57025 Intercultural and International Communication
Course area Delivery
Credit points Result type
UTS: Communication Autumn 2017; City
Graduate subject – Public Communication – 400 level
Grade, no marks
Dr Prithi Nambiar (as above)
Drawing on latest research and developments, this subject introduces core concepts, debates and vocabularies in the interdisciplinary, and relatively new field of intercultural communication. Intercultural communication is a necessary part of personal and professional lives as a result of global restructuring of economic, social and cultural relations. As a result of new communication technologies, the movement of people across borders, overseas study, global media, transnational jobs, tourism, global migration, international conflicts, global economies, transnational organisations, people from different backgrounds come into contact with one another across a range of culturally diverse contexts: home and neighbourhood, places of leisure, community organisations, workplaces, and regions.
The subject move away from simplistic ways of understanding culture to test new ways of working on intercultural communication personally and professionally. Students study intercultural communication as constructed through sociopolitical and cultural processes. This means understanding intercultural communication against a backdrop of stereotyping and othering where international communication takes place (communities, workplace, business, politics), and the wider issues of inclusion and social justice in relation to education, mobility and work. The approach adopted on the subject is pragmatic, critical, ethical and interdisciplinary.
Subject learning objectives (SLOs)
Demonstrate understanding of relevant theories of ethnicity, race, culture, and cross-cultural communication
Explain the role of the media, especially of communication practitioners, in creating representations that lead to cultural stereotyping
Develop strategies for working and managing in multicultural teams and organisations
Demonstrate the capacity to design communication for and with multicultural publics in order to establish best practice
Analyse case studies of communicating with specific socio-political geographic areas and explain how globalisation is affecting communication management
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Teaching and learning strategies
The subject is presented as a series of lectures, workshops and seminars. It includes guest lecturers, where appropriate. In this subject students take part in workshops where experiential learning is encouraged through small group work.
This subject will cover three main areas of study:
1. Mapping the field.
2. Defining core terms.
3. Operationalising the theories.
Program Week/Session Dates
1 13 Mar
2 20 Mar
There is a folder in UTSonline with readings you can do before we meet in the class.
Theme one: Mapping Intercultural and International Communication Week Two: Culture and Junctures
In this week we will discuss the aims, content and ethos of the subject. We will review the core concepts and debates in the literature. The readings provide us with a preliminary overview of current thinking and debates. We will use these as a point of departure for asking questions about how intercultural communication has been defined across a range of perspectives.
Typically, each week, the lecture will focus on discussion of the readings and include some group and individual participation. The tutorials will be run in workshop style and focus on four related themes:
1. Discussion of the substantive ideas in the readings and lectures
2. Development of academic literacy skills in academic reading, critical evaluation, and academic writing.
3. Assessment learning including formative feedback, peer learning and assessment preparation and review.
4. Development of personal and professional understanding and skills to support intercultural and international communication approaches.
Halualani, R., Mendoza, S. L., Drewiecka, J. (2009) ‘“Critical” Junctures in Intercultural Communication Studies: A Review’, The Review of Communication, Vol 9, No 1: 17-35.
Bardhan, N. R. (2011). ‘Culture as a “Traveling” Variable in Transnational Public Relations’ in Bardhan, N., & Weaver, C. K. (Eds.). Public relations in global cultural contexts: Multi-paradigmatic perspectives. London: Routledge.
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3 27 Mar
Theme two: Defining core ideas Week three: Race and Difference
Having discussed debates on culture, in this week we turn to ideas about race and difference in an Australian context. We will explore McMaster and Austin’s introduction to histories of race and racism in Australia and Tan’s experiential account of racialisation. In the tutorial we will share reading strategies and preparation for assessment one.
McMaster, J. and Austin, J. (2005) ‘Race: A Powerful Axis of Identity’ in J. Austin (ed.) Culture and Identity (2nd Edition). Pearson,French Forest.
Tan, C. (2003) ‘Living with Difference’: Growing up ‘Chinese’ in White Australia, Journal of Australian Studies, 77: 101-108.
