s) could (the use of) space prove to be an obstacle to a casual conversation? Why could a culture's relation to time be a source of irritation to another one? Give examples. How can a particular leadership style be misinterpreted by people from different continents? Give examples. 20 1 Lead in Understanding the differences between low context and high context cultures active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
Erin Meyer is a professor at INSEAD, where she directs the executive education programme Leading Across Borders and Cultures. She is also the co-author (with Reed Hastings) of No Rules Rules: Netflix and the Culture of Reinvention (Penguin, 2020). Watch the video to find out why. video Leadership Speaker Erin Meyer: Low Context vs. High Context Societies https://www.youtube.com/watch?v=9oYfhTC9lIQ Are the statements below true or false?]]> erin_meyer_low_context_vs_high_context_societies_9oYfhTC9lIQ.mp4 Audio transcript in a low context society while we are communicating we assume that we have a low level of shared context what does that mean it means that we don't have the same reference points or the same body of knowledge or relationships that we have a low level of shared context so in a low context society we believe that good effective professional communication is a communication that's very explicit it's very simple and very clear in a low conduct society we're trained that if I want you to understand blue then I have to say blue literally we're trained in a low context culture that if I give a presentation I should tell you what I'm going to tell you and then I should tell you and then I should tell you what I've told you why do I tell you the same thing three times because we're focused overall on making sure that the message was passed simply and clearly in a high context society while we're communicating we assume or consider that we have a larger body of shared context that we have the same reference points body of knowledge information and because we assume all of this shared context in a high context society we believe good effective communication is a communication that's more implicit or layered or nuanced I had a German individual who said to me you know Aaron in Germany at the end of a meeting we almost always do a recap first we do a verbal recap and then we do a written recap that's low context right clarification clarification clarification he said now that I've been working frequently with the French I often find that at the end of a meeting I'll get ready to do a recap and my French colleagues will just stand up and someone will say eh voila there it is and I'll think to myself but voila what and then I'll be very surprised to see that it just seems that people know what's been sited that they know what's supposed to happen next without going through all of those levels of clarification that I'm so used to in my own culture I had a second example I was doing some work a while ago in Istanbul and I had a Turkish client who was telling me about all of these issues that he was having with his new American boss and I said when your boss was here did you tell him what you're telling me now and he said well you know Aaron I made it known so that he could see it if he wanted to see it and I thought to myself he probably didn't see it right I'll give you a third example from China I was giving a presentation at a conference in China last year and all the people in the room worked for the same multinational American company before I worked within the Chairman who was this American from New York City gave a presentation that went very well and then he left afterwards when I was working with the group we were talking about this and I had the Chinese human resource director raise his hand and he said you know Aaron this concept is very interesting to me because the whole time the chairman was talking I was trying to make sure that I was listening with all of my senses that I was picking up all of the levels of meaning that he might be trying to pass now that I look at this I'm asking myself the question is it possible that there was no meaning beyond that you know first those simple words that he was saying and I thought to myself that that chairman would have been really surprised to note think that anyone was trying to understand his message beyond the first degree When you give a presentation in a low context culture you should tell people what you're going to tell them, then you should tell them, and then you should tell them what you've told them. ✓ true → you tell the same thing three times because you are focused overall on making sure that the message was passed simply and clearly In a low context culture you are focused overall on making sure that the message was passed simply and clearly because while you are communicating you assume you have a large body of shared context. 〆false → you assume you haven't got a large body of shared context In a high context society people believe good effective communication is more explicit. 〆false → it is more implicit Germany has low context culture because (for example) at the end of a meeting they almost always do a recap first, then do a verbal recap, and then do a written recap . ✓ true → low context clarification In Istanbul, a Turkish client had problems with his new American boss, so he made it known so that his boss could see it if he wanted to see it. His American boss probably got the message. 