The cultural dimensions of globalization, the impact of globalization on cultural diversity
According to Hunter et al (2006) person-to-person contact can be considered as the most powerful way of exhibiting and sharing a nation’s or culture’s key values (p. 269). This argument is based on Nye’s 2000. Nye (2002) was cited in the paper of Hunter et al 2006 identification of two types of power –hard and soft- that help the United States in influencing other nations. In Nye’s analysis“ hard power” is military or economic force that coerces others to follow a particular course of action. “Soft power”, on the other hand, is cultural power, the power of example, the power of ideas and ideals. This type of power works more subtly (cited in Hunter et al 2006, p. 269).
According to Hunter et al (2006) colleges and universities are fully aware of the influence of soft power and are taking steps to enable students to be able to contribute to soft power through person-to-person contact and global competence (p. 269). Global competence is important as it informs the ways in which people are encouraged and trained to interact with, and open themselves to, other cultures and to build relationship capital that makes the exercise of sharp power less likely (Hunter et al 2006).
This paper is intended to support the argument made by Hunter et al (2006) about the string strong influence of person-to-person contact in exhibiting and sharing a nation’s or a culture’s values. The acceptance of colleges and universities of the influence of person-to-person contact has led to the creation of a goal to produce globally competent students. Colleges and universities are internationalizing their curricula and the college experience in general. The force behind this is the desire to develop globally competent citizens (or global citizens). This trend started in the United States, but other countries are quickly catching up. Colleges and Universities from around the world are beginning to design their curricula to shape global citizens.
The influence of soft power, particularly person-to-person contact can be observed in the research conducted by Langer and Farrar (2003) in which primary school children were included. The results of the research show that most of these children are participants in the global consumer culture of fast-food, television, computer games, commoditoys and brand-logo clothing (p. 122). Here we can see the influence of soft power in the acquisition of values and consumer behavior of these children.
I would like to focus on education and how education plays an important role in sharing a nation’s or a culture’s values. Let us focus on the case of how intercultural education facilitates person-to-person contacts between students from minority groups and students from majority groups. The UNESCO Guidelines on Intercultural Education (2006) defines minority culture as“ the culture of marginalized or vulnerable groups who live in the shadow of the majority populations with a different and dominant cultural ideology – the majority culture”. The term “multicultural” describes the culturally diverse nature of human society, It not only refers to elements of ethnic or national culture, but also includes linguistic, religious and socio-economic diversity (p. 17). Interculturality is a dynamic concept and refers to evolving relations between cultural groups. It has been defined as “ the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect ”. Education plays an important role in making students aware about each other’s culture and in making them understand and respect different cultures. As educational facilities begin to embrace multiculturalism and interculturalism, students are becoming free to interact with their peers without the hindrance caused by cultural differences. In Europe for example, European Union member states view intercultural education as a relevant and essential educational approach. Intercultural education in EU member states aim to create a deeper understanding among students and make them appreciate other cultures, reduce prejudices and to pinpoint interdependence of the world community (Luciak 2006, p. 73).
As globalization continues to break boundaries between nations, and as people become more mobile, educational institutions are equipping their students to be prepared to deal with other people from different nations and cultures. Thus, making students become globally competent is becoming a goal for these institutions. In the United States, the Commission on International Education stressed that America’s future depends upon its people’s ability to develop a citizen base that is globally competent. The United States needs people who understand how other people think, how other cultures work, and how other societies are likely to respond to American action (Hunter et al 272). In this age of globalization, person-to-person contact becomes a powerful tool in sharing a nation’s or a culture’s values. For example in multinational organizations where people come from different cultural backgrounds, people are being exposed to the culture and values of other people. Through their interactions, these people are learning about the culture of others. Through their interactions, these people are influencing each other. When an organization employs people from different cultural backgrounds, it creates a cultural diverse philosophy in which everyone is included and respected. As the company develops policies and procedures that encourage diversity, its people start to learn about the culture of other people in the organization.
Now I am studying in Australia, a country so much different from my own. Before, I only get information about the Australian culture through television, newspapers, books and the internet. During my living here, and interacting with Australian people, I begin to truly learn and appreciate the Australian culture. In turn, the people that I interact with get information and knowledge about the values of my culture through my actions and behavior and through the way I interact with them. I believe that person-to-person contact is a powerful tool in sharing a nation’s or a culture’s values.
For example, in a subsidiary of an international organization, wherein expatriates serve as managers, workers from the subsidiary country are influenced by their managers in areas like clothing, food and entertainment. These workers are also developing work habits and behaviors patterned on the work habits and behavior of their managers. The foreign managers on the other hand, to have a deeper understanding on how to manage the local employees, how to study their culture and values. The managers are also influenced by the culture of the local employees as most of their decisions must take culture into consideration.
In our University, I also deal with different nationalities. Sometimes I do not have any idea about their cultures until I meet and interact with them. Through person-to-person interaction some of my foreign friends are starting to appreciate Asian food, movies and music. I in turn start to develop a liking for ‘Western’ clothing, food and movies.
A globally competent person can participate in the international community and has a power to influence the people around him or her. A globally competent person understands and respects other people’s cultures and heritage and can effectively interact with them. According to Lambert (1996). a globally competent person is one who has knowledge (of current events), can empathize with others, demonstrates approval (maintains a positive attitude), and has an unspecified level of foreign language competence and has the ability to understand the value in something foreign (cited in Hunter et al 2000). In essence, a globally competent person shares his/her culture’s values by interacting with other people.
As a student of International Education, we are being trained to be able to deal with other people and to participate in the international community. As students we are being taught the value of understanding and respecting other cultures. As a student of International Education I am aware of how I represent my culture and how my behavior, attitudes and lifestyle have an impact on other people. People from other cultures gather information and knowledge about my country and my culture from me.
References
Hunter B., White, G. P. and Goodbey, G. C. (2006). What Does It Mean to Be Globally Competent? Journal of Studies in International Education, 10(2), 267-285.
Langer, B. and Farrar, E. (2003). Becoming ‘Australian’ in the Global Cultural Economy: Children, Consumption, Citizenship. Journal of Australian Studies, 79, 117-126.
Luciak, M. (2006). Minority Schooling and Intercultural Education: A Comparison of Recent Developments in the Old and New EU Member States. Intercultural Education, 17(1), 73-80.
UNESCO, U. N. E., Scientific and Cultural Organization (2006). UNESCO Guidelines on Intercultural Education. Paris, France: Section of Education for Peace and Human Rights.
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