Week four : Representation
This week’s reading focus on how representation of difference has been theorised and applied. Stuart Hall is an eminent cultural theorist who has led thinking about cultural representations of race. Borgerson, Schroeder, Flowers and Swan apply ideas from Hall and others to marketing communications. In the tutorial, we will examine how these can be applied to the first assessment and to public communication examples more broadly.
Hall, S. (1997) ‘Introduction: The Spectacle of the “Other”’ in S.Hall (ed.) Representation. London: Sage.
Borgerson, J. and Schroeder, J. (2005) ‘Identity in Marketing Communications: an Ethics of Visual Representation in Allan Kimmel (eds) Marketing Communication: New Approaches, Technologies and Styles. Oxford: Oxford University Press.
Flowers, R. and Swan, E. (forthcoming) ‘Seeing Benevolently: Representational Politics and Digital Race Formation on Ethnic Food Tour Webpages’, Special Issue of Geoforum on Food, Media and Politics.
This week’s readings build on weeks two and three, and draw on Said’s influential theory of orientalising. We then see how orientalising can be seen operating in contemporary representations and culture, using Yin and Kim and Chung to help us. These authors can be very useful for assessment one. In class we will continue our discussions on the readings, and do more practice on academic writing and reading. We will also review drafts of your work this week since the first assessment is due next week in class.
Said, E. (1995) ‘Introduction’ in Orientalism. Penguin, London.
Yin, J. (2013) ‘Constructing the Other: A Critical Reading of The Joy Luck Club in M. Asante, Y. Miike and J.Ying (Eds.) The Global Intercultural Communication Reader.
Routledge, New York.
Kim, M. and Chung, A. (2005) ‘Consuming Orientalism: Images of Asian/American Women in Multicultural Advertising’, Qualitative Sociology, Vol. 28, No 1: 67-91.
(For those of your interested in writing about Orientalism, or interested in Orientalism and fashion, there is an additional reading available by Narumi on Orientalism and
4 3 Apr
5 10 Apr
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6 17 Apr
Week six: Othering and Exotification
Bresner and MacNaugton and Davis examine the process of othering in relation to Australian Indigenous peoples. They use different contexts: tourism and schools to do this. Schultz and Shuman discuss how exotification works in cultural festivals. These studies not only help us to understand processes which influence how culture and difference are communicated across quite different sites that many of us may encounter personally and professionally, but also give us resources to examine issues of power. Your first assessment is due in class this week.
Bresner, K. (2010) ‘Othering, Power Relations, and Indigenous Tourism: Experiences in Australia’s Northern Territory’, Platforum, Vol 11: 10-26.
MacNaugton, G. and Davis, K. (2001) ‘Beyond “Othering’: Rethinking Approaches to Teaching Young Anglo-Australian children about Indigenous Australians, Contemporary Issues in Early Childhood, Vol 2, No 1: 83-93.
Schultz, K. and Shuman, A. (2011) ‘Education or Exotification? A Re-examination of the Smithsonian Folklife Festival’, JUROS, Vol 2: 74-82.
Mid session StuVac week
Week seven: Everyday Multiculturalism & Cosmopolitanism
This week explores how different forms of multiculturalism operate in Australia. In particular, the focus is food – often imagined to be a ‘happy’ form of multiculturalism. The authors here have different takes on the politics and effects of food multiculturalism and through their discussion offer us resources for conceptualising multiculturalism, racism and cosmopolitanism in relation to personal and professional communication strategies. This will contrast the influencial and controversial work of Hofstede to critique approaches to intercultural communication. In class, you will discuss these readings and your learning from assessment one.
Hage, G. (1997) ‘At Home in the Entrails of the West: Multiculturalism, Ethnic Food and Migrant Home-Building’ in H.Grace et al. (Eds.) Home/World: Space, Community and Marginality in Sydney’s West. Pluto, Annandale.
Mkono, M. (2011) ‘The Othering of Food in Touristic Eatertainment: A Netnography’, Tourist Studies 11 (3): 253-270.
