Intercultural Understanding through Intergroup Dialogue between Japanese and Chinese University Students View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2017-05-31

AUTHORS

Tomomi Sakakibara

ABSTRACT

This study had two purposes: (1) to develop university classes in which students can participate in intercultural dialogue by exchanging letters focusing on a topic about everyday norms implicit in each culture, and (2) to examine how students develop their intercultural understanding through participating in these classes. Twenty-two Japanese and six Chinese university students (each group in their own country) participated in three class sessions. At the beginning of the first class, students were given a dialogue theme that focused on cultural differences. The selected theme was mobile phone use while riding on public transportation, as this practice is prohibited in Tokyo but not in Beijing. Students discussed their opinions in small groups, wrote questions to their counterparts in the other country, and then reflected on and discussed the answers received. Analysis of the Japanese students’ written reflections showed that their understanding of different cultural values and beliefs changed from one based only on a Japanese cultural perspective to one that respected the relativity of cultural norms. The results suggested that the arousal of negative emotions when students are exposed to the perspectives of other cultures is closely related to their understanding of cultural relativity. More... »

PAGES

359-378

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s12124-017-9390-x

DOI

http://dx.doi.org/10.1007/s12124-017-9390-x

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1085732077

PUBMED

https://www.ncbi.nlm.nih.gov/pubmed/28567573


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