3e bachelor orthopedagogie
WORKING IN AN
INTERCULTURAL
CONTEXT
Hogeschool Gent
Lies Poppe
2023 - 2024
,INHOUDSOPGAVE
C1: CULTURE AND INTERCULTURALITY .............................................................................................................. 4
1. Societal context .............................................................................................................................. 4
1.1. Migration: .................................................................................................................................. 4
1.2. Globalisation: ............................................................................................................................. 4
1.3. Superdiversity: ........................................................................................................................... 4
1.3.1. Quantitative dimension ......................................................................................................... 5
1.3.2. Qualitative dimension............................................................................................................ 5
2. Different approaches to cultural diversity ....................................................................................... 6
2.1. Multiculturality .......................................................................................................................... 6
2.2. Interculturality ........................................................................................................................... 6
2.3. Transculturality .......................................................................................................................... 6
2.4. (Inter)culturality according to Edwin Hoffman ............................................................................ 7
3. Culture ........................................................................................................................................... 7
3.1. A definition ................................................................................................................................ 7
3.2. 4 elements of culture (Hofstede) ............................................................................................... 8
3.2. (In)visible............................................................................................................................................ 8
3.3. Levels of culture ......................................................................................................................... 8
4. Cultural identification ..................................................................................................................... 9
4.1. Systems ..................................................................................................................................... 9
4.2. Multicollectivity ....................................................................................................................... 10
4.3. Cultural dynamics..................................................................................................................... 10
5. Acquiring culture .......................................................................................................................... 11
5.1. Enculturation ........................................................................................................................... 11
5.2. Acculturation ........................................................................................................................... 11
5.3. Processes of cultural mixing and blending: ............................................................................... 12
5.4. Culture shock ........................................................................................................................... 12
6. Culture as a model OF and FOR reality .......................................................................................... 13
C2: SOCIAL IDENTITY ....................................................................................................................................... 13
1. Social identity ............................................................................................................................... 13
2. Social representations .................................................................................................................. 14
3. Multicollectivity and multiple identification .................................................................................. 15
4.Conflicting values ..................................................................................................................................... 16
4.1. identity conflict ........................................................................................................................ 16
4.2. Cultural differences and communication .................................................................................. 16
4.3. Acceptability of cultural practices ............................................................................................. 17
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, 4.4. Non-negotiable core values ...................................................................................................... 18
C3: INTERSECTIONALITY AND CULTURALISATION............................................................................................. 19
1. Intersectional approach ................................................................................................................ 19
2. Culturalistic approach ................................................................................................................... 21
3. Equity and inclusion ...................................................................................................................... 22
C4: COMMUNICATION .................................................................................................................................... 23
1. Human nature, culture and personality ......................................................................................... 23
2. Communication theory ................................................................................................................. 23
2.1. Circular or interactional view of communication....................................................................... 23
2.2. Watzlawic’s communication theory and the axioma’s ............................................................... 24
2.3. Oddity/ alienation (Hoffman) ................................................................................................... 24
2.4. (Mis)communication ................................................................................................................ 25
3. Presence....................................................................................................................................... 26
C5: TOPOI-MODEL .......................................................................................................................................... 27
1. Introduction ................................................................................................................................. 27
2. Tongue ......................................................................................................................................... 27
2.1. Verbal language ....................................................................................................................... 27
2.2. Non-verbal language ................................................................................................................ 28
2.3. TOPOI model for analysis and intervention ............................................................................... 30
3. Order............................................................................................................................................ 30
3.1. Punctuation ............................................................................................................................. 30
3.2. Collective differences in order .................................................................................................. 31
3.3. Subjective differences in order ................................................................................................. 31
3.4. TOPOI model for analysis and intervention ............................................................................... 33
4. Persons ........................................................................................................................................ 33
4.1. Recursion of the communication .............................................................................................. 33
4.2. Personal and interpersonal perspectives .................................................................................. 34
4.3. Self-representation .................................................................................................................. 34
4.4. The influence of social representations on interpersonal perspectives ...................................... 34
4.5. Symmetrical or complementary relation................................................................................... 35
4.6. TOPOI model for analysis and intervention ............................................................................... 36
5. Organisation ................................................................................................................................. 36
5.1. Organisation at the interpersonal level ..................................................................................... 37
5.2. Orientation in time................................................................................................................... 37
5.3. Organisation on policy level ..................................................................................................... 37
5.4. Managing diversity................................................................................................................... 37
5.5. TOPOI model for analysis and intervention ............................................................................... 39
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,6. Involvement ................................................................................................................................. 39
6.1. Positive or negative involvement? ............................................................................................ 39
6.2. Rejection and denial................................................................................................................. 40
6.3. The need for recognition .......................................................................................................... 40
6.4. TOPOI model for analysis and intervention ............................................................................... 41
7. Summarizing................................................................................................................................. 41
8. Application TOPOI ........................................................................................................................ 42
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, WORKING IN AN INTERCULTURAL CONTEXT
C1: CULTURE AND INTERCULTURALITY
1. SOCIETAL CONTEXT
Demographic transition in Belgian and other European societies.