〆false → the American boss is probably not used to reading implicit, high context clues 19 3 pix/icons8-collaboration-100_white.png Traits of high context and low context cultures 20231014-4ach hw20231021-6ach_n2 active xml_multi_dd_row harmony and the well-being of the group are preferred over individual achievement is more typical of a high context culture. → For example, when a person has succeeded in a project, they tend to remain modest. → Therefore, they may not feel comfortable with direct, verbal praise from a low context person (i.e. how they interact) because it would distinguish them from others.]]>45 20 left 1;2;3;4;5;6;7 8;9;10;11;12;13;14 relies heavily on explicit verbal skills members' communication must be more explicit, direct, and elaborate individuals are not expected to have knowledge of each other's histories or backgrounds communication is not necessarily shaped by long-standing relationships between speakers meaning of messages is more dependent on the words being spoken than on the interpretation of more subtle or unspoken cues individualism prefer the uncompromising and dominating communication style often exhibit less-direct verbal and non-verbal communication utilize small communication gestures read more meaning into less-direct messages harmony and the well-being of the group are preferred over individual achievement relational, collectivist, intuitive, and contemplative close-knit community prefer the avoiding and obliging conflict styles 18 4 pix/icons8-collaboration-100_white.png High context and low context countries active xml_multi_dd_row 20 16 left 1;2;3;4;5 6;7;8;9 10;11;12;13;14;15;16 17;18;19;20;21;22;23 USA Canada Australia Netherlands Germany Poland Finland Denmark UK Argentina Brazil Spain Italy France Russia Singapore Kenya India Iran Saudi Arabia China Korea Japan visual aid ]]> 17 high-context culture and low-context culture = ends of a continuum of how explicit the messages exchanged in a culture are and how important the context is in communication. The continuum pictures how people communicate with others through their range of communication abilities: utilizing gestures, relations, body language, verbal messages, or non-verbal messages. Typically refer to language groups, nationalities, or regional communities. However, the concept may also apply to corporations, professions, and other cultural groups, as well as to settings such as online and offline communication. subtle = (often approving) not very noticeable or obvious, using indirect methods, in order to achieve sth contemplative /kən'templətiv/ = thinking quietly and seriously about sth; meditative, reflective 16 calling vocation I forgot how to write spell According to me In my opinion I'm not as successful as Bill Gates As we already talked discussed it is at the top ]]> 20231014-2ach 12:40-14:00 2 active CROSS-CULTURAL COMMUNICATION | Breaking the cultural iceberg By the end of this session you will have studied Uses of the cultural iceberg metaphor Defining high and low context cultures Recognising high and low context groups to avoid a communication breakdown due to non-verbal communication To understand the concept of culture To become aware of one’s own culture and recognize its influence on one’s behaviour and attitude To learn and understand about the institutions, customs, traditions, practices and current issues in a specific country To be able to discuss cultures without stereotyping or making judgemental statements http://intercultural-learning.eu/Portfolio-Item/the-iceberg-of-culture/ Support material The Silent Language, Edward T.Hall Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 15 1 Self-introduction stopwatch active pix/icons8-theatre-mask-100_white.png prep_2columns_2qa edit_1qa pix/icons8-collaboration-100_white.png visual aid The University of al-Qarawiyyin (also written Al-Karaouine) was founded as a mosque in Morocco by Fatima al-Fihri in 857–859 and subsequently became one of the leading spiritual and educational centres of the Islamic Golden Age. Some sources, such as UNESCO and the Guinness World Records, have cited al-Qarawiyyin as the oldest university or oldest continually operating higher learning institution in the world. (FYI Oxford 1096 - Cambridge 1209 - Vienna 1365) ]]> role A (candidate) → introduce yourself to a panel of prestigious university professors in 2min → choose an object or picture which represents your culture → explain your choice → take note of feedback (as well as the way it is given!) role B (professor) → take notes of the strong & weak points of the candidate → enquire how he/she will adapt to the local culture → take note of candidate's strategies (as well as the way they are given!) → give feedback 14 2 Lead in active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Bill Gates talks toilets (sanitation) https://www.youtube.com/watch?v=82pmo53FQIY&t=1s Answer the questions.]]> visual aid
