Critical Analysis of Two Readings

Critical analysis of two readings
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Critical Analysis of Two Readings
Reading 1: Root, E. (2013). Insights into the Differences – Similarities Dialectic in Intercultural Communication from University Students’ Narratives. Intercultural Communication Studies, 22(3).
In this article/reading, Root (2013) reports about a research she carried out for the purposes of investigating more deeply the intricacies of intercultural communication dialectic similarities – differences basing upon a narrative analysis of narratives from 44 university students. The study comprised 15 male participants and 29 female participants of difference national origins and ethnicities. A dialectical intercultural standpoint is basically understood as a metatheoretical framework which centers on the concurrent presence of 2 relational forces of interaction in recognition of their ostensibly complementary, interdependent, and opposite facet. Baxter (2004) pointed out that there are 6 dialectics of intercultural communication: (i) static – dynamic; (ii) privilege – disadvantage; (iii) differences – similarities; (iv) cultural – individual; (v) present-future – history-past; and (vi) personal – contextual. The author of this journal article only centers on the differences – similarities dialectic. It is notable that the differences – similarities dialectic underscores that similarity and difference are able to actually exist together in intercultural communication interactions. This dialectic entails centering on the association between the differences amongst cultural groupings as well as the similarities which bring together people across cultures (Lewis, 2009).
In the differences – similarities perspective, difference carries significance. Whenever difference is marked, for instance, it delineates boundaries and forms systems of classification which allow for the formation of binary dichotomies. The notion of similar also has significance. For instance, the Developmental Model of Intercultural Sensitivity, whilst is based upon the notion of differentiation, it also offers insight into the way in which cultural similarities are imagined (Halualani, 2008). Root (2013) used narrative inquiry to investigate the way in which students may share their personal experiences of similarity/difference. After analyzing the data, Root (2013) found that most participants identify cultural difference basing on different nationality and ethnicity/race was a less important designator of cultural difference. Halualani (2008) pointed out that university students usually deem culture primarily as based upon geographic location, country of origin, or nationality.
The author also identified how the narrators/participants portrayed facets of cultural similarities or differences. Root (2013) noted that the after analyzing the data, 3 general themes came out: (i) at first, some narrators presumed similarity with someone, but they later learned that there were also some differences. (ii) At first, some narrators only focused on the difference of their contact with others. With time however, they came to discover the subtle facets of similarity. (iii) Some focused the whole of their story on facets of cultural difference (Root, 2013).
Martin and Thomas (2013) stated that in Western discourse, concepts and language only underscore or express dichotomy rather than dialectics and this serves to influence the way in which individuals perceive the dialectic tensions and the way they communicate such tensions. In the study by the author of this article for instance, it was more frequent for the narrators to concentrate only on a single aspect of the contradiction at a time, not essentially because they never experienced difficulties, but rather because there are not any simple terminology that can be used in explaining the notion of similarity in differences or differences in similarity. In essence, the narratives reveal that the narrators went into a situation presupposing one over the other. In the stories in which the narrator found more similarities within difference and more differences within similarity, it was when the most insightful intercultural learning took place (Root, 2013). Important cultural knowledge and learning increased in times when the contradictory facets of the dialectics collided in the experience of someone. This study by Root (2013) as described in this article is very informative and enlightening, and has significant implications. For instance, the diversity of the narratives derived from the students demonstrates how the intercultural experiences of students themselves can be utilized to look at similarities – differences in a classroom setting.
In essence, all classrooms consist of students who have lots of intercultural experiences and diverse suppositions of cultural similarity/difference. These different experiences could be talk about in an open fashion and examined to draw attention to the intricacies of intercultural interactions. This reading/article also illustrates that it is crucial to offer more specific language and ways for expressing dialectical tensions. This can be accomplished, for instance, by making terminology like difference in similarities and similarities in difference ordinary and commonplace. Equally important, this reading/article highlights the importance of taking into account the comfort level of students in expressing particular aspects of similarity/difference. Root (2013) asserted that the narratives reveal that students may feel there could be more socially appropriate ways of communicating facets of identifying similarities – differences.
Reading 2: Sanchez-Runde, C. J., Nardon, L., & Steers, R. M. (2013). The Cultural Roots of Ethical Conflicts in Global Business. J Bus Ethics, 116:689-701.
In this journal article, the authors investigate the cultural underlying causes of ethical conflicts within the international business context. In an ideal world, even the world of international business and trade, bribery is non-existent. There is fair dealing and conflict is little. Even though such a world is very much desirable, it is almost not possible to attain it an...