“not cultures but people meet”
1.1. MIGRATION:
• As old as mankind
• History coloured by major migration flows
• Recently: complex & diversified
Origin
Routes: different routes to make it to a place
Motives: different motives: political, ecological…
Statutes: student, ‘illegal’..
1.2. GLOBALISATION:
• Late 20th – early 21st century
• Increasing interconnectedness between territories and societies on Earth
• Global economic, political and cultural integration
• Increasing influence of international agreements and developments
• Global interdependence
• The world, our village ('global village', McLuhan)
• Living in networks instead of traditionally defined communities (transnationalism)
The world becomes more connected, we live in networks.
Examples:
International transportations
International collaborations
Shengen agreement: people in Europe can move anywhere in Europe without problems
EU, NAVO
Holidays that they celebrate in different countries that weren’t there before (bv. Halloween, sweet 16..)
English everywhere
UNESCO
1.3. SUPERDIVERSITY:
= is distinguished by a dynamic interplay of variables among an increased number of new, small and scattered,
multiple-origin, transnationally connected, socio-economically differentiated and legally stratified immigrants
whohave arrived over the last decade.
• Increasing socio-cultural differentiation in societies.
• Changed profile of population
Diversity = a phenomenon that is an essential part of the human condition
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,1.3.1. QUANTITATIVE DIMENSION
• Numerical growth of diversity: data, population surveys, statistical analysis…
• Large regional differences, mostly urban phenomenon (stedelijke fenomenen)
• ‘Majority-minority societies*
• Diversity greatest among youngest generations
* Majority-minority societies'= there are more people with a migrationroots then without, there is a
disappearance of an obvious majority
Minority-majority cities = cities where the majority of residents are from a wide range of minorities,
where the majority of residents have roots in migration, where no one population group forms a
majority group.
1.3.2. QUALITATIVE DIMENSION
• Growing diversity within diversity → there are more nationalities, more
• languages spoken, and a greater diversity of religious and cultural backgrounds
• Between group and within group variation
• More complex and diversified migration patterns
• ethnographic research, interviews, participant observation..
• ≠ domains: ethnic, linguistic, religious, cultural, economic, legal, ...
➔ "Superdiversity also brings new types of unfairness and leaving out some people, new ways we experience
places and interacting with others, and new mixes of cultures and languages. This includes the emergence
of cosmopolitanism, which emphasizes global unity and respect for diverse identities, and creolisation, the
blending of cultures and languages to create new expressions of identity."
➔ Superdiversity is not a synonym for diversity
➔ Superdiversity is a new paradigm: it’s about the transition to a society where diversity is no longer something
of minorities or specific settings, but concerns us all. It is a paradigm in which normalisation of diversity is
central.
Some quotes about superdiversity:
“Superdiversity is distinguished by a dynamic interplay of variables among an increased number of new, small
and scattered, multiple-origin, transnationally connected, socio-economically differentiated and legally stratified
immigrants who have arrived over the last decade”
“How can we make the best society for all of us?”
'one of the greatest psychological challenges of our time’
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,2. DIFFERENT APPROACHES TO CULTURAL DIVERSITY
People often find themselves in interactions that may feel strange or alienating. If not handled carefully and
skilfully, these situations can lead to misunderstandings and conflicts.
The concepts of multiculturality, interculturality, and transculturality are used to describe different
approaches to understanding and managing cultural diversity.
2.1. MULTICULTURALITY
= state or condition in which multiple cultures coexist within a society or community.
• there are a lot of different cultures, they co-exist, they live together but don’t share a lot, they live
more on their own -> they don’t necessarily interact extensively or deeply
• recognizing and respecting the presence of various cultural groups, allowing them to maintain their
distinct features
• Cultural groups may live side by side without significant blending or exchange.
• prefix “multi” / much, a lot
• refers to the co-existence of (people identifying with) different cultures
• e.g. different neighborhoods in the cities, such as Jewish quarter, African, Asian..."
2.2. INTERCULTURALITY
= active interaction and meaningful exchange between people identifying with different cultures
• The relationship between different cultures and the effort we do to learn abt different cultures.
• People make a movement to get to know each other and live together
• promoting positive interactions and mutual understanding between people from different cultural
backgrounds
• encouraging respectful dialogue and exchange of ideas, to promote harmony and reduce
misunderstandings
• beyond mere coexistence to a deeper exchange between cultures.
• prefix “inter” / between
• refers to the interaction between (people identifying with) different cultures
• e.g. multicultural teams, classes, neighbourhoud..
2.3. TRANSCULTURALITY
= goes beyond the differences, going a step further in going to get to know the other and understanding the
culture
• continuous process of cultural transactions and transformations, through human encounters
• values the creation of new cultural knowledges and practices that come from mixing different
cultures
• prefix “trans” / across, beyond
• refers to transactions and transformations in (people identifying with) different cultures, emphasizing
the dynamic and evolving nature of cultural interactions and frameworks
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,SUMMARIZED:
• Multiculturality: Coexistence of different cultures.