]]> bill_gates_talks_toilets_82pmo53FQIY.mp4 Why could this communication strategy fail with some audiences? ✓ unexpected, arguably uncomfortable sight → in some cultures, may show little respect to Bill Gates 〆possibly vulgar, obscene or morbid associations 〆poor taste → in some cultures, could prove to be offending for the viewer morbid = having or expressing a strong interest in sad or unpleasant things, especially disease or death Why might this visual be effective? ✓ catches attention ✓ memorable → creative & inspirational? memorable = special, good or unusual and therefore worth remembering or easy to remember Is provoking people with celebrities in unusual settings and/or positions an effective way to communicate in your culture? Has the communicative goal been achieved? (your own answers) What would you recommend if you wanted to communicate on a subject like sanitation? ✓ show intercultural awareness ✓ avoid taboos → adapt message & the way it is conveyed to different audiences to convey = to make ideas, feelings, etc. known to sb; to communicate sanitation = equipment and systems that keep places clean, especially by removing human waste Compare your self-introduction with Bill Gates' approach. Do you believe you were more successful? Why / why not? ]]> → use feedback given by your screening professors from the University of al-Qarawiyyin 13 3 Beyond Culture - Summary and Review active Using explicit and implicit means of communication edit_short_reading_floating prep_short_reading_floating edit_reading_floating Why is culture still a divider? Read a summary of the best seller 'Beyond Culture' by Edward T.Hall. Answer the questions. What are the advantages & disadvantages of using implicit communication? ✓ less attention can be paid to spoken words, which speeds up communication considerably 〆is faster in the moment but much slower to change overall What are the advantages & disadvantages of using explicit communication? ✓ meanings can be changed quickly 〆is slower, requiring more spoken information and longer messages Why is being late to an appointment is much more tolerated in Latin America than it is in the United States? ✓ in Latin America you might need to prioritize an issue. Changing plans last minute, however, is seen as rude in the US and Northern Europe, as people from these cultures expect you to plan your schedule in advance According to the text, how is space perceived in Europe as opposed to Japan? ✓ people from Western cultures tend to associate space with private ownership and personal status. A stranger moving your stuff is just wrong. What example(s) of a country's former social organisation do you know of? ✓ bowing practice in Japan stems from its feudal history What can questioning your own beliefs help you understand? ✓ may help better understand foreign cultures Beyond Culture - summary Beyond Culture - summary Edward T.Hall https://lifeclub.org/books/beyond-culture-edward-hall-review-summary
Beyond Culture Key Idea #1: Your actions and thoughts are shaped by the culture in which you grow up. Human beings are cultural by nature. Regardless of where a person is born and raised, her culture – the ideas, customs and social mores of her community – will inevitably have an effect on the way she acts and thinks throughout her life. ]]> From birth, we begin to learn from the people around us. In this way, a person’s actions are changeable, as they suit the cultural context in which the person exists. Over time, learned actions develop into ingrained habits. Eventually, these habits become second nature, almost automatic. By the time we’ve reached adulthood, these learned actions have become internalized, unconscious behaviours, specific to the culture in which we were raised. A good example of this can be found in the way people greet each other. While the Japanese bow, Inuits rub noses. Such behaviours are taken for granted within each culture and are performed automatically. Both actions, however different, convey respect or gratitude, yet only when performed in the context of each respective culture. Beyond Culture Key Idea #2: You perform learned cultural rituals on a daily basis – often without even realizing it. The sequence of actions that people perform together differs from culture to culture. Settling disputes is one particular practice that is often culturally determined. A person from England or America, for example, might first offer subtle verbal hints that something is wrong. He might then send a message through an emissary, before directly confronting the other party. If none of these actions resolve the dispute, he might resort to legal action.]]> People from Latin America or Mediterranean cultures, on the other hand, see handling disputes much differently. In general, people from these cultures try to avoid confrontation with co-workers or family members unless they feel that they must engage directly. Beyond Culture Key Idea #3: Different cultures have different ways of communicating, and each has its pros and cons. Have you ever struggled to plan an event with people from different cultural backgrounds? This situation isn’t uncommon and results from cultural differences in communication. In short, different cultures have different ways of communicating. Some communicate explicitly while others communicate implicitly. ]]> Cultures that communicate explicitly include those in Germany, Switzerland, the countries of Scandinavia and (although to a lesser extent) the United States. In the context of these cultures, plans are typically set clearly and plainly, using words. The downside of such communication is that a message must contain all the necessary information so there can be communication at all. This can slow things down, as messages are long and complex. Other cultures, however, rely more on implicit communication. This means that a lot of communicated information is