Wise, A. (2011). Moving food: gustatory commensality and disjuncture in everyday multiculturalism. New Formations, 74(1), 82-107.
Theme three: Operationalising core concepts Week eight: Interviewing and Research
The previous weeks have enabled us to examine in-depth critical concepts in intercultural and international communication. In the next tranche of the subject, we explore research on how intercultural communication has been practised across a range of sites and strategies. We can use the core concepts from previous weeks to evaluate these approaches critically in order to test out ways we might undertake
24 Apr 7 1 May
8 8 May
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9 15 May
intercultural communication personally and professionally. These readings will also support our thinking for assessment two. In particular, we examine how research and representation can be done with groups from different cultural backgrounds. Dreher’s paper underlines the importance of the politics of representation, building on Hall and Shah emphasises issues of ethics. DeTurk challenges simplistic ideas about empathy in relation to the Other.
DeTurk, S. (2001) ‘Intercultural Empathy: Myth, Competency or Possibility of Alliance Building?’, Communication Education, 50 (4): 374-384.
Dreher, T. (2006) ‘From Cobra Grubs to Dragons: Negotiating the Politics of Representation in Cultural Research’, Cultural Studies Review, 12 (2): 90-106.
Shah, S. (2004) ‘The researcher/interviewer in intercultural context: a social intruder!’, British Educational Research Journal, 30, 4, pp. 549-575.
Week nine: Intercultural communication at Work
This week we use Martin and Nakayama, Swan and McSweeny to discuss intercultural communication at work. We review the work of international communication consultant Hostede and his controversial and yet influential framework. Using McSweeney, we will examine the reasons for the success of his work, and the problems seen in it by several authors from different disciplines. We will also think about notions of intercultural competence and diversity training and some of the pros and cons of these approaches. The readings offer different types of research and methods which will help us with assessment two and professional communication contexts. In class, we will review formative feedback from assessment one and identify ways to learn from this for assessment two. There will be time in groups to prepare for assessment two.
Martin, J. N., & Nakayama, T. K. (2015). Reconsidering intercultural (communication) competence in the workplace: A dialectical approach. Language and Intercultural Communication, 15(1), 13-28.
McSweeney, B. (2002) Hofstede’s Model of National Cultural Differences and their Consequences: A Triumph of Faith- A Failure of Analysis, Human Relations, 55(1): 89-118.
Swan, E. (2010) Commodity Diversity: Smiling Faces as a Strategy of Containment, Organization, Vol. 17(1): 77–100
Week ten: Race and PR
Building on previous readings on workplace forms of intercultural communication, in this week we explore two quite original readings on race, PR and marketing. Marketing is not often thought of in mainstream literature as a form of intercultural communication. The authors, this week, apply some of the core terms we have been learning about to the very practical contexts of PR and Marketing, raising complex political points about race, racism and whitenesses in different national contexts.
Vardeman-Winter, J. (2011) ‘Confronting Whiteness in Public Relations Campaigns and Research with Women’, Journal of Public Relations Research, 23(4): 412-441.
Burton, D. (2009). Nonwhite readings of whiteness. Consumption, Markets and
10 22 May
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11 29 May
Culture, 12(4), 349-372.
Munshi, D. and Edwards, L. (2011) ‘Understanding ‘Race’ In/And Public Relations: Where Do We Start and Where Should We Go?’ Journal of Public Relations Research, 24, 4: 349-367.
Week eleven: Intersectional and PR
The final papers in the subject are from leading Australian researcher Professor Ien Ang who draws on the concept of hybridity to challenge notions of race and diaspora and Vardeman-Winter and colleagues who apply intersectional thinking to PR. Thiese will help us thinking about contemporary issues in relation to race, gender, whiteness and PR and public communication in Australia. There will be time for final preparation on assessment two.
Ang, I. (2003) ‘Together-in-difference: Beyond Diaspora, into Hybridity’, Asian Studies Review, 27 (2): 141-154.