• Interculturality: Meaningful interaction between cultures.
• Transculturality: Evolving cultural exchange and its impact on identities.
These concepts provide a framework for understanding cultural diversity complexities.
2.4. (INTER)CULTURALITY ACCORDING TO EDWIN HOFFMAN
• culturality doesn’t refer to homogeneity, but refers to awareness of differences.
• awareness of cultural differences / idiosyncrasies* of other cultures
• not yet or not fully familiar with culture
• cultures are dynamic and changing continuously
Oddity = an experience of strangeness
Experiencing ‘oddity’ → experiencing culture
When a person is familiar with the unique traits or characteristics of another culture (= idiosyncrasies*) and
respects and understands these aspects in their own terms, they are acculturated."
Interculturality → refers to the situations where both parties involved in an encounter are not yet or not fully
familiar with the cultural differences at play. They still experience the other as odd, strange. They don’t
understand the other.
3. CULTURE
3.1. A DEFINITION
= everything that is learned and transmitted in a group as well as the way it is learned and transmitted
→ which is not learned = nature
→ It has to do with our life history, education, socialisation, traditions and habits…
→ it shows and expresses itself during social activities, daily practices, behaviour, communication…
… is common to members of a certain group
… is transmitted through symbols
… forms an integrated unity
… offers models of and for reality
… is dynamic
Quote:
‘Culture is invisible, especially to the one who carries it and participates in it. It is taken for granted. When we
come in contact with cultural ways that are different from our own we perceive the “otherness”, the strangeness
of the other group’s ways.’
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,3.2. 4 ELEMENTS OF CULTURE (HOFSTEDE)
These elements interact and shape each other within a cultural context, influencing people’s
behaviours, attitudes, and perceptions.
1. Communication and language: the language people use to interact with each other, specific terms,
nuances and modes of communication.
2. Knowledge: situated knowledge that people have accumulated and share, collective memory and
prevailing general beliefs, what is assumed to be true and valid. It is both explicit and implicit.
3. Values and norms:
Values = deeply held beliefs about what is important, desirable, or morally acceptable.
Norms = the translation of general, abstract values into concrete behaviours. Values and
norms provide the foundation for social interaction, decision-making, and the establishment
of social order.
4. Symbols, rituals, heroes:
Symbols = objects, gestures, words, or images that carry shared meanings within a culture.
Rituals = repeated behaviours or ceremonies that hold cultural significance and are often
performed in specific social contexts or on particular occasions.
Heroes = the embodiment of what is highly regarded in a culture, acting as role models.
3.2. (IN)VISIBLE
➔ Our own culture is often invisible to us, unless you come in contact with people from
other cultures
➔ Culture is invisible to those who bear it and participate in it. It is taken for granted.
➔ Iceberg analogy of culture: 1/9 visible, 8/9 invisible
➔ Only a little is visible above the waterline, while most of it remains hidden beneath the
surface. Some parts are visible above the surface, but a bigger part stays hidden below.
Understanding the iceberg analogy → helps clarify why behaviors may hold different meanings
across cultures, reducing misinterpretation. By acknowledging cultural dimensions, people can
avoid snap judgments, fostering more respectful interactions.
3.3. LEVELS OF CULTURE
• The surface culture : what we can observe, easily recognizable
e.g. cuisine, dress code, arts and crafts, language
→ starting point for understanding a culture
• The intermediate or shallow culture : underlying norms, values, beliefs, and customs, unspoken rules and
conventions → less visible then surface culture, but fundamental for understanding how individuals
interpret and navigate their social world.
e.g. politeness, dialogue conventions, rules of conduct, communication, concepts of beauty
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, • The deep culture : implicit and taken for granted fundamental assumptions, worldview, and unconscious
patterns of thought → shapes peoples perceptions, attitudes and identitities and influences how they
interpret and respond to the world around them.
e.g., concepts of self, notions of respect, ideals of personal space, concepts of time, gender norms…
4. CULTURAL IDENTIFICATION
4.1. SYSTEMS
Every human system has its own network of interaction rules and everybody belongs to several systems at the
same time.
Several characteristics of systems/ approach to culture:
• A social system is open, borderless and heterogeneous.
• Each system is part of a (bigger) social system
• Social systems are interlocking and interdependent
• There is continuous influence between social systems and this influence is circular
• Social systems strive for balance (homeostasis), the goal is to maintain a status quo.
• Social systems are flexible: a similar result may sprout from different starting situations and similar
starting situations may lead to different results.
Examples of social systems: relationships, households, families, friends, neighbourhoods, peer groups,
towns, religious communities, hobby clubs, social classes, schools, enterprises, countries,...
Social systems can be ordered in different ways:
• In levels like micro, meso and macro level
• In social groups/ collectives (where people have contact with each other) and in categories
(where contact is not necessary, like adults, train passengers, students)
• In interpersonal relationships: e.g. between family members, acquaintances or community
members and more functional relationshipslike within schools, the workplace,…
➔ Individuals are nested within social groups like family, peers and community, which are nested
within social structures such as policy, economy, and government.
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