embedded in context and the body language of the people involved. In Asian cultures, for example, people are on the lookout for verbal symbols or physical gestures as part of a conversation, and such gestures are easily understood by the group. Using implicit communication means that less attention can be paid to spoken words, which speeds up communication considerably. There are pros and cons, of course, to both styles. Explicit communication is slower, requiring more spoken information and longer messages. But the upside is that meanings can be changed quickly. Implicit communication, in contrast, is faster in the moment but much slower to change overall. Physical gestures, in particular, rely on historical tradition for meaning. Gestures can’t take on new meanings quickly, but spoken language can. If a culture is stable for a long time, people become more able to efficiently communicate, often through developing implicit signs to speed things up. But if a culture is changing rapidly, communication remains explicit, as it allows for more flexible communication. Beyond Culture Key Idea #4: Cultural differences shape the way you walk, and the way you perceive time. In Northern Europe and America, people view time as a straight line, moving forward into the future. Such a view leads people to schedule work hours strictly, setting deadlines for specific tasks. People from cultures in the Middle East and Latin America, in contrast, tend to focus on the present moment. They often prioritize tasks on the fly, based on what is most pressing at that moment. For people in these cultures, time is flexible, and deadlines are seldom hard or fast. Differences in the perception of time can certainly explain many cultural differences. For instance, being late to an appointment is much more tolerated in Latin America than it is in the United States. In Latin America, it is understood that you might need to prioritize an issue that you feel is more pressing than your appointment. Changing plans last minute, however, is seen as rude in the US and Northern Europe, as people from these cultures expect you to plan your schedule in advance. Beyond Culture Key Idea #5: You see the world through the lens of your culture, which can lead to a lot of misunderstanding. Actions deemed “appropriate” are in particular a sensitive area between cultures. You may be startled or even offended by the actions of a person from another culture, especially when the gesture clashes or conflicts with what you see as correct or acceptable. ]]> Japanese hotels offer a useful example. Here it’s common practice for hotel staff to move your luggage to a new room without asking your permission. Staff will do this if your room is needed urgently by another party (for example, a large family). For the Japanese, this is a completely normal practice, and even connotes familiarity and a sense of inclusion for the guest who is being moved. Yet American and European guests, when faced with such a situation, are often shocked and insulted. Why? People from Western cultures tend to associate space with private ownership and personal status. A stranger moving your stuff is just wrong. In Western cultures, children are trained to get ready for the job market, thus schooling is competitive and task-driven. Regular exams measure student achievement and awards are given to those who excel. In contrast, children of Pueblo Indian descent are educated by peers and role models, spending time with them and absorbing their knowledge. This system is informal, and children play more than study before their working lives begin. Pueblo Indians prefer this method, feeling that the Western system is unfair to children and therefore damaging to society. Beyond Culture Key Idea #6: It takes a lot of work to understand another culture, but it’s worth it. Understanding other cultures is difficult, often because it requires knowledge of a culture’s particular historical and social context.]]> In Japan, for example, people are expected to use an appropriate degree of politeness depending on their relationship to a person – whether the person is a superior, a teacher, a friend or family. This practice stems from Japan’s feudal history. Until recently, social standing was determined by a person’s status and wealth. People from lower ranks were required to show respect to people from higher ranks. Today’s degrees of politeness is just one consequence of the country’s former social organization. https://lifeclub.org/books/beyond-culture-edward-hall-review-summary)]]> implicit = suggested without being directly expressed; forming part of sth (although perhaps not directly expressed) explicit = (of a statement or piece of writing) clear and easy to understand ingrained = (of a habit, an attitude, etc.) that has existed for a long time and is therefore difficult to change emissary = /ˈemɪsərɪ/ person who is sent to deliver an official message, especially from one country to another, or to perform a special task resort = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution embedded = (of feelings) felt very strongly and difficult to change lookout = to watch carefully for sb/sth in order to avoid danger, etc. or in order to find sth you want pressing = needing to be dealt with immediately; urgent startled = excited by sudden surprise or alarm and making a quick involuntary movement connote = to suggest a feeling, an idea, etc. as well as the main meaning role model = person that you admire and try to copy stem = to come from, to originate feudal = connected to the social system in medieval Europe whereby a vassal held land from a superior in exchange for allegiance and service
