This report provides an analysis and evaluation
Table of Contents
Title page i
Executive Summary ii
Table of Contents iii
- 1. Purpose p1
- 2. Scope p1
- 3. Method p1
- 1. Recommendations for the parties p3
- 2. Recommendations for the University p3
The purpose of this report was to analyse an incident in the classroom where a student was convicted of being culturally insensitive, identify what occurred in this scenario, and isolate a solution to the problem.
This report will address three fundamental themes of intercultural comm-unication: stereotyping, discrimination, prejudice, essentialism, and their func-tions in every day life, relativism and ethnocentrism as a role in worldview, and the rapid increase in cultural diversification around the world. Gender and sexuality are not deemed relevant to the case at hand, and will not be exam-ined in this report.
A variety of academic sources have been referenced and reviewed to provide un-biased and correct information.
During a class discussion of the Sudanese Civil War, a student attending the class who is of Southern Sudanese nationality spoke-out about his hatred for all Islamic people which greatly offended a number of other students in the classroom, one of which is of Afghan decent, and a practicing Muslim. The teacher and some students chimed in with various degrees of opinions and attempted too reason in a just manor, but the Southern Sudanese student was not interested in any form of discussion on the topic. The student refused to view things in a non-prejudice manor, stating that “Muslims don’t deserve to live”, and even refused to address the Afghan student directly in conversation.
It is very easy to take a one sided view of this situation, and instantaneously admonish the Southern Sudanese students opinions and values as dis-criminatory and prejudicial. What needs to be focused on are the foundations for this student’s disdain for Muslim culture, and what has influenced their prejudiced behavior. Cultural norms are particularly varied worldwide and there are very few culturally universal actions, words and beliefs. In excess of 80% of the world’s population live in societies of a collectivist nature. Western societies see the highest concentration of people living in societies that are individualist in nature . Fundamentally, this contrasting nature has the potential to cause miscommunication and continual mis-understanding. The source of the Southern Sudanese student’s argument stems from a largely religious standpoint, but there are significant influences for the student’s ‘hatred’ towards Islamic people.