Vardeman-Winter, J., Tindall, N., & Jiang, H. (2013). Intersectionality and publics: How exploring publics’ multiple identities questions basic public relations concepts. Public Relations Inquiry, 2(3), 279-304.
Golombisky, K. (2015) ‘Renewing the Commitments of Feminist Public Relations Theory from Velvet Ghetto to Social Justice, Journal of Public Relations Research, 27, 5: 389-415.
Week twelve: Putting it all together
In class assessment presentations by groups and formative feedback. Course review
Good luck and good bye!
12 5 Jun
Assessment Assessment task 1: Essay
Objective(s): a and b
Task: Using subject readings, you need to write an essay which explains three of the following: exoticification, othering, race, difference, orientalising, culturalism, representation and illustrates these concepts through an example from popular culture. Identify three ways in which these relate to intercultural/international communication. You need to focus on providing evidence of understanding the core concepts and the readings, with a focus on ideas in the field of intercultural communication rather than a detailed descriptive account of the example from popular culture.
The purpose of the assessment is to demonstrate understanding of at least three concepts from the subject using subject readings and the issues these raise for intercultural/international communication. Examples can include books (fiction or non-fiction); current, cult, or classic movies; documentaries; television shows; episodes of a soap opera; lyrics of songs, artworks or exhibitions; plays or performances; tourism guidebooks or inflight airline magazines etc.
Ensure that you draw on readings from week one to ground your discussion in intercultural and
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Ensure that you draw on readings from week one to ground your discussion in intercultural and international communication.
2000 words excluding references.
Thursday 20 April 2017
Submit via Turnitin by 11.59pm on Thursday 20 April
Quality of understanding of at least three core concepts from the subject
Quality of application of core concepts to examples used to illustrate concepts
Quality of analysis of concepts in relation to wider context of intercultural/international communication
Use of at least five readings off the subject
Assessment submitted on time, of appropriate length, properly formatted and in line with Harvard UTS referencing
Relevance of the piece to the topic demonstrated
Degree, quality and appropriateness of referencing to previous literature
Analysis and critique of the piece in relation to known literature or other sources
Commentary professional and well informed Application of theory
Degree of creativity, innovative thought, recommendations and insight into the topic
Written expression – grammatically and syntactically correct, readable language; spelling – free of ALL errors, professional written standard; typed/word-processed, 1.5 spacing, numbered pages; cover sheet attached; scholarly referencing – Harvard standard.
SLOs: subject learning objectives
CILOs: course intended learning outcomes
Weight (%) 10
10 20 20
a 6.1 b 2.3
2.2 1.1 5.1
Assessment task 2: Group Report and Presentation and Individual Reflection Objective(s): c, d and e
Task: There are three parts to the final assessment:
a group report
a group presentation an individual reflection.
The aim of the assessment is to demonstrate application of the ideas from the readings to a real life example; and to examine personal and professional learning from the subject. The group must follow ethical processes as discussed in class and in the subject readings.
Group report and presentation
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Working in groups of three. You need to choose an identifiable ‘intercultural’ group that meets together, and then research the group through its public communication and interview three of its representatives. Do not choose a group of which any team member is a part, or with which you would strongly identify as the object of the research is to encourage intercultural learning. You could choose a cultural group, community cultural organisation, business-based cultural group or society, political group associated with a specific culture, a specific support group etc. The purpose of the interview and research is to provide information to further your learning about intercultural and international communication.
The purpose of the group report and presentation is to demonstrate an understanding of theoretical and empirical analyses of intercultural communication; to draw on these to explore lived experiences of ‘culture’ and ‘communication’; and to reflect on these to inform personal and professional communications.
Using subject readings across the semester, write a report (in report format with contents page and headings) that addresses the following points:
A brief summary about the group and how they are defined.
What issues about inter-cultural communication your research raises in relation to subject readings. Which three principles about inter-cultural communication you think are priorities for organisations and workplaces and why.
Present a summary of your report in a 10 minute presentation to your workshop group in the final week.
Reflect on your learning drawing from readings, class discussion, research and your own experiences in relation to personal and professional intercultural communication.
