intercultural communication in contexts 5th edition pdf

Dari penggabungan teori-teori tersebut terbentuk fase dan faktor-faktor yang mempengaruhi fenomena gegar budaya. Teori yang digunakan yaitu komunikasi antarbudaya oleh Tubbs dan Sylvia Moss, teori gegar budaya oleh Kalvero Oberg, teori pengurangan ketidakpastian oleh Charles Berger dan Richard Calabrese, teori akomodasi komunikasi oleh Giles, dan teori akulturasi oleh John W. Penelitian ini merupakan penelitian deskriptif-kualitatif dengan teknik pengumpulan data berupa wawancara langsung kepada lima mahasiswa suku Banjar yang menjadi alumni SMAN 1 Kotabaru kelas MIPA 1. Dalam gegar budaya tersebut, bagaimana ketika mereka keluar dari budaya asli berpindah ke lingkungan dengan budaya yang berbeda, serta apa yang mereka hadapi dan bagaimana mereka mengatasi fenomena tersebut agar memahami komunikasi antarbudaya dan mampu beradaptasi di lingkungan baru. Perbedaan budaya mahasiswa suku Banjar dengan budaya di lingkungan baru, pada kondisi tersebut mereka akan mengalami gegar budaya yang dapat menyebabkan kesulitan beradaptasi di lingkungan tersebut. Yogyakarta untuk berkuliah, mereka diharuskan memasuki lingkungan baru dengan perbedaan budaya membuat mereka menjadi orang asing di lingkungan tersebut. Bagi mahasiswa suku Banjar yang memiliki budaya yang melekat dan cara berkomunikasi yang telah tertanam, kemudian merantau ke D.I. Sebagai pendatang di daerah baru, kemampuan komunikasi menjadi faktor utama keberhasilan untuk beradaptasi kepada lingkungan sekitar. Lastly, the study also recommends that more studies are conducted, analysing Namibian autobiographies to scrutinise the Namibian identity. The study recommends that more studies analysing identities in autobiographies using the post- colonial lens are conducted especially in African countries not covered in this study and that the black man’s identity be analysed in other genres of literature such as poetry and drama using the postcolonial theory. The study also found that, colonisation impacted identities of both the colonised and the colonisers to a great extent. The aftermath of all forms of colonisation led to the rise in identity problems being faced by individuals in contemporary societies.

The study found that all the three texts that were analysed are testament to how identities were constructed during apartheid, slavery, or colonisation and how identities were contested in postcolonial societies. The purpose of the study was to explore, the construction and contention of identity, race, and culture, as presented in the three selected text, through the lens of the postcolonial theory. The study is a desktop qualitative research, and it uses content analysis to interpret and analyse the chosen autobiographies. Through the postcolonial theory the themes of race, culture, hybridity, and double consciousness are addressed. One of the main focuses of the postcolonial theory is identity, and it is identity crises which give rise to multiple and fluid identities. This study analyses contested identities, race, and culture in The Last Resort: A Memoir of Zimbabwe by Douglas Rogers, Born a Crime: Stories from a South African Childhood by Trevor Noah and Negroland: A Memoir by Margo Jefferson through the lens of the postcolonial theory. This is realized by first advancing an inter-paradigmatic discussion of culture-communication research dialectics and then considering its theoretical relevance and practical applications in English language teaching. This article (a) makes a case for the usefulness of incorporating multiple epistemological stances in order to develop more comprehensive insights about interculturality, (b) argues that, by developing pluriversal perspectives, we can simultaneously consider the multiplicity of individuals’ ontologies, identities, and cultures. The dialectic perspective, with its inclusiveness of varying discursive reasonings, can offer a discerning treatment of interculturality through reconciling the opposing dialectics in intercultural communication scholarship. Questioning singularity of approaches in the intercultural language education is required to account for the complexity of intercultural interactions, especially in terms of power imbalances.

The failure to take into account power imbalances among Anglophone and Southern spaces may perpetuate the inequalities that have long-existed. Conceptualizations of intercultural communication in English language teaching have largely been constructed on westerncentric and essentialist representations of interculturality.

Intercultural communication in contexts 5th edition pdf