12 morbid = having or expressing a strong interest in sad or unpleasant things, especially disease or death memorable = special, good or unusual and therefore worth remembering or easy to remember to convey = to make ideas, feelings, etc. known to sb; to communicate sanitation = equipment and systems that keep places clean, especially by removing human waste to differ = to be different to empower = to give sb the power or authority to do sth implicit = suggested without being directly expressed; forming part of sth (although perhaps not directly expressed) explicit = (of a statement or piece of writing) clear and easy to understand ingrained = (of a habit, an attitude, etc.) that has existed for a long time and is therefore difficult to change emissary = /ˈemɪsərɪ/ person who is sent to deliver an official message, especially from one country to another, or to perform a special task resort = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution embedded = (of feelings) felt very strongly and difficult to change lookout = to watch carefully for sb/sth in order to avoid danger, etc. or in order to find sth you want pressing = needing to be dealt with immediately; urgent startled = excited by sudden surprise or alarm and making a quick involuntary movement connote = to suggest a feeling, an idea, etc. as well as the main meaning role model = person that you admire and try to copy stem = to come from, to originate feudal = connected to the social system in medieval Europe whereby a vassal held land from a superior in exchange for allegiance and service 11 09:00-10:20 10:30-11:50 12:40-14:00 14:10-15:30 15:40-17:00 2 future By the end of this session you will have studied Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ykfz8-i90gifW0zUny2WwbQRwTB1KUFpHldehXTVwOc/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt232mz - D.Potter Zoom Meeting (recurring) Meeting ID: 726 7969 8515 Password: 0yQWEx https://us04web.zoom.us/j/72679698515?pwd=yGddpbxmrgUJ4sbkNTFBJGhDXM8ots.1 ]]> 10 1 Lead in active edit_ol_qa pix/icons8-cafe-100_white.png 9 active textbook 8 2 pix/icons8-frisbee-100_white.png active xml_multi_dd deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 70 20 visual aid
above the surface below the surface ]]> 7 3 Follow-up active prep_ol_qa pix/cons8-microscope-100_white.png pix/icons8-metronome-filled-100_white.png pix/icons8-treadmill-100_white.png 6 4 pix/icons8-collaboration-100_white.png active xml_multi_dd deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 40 16 5 5 Role play active role_play Recycle new expressions and language. Recycle new expressions and language. 4 6 Debate / Summary active edit_ol_qa pix/icons8-collaboration-100_white.png 3 2 1 2 active edit_reading_floating Read the article and answer the questions. American politician makes trip to Latin America David Hesselgrave, some editing by Howard Culbertson Adapted from Communicating Christ Cross-Culturally. Used under the educational "fair use" provision of the 1976 U.S. Copyright Acts. https://home.snu.edu/~hculbert/verbal.htm
Several years ago, an American politician made a trip Latin America. At the airport of the host country, he emerged from the aircraft waving to the assembled crowd which included dignitaries and reporters from the local press. Someone asked the American politician how his flight had been. In response, he used his thumb and forefinger to flash the common "OK!" gesture in front of the news cameras. Leaving the airport, the American politician went for a short visit with local government officials. Next, he went to a major university to deliver an address. He was accompanied to the university by his official U.S. government translator who happened to be a military man in full uniform. The American politician's speech dealt with the United States' desire to help their Latin American neighbors by way of economic aid that would help develop their economies and better the economic conditions of the poor. The entire trip was a disaster. Why? Because, though the American politician's verbal communication was satisfactory, non-verbally he had communicated an entirely different message. When asked how his flight had been, the American had flashed what to him was a friendly, positive "OK" hand gesture. This act had been photographed by the news media and wound up on the front pages of local newspapers. While that hand gesture means "OK" in North America, it is a very obscene gesture in that part of Latin America. The university where the American politician chose to deliver his policy address had just been the site of violent anti-government demonstrations. The government had chosen the university site for his address in hopes of communicating their sympathetic understanding of students' position. The students, however, viewed the American politician as a friend of the local government who was invading their university with a military translator. The students interpreted the presence of a military translator as meaning that the American politician supported the policies of the local government. The American politician had communicated two radically different sets of messages: one verbally and one nonverbally.