You should draw on at least 8 readings from the whole subject across the three assessments. It is likely these will be the same readings but the report may use more readings. This means you need to ensure that your use of readings moves beyond those used in the first assessment. You can use some from the first six weeks of the subject. The aim of the tasks is to provide you with different opportunities to demonstrate your understanding of the subject and evidence your personal and professional learning.
Group Report: 3000 words + appendices; Individual Reflection: 1000 words; Presentation: 10 minutes
Thursday 8 June 2017
The presentation is assessed on Thursday 8 June in class. This enables you to have formative feedback to take into account for your final report and reflection to be submitted via Turnitin by 11.59pm on 14 June.
a. Group Reports
Approach to the group’s ethical and professional values.
Analysis and critique of communication approaches in relation to subject readings across the whole semester.
Quality of intercultural communication principles identified.
Written expression – grammatically and syntactically correct; spelling – free of ALL errors, professional written standard; typed/word-processed, 1.5 spacing, numbered pages; cover sheet attached; scholarly referencing –Harvard UTS.
b. Individual Reflection
Depth of reflection on learning in terms of personal and professional contexts. In-depth use of subject readings.
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Correct referencing and presentation quality.
Degree of creativity in presentation.
Ability to summarise key points and present conclusions.
Degree of audience engagement.
Ability to observe time limit in organising the material to be presented. Demonstrated extent of involvement of all team members.
d 2.3 e 5.1 1.1 2.2
Approach to the group ethical and professional
Information reported relevant to the topic area – degree of referencing to previous literature
Analysis and critique of communication approaches in relation to the literature
Communication suggestions strategic, relevant and well informed
Written expression – grammatically and syntactically correct; spelling – free of ALL errors, professional written standard; typed/word-processed, 1.5 spacing, numbered pages; cover sheet attached; scholarly referencing – Harvard.
Depth of reflection on learning in terms of personal discovery; demonstrated ability to analyse activities and issues discovered in the task and translate them to a learning outcome; understanding and insight displayed to a cross cultural communication situation.
Degree of creativity in presentation; ability to summarise key points and present conclusions; degree of audience engagement; ability to observe time limit in organising the material to be presented; demonstrated extent of involvement of all team members
SLOs: subject learning objectives
CILOs: course intended learning outcomes
25 10 0
Further information: 15%.
Use of plagiarism detection software
We ask you to submit your assessments to Turnitin through UTSonline. This is plagiarism detection software. If you are worried about what plagiarism is, then please do ask. UTS provide resources too to help you understand.
Moderation of marks
Marks are moderated by the teaching team
There is opportunity for formative and summative feedback. You will be given detailed annotations on your assessment together with summary comments and a grade. You are always welcome to clarify feedback in order to
Weight distributed as follows: Group report 35%; Presentation of findings 10%; Individual reflection
improve your learning.
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improve your learning.
Students are expected to read the subject outline to ensure they are familiar with the subject requirements. Since class discussion and participation in activities form an integral part of this subject, you are expected to attend, arrive punctually and actively participate in classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives. Attendance is particularly important in this subject because it is based on a collaborative approach which involves essential workshopping and interchange of ideas. Students who attend fewer than ten classes are advised that their final work will not be assessed and that they are likely to fail the subject.
Attendance at tutorials is essential in this subject. Classes are based on a collaborative approach that involves essential work-shopping and interchange of ideas with other students and the tutor. A roll will be taken at each class. Students who have more than two absences from class will be refused final assessment (see Rule 3.8).
It is essential to attempt all assessment tasks to pass the subject as each assessment meets unique subject learning objectives.
Selected readings form the back bone to the subject. There are a number of ways to access the readings. They are available by hyperlink via the library website and UTSonline and hardcopies are available to order as a reader from the Student Union shop in the Tower Building, hours 9-6pm.
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This outline serves as a supplement to the faculty’s student study guide. On all matters not specifically covered in this outline, the requirements specified in the guide apply.
This outline was generated on the date indicated in the footer. Subsequent minor changes may have been made.