Pestalozzi Children´s Foundation (PCF)
International Leadership Programme
Intercultural
Communication
in Kachin
Diploma Paper
Submitted to:
Pestalozzi Children's Foundation
Marlen Rutz Cerna, In Charge of emPower
Claudio Steffen, Tutor For Diploma Paper
Trogen, Switzerland 2012
2012
Submitted by:
Bawk Tsawm
Kachin Baptist Convention (KBC)
Myanmar
NOVEMBER 2012, TROGEN, SWITZERLAND
Table of Content:
Page
Acknowledgement.................................................................................... 03
I.
Historical Back Ground of Kachin....................................................... 04
II. Introduction......................................................................................... 06
III. Culture and Religion........................................................................... 07
IV. Definition of Culture and Culture Value.............................................. 08
V. Communication................................................................................... 08
VI. Communication Styles....................................................................... 10
a) Important of Non-verbal Communication..................................... 10
b) Different Perception....................................................................
11
c) Understanding............................................................................. 12
VII. Culture Identity..................................................................................
14
VIII.
15
What is Intercultural Competence ..........................................
1) Basic Intercultural Competence
............................................
16
2) Iceberg......................................................................................
16
3) Development Model of Intercultural Sensitivity.......................
17
4) Observe Describe Interpreted Evaluation..................................
19
IX. Conclusion......................................................................................
22
X. Bibliography
2
Acknowledgement
Firstly, I would like to say thank you so much to Baetric (International Program Director),
Pestalozzi Children's Foundation (PCF), Daw Kyi Kyi Soe (Country Rep), Rev. Lahpai Ja
Naw (My Organization Director) give me a chance to attend this emPower course. And also I
would like to say thank you my organization staff and my contact person those support to me
write this diploma paper by sharing their opinion and encourage to me. I would like to
appreciate Marlen Rutz Cerna, in charge of empower Claudio Steffen, Tutor for diploma
papers and their supported help and kindly guide to me.
3
I. Brief Historical Background of Kachin
There are many racial groups in Myanmar. Myanmar is one of the countries in South East
Asia. There are 8 major ethnic groups in this country. There are Kachin, Kayah, Karen, Chin,
Mon, Burma, Rakhine and Shan. In the ethnic group, Kachin people are living in north of
Myanmar.
In the Kachin, there are six sub-ethnic group, there are Jinghpaw, Maru(Lawow),
Lashi(Lachit), Zaiwa(Azi), Rawang and Lisu. Maru was Jinghpaw named that sub ethnic
group. But they called themselves "Lawow".
Lashi was the name called to Lachit by
Jinghpaw. But the called themselves called "Lachit". Azi was preferred to call them "Zaiwa".
Lisu and Rawang had not changed their name and they also called themselves like that.
Kachin people are called Jinghpaw themselves. In generally, these six sub-groups are the
same traditions, customs and dialects. Actually, there are a little bit different dress colorful but
different and their dialects also different with between each others. In the Kachin ethnic
group, most of the ethnic group has their own culture and their own language.
Most of the Kachin live in their own land .They had a separate country before the British Rule
but then it became a part of Myanmar after their regime. Total area of the Kachin land
measures about 33,903 square miles, located between 23’ -3 to 28’ -29 N latitude and 96’-99
E longitudes. Kachin land is adjoining with Peoples Republic of China in the East, Democratic
Republic of India in the west, Tibet in the north and Myanmar in the South. About 50% of the
total area of the Kachin land is hills and mountains up to the height of 5881 meters above the
sea level. Kachin land is rich in natural resources like Jade (precious green stone) and teaktimbers are the best in quality, and production of gold per unit area is the highest, in the
world.
There are mainly three seasons in the Kachin land are Rainy Season (Yinam ta (or) Lanam
ta) Starts from middle of May to middle of October, Summer Season (N'lum ta) middle of
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February to middle of May and winter season (N'Shung ta) starts from middle of October to
end of February. Annual average temperature ranges from 4-36' C to 60-95%. Hill cities, like
Putao, have a very low temperature range from -4 to 18' C
with low humidity. The upper
part of kachinland is including the Putao falls in temperate zone. Putao Mountain is one of the
most beautiful places in the Kachinland. The Kachin State has three dams: the Myitsone
Dam, Putao Dam and Washawng Dam.
Before the missionaries Kachin people originally religion was animism. At 1837, Eugenia
Kincaid was the first Baptist missionary met Kachin people in northern Myanmar Kachinland.
The first Baptist missionary to Kachin people was Albert J.Lyon, his died from contract
malaria disease. After that, William H.Roberts came to Bamaw the Kachinland, northern
myanmar on January, 1897. He could do a lot of mission work among Kachin people. At the
first time, Seven Kachin people converted into Christian and baptized at Bumwa in 1882. He
also started opened primary school for Kachin people.
After that, Dr. Ola Hason came to
Bamaw in December 22, 1890. At that time Kachin people don't have language (letter). He
created Kachin alphabet from Roman alphabet in to the first Kachin literature. Dr. Ola
Hanson also created Kachin –English dictionary and also translated Hymn-Book and the Holy
Bible into the Kachin. Later after another twenty-four American missionaries where opened
mission Schools, Hostels, Hospitals, Health centers and other development programs. Today
majority Kachin are Christian.
The Kachin State capital is Myitkyina and the 10th January is the State day. At that day they
make celebration it is called Manau Festival and Kachin traditional dance which is called
"Htawngka". The Kachin Manau festival is inaugurated bye the highest-ranking chief or
official present after which follows the beat of the drums and the echo of the gongs to invite
all those far and near to join in the festivities. The Manau dance is performed by two groups
with two persons leading each group. Behind the leaders come the members all of Kachin
ethnic group in full ceremonial national dress. All those following behind have to watch the
leaders and follow their dance step and change steps and rhythm when they do. The Manau
dance consist of at least 7 to 9 dance movements and the dance itself last form a minimum
of one to three hours to a maximum of four to eight days. Anyone, irrespective of race,
religion or status, is welcome to participate in this traditional dance festival. It is a very
pleasant enjoyable way to get to know at first hand the culture and traditions so dear to the
heart of the Kachin peoples. With this dance can also be strengthened the foundations of
friendship and national unit.
5
II. Introduction
Intercultural communication is the most important thing that we need to know when we are
living in a plurality time. Today's society is characterized by a plurality of cultures in such a
way that a person will often interact and inter-relate with new cultures. Because of the
situation becomes even more complicated when one has to adapt to a new culture for a short
period of time. Every country has their own language and culture and then it has difference
style of communications. Now a day, it is not possible to live alone without communication
with each other or between differences culture. We need to understand and respect cultural
differences, but we also need to get things done. Culture should never stop us achieving
business results, but an understanding of cultural differences may help us come up with more
creative and effective ways to get there.
In our country, there are many races so that every race is difference cultural and practice.
Conflicts between ethnic groups are happen time to time.
Religion conflict is one the
problems in our nation because of the people don't want to get to know the other religion or
culture and they don't want to have dialogue with different religion and culture. Many people
believe that we are better the other. Many conflicts and acts of violence were created
because of culture differences and without intercultural communication.
As a human being we want to maintain relationship with others in a smooth and friendly
way, but the conflict comes when we cannot manage a dispute or a different perception of a
one statement. The lack of effective communication in people allow misunderstandings
between them and this lead to a conflict, where sometimes the possibility to resolve it is very
low. The communication of the person involved in one conflict is also influenced for their
contexts, expectations, feelings and also their culture, how they express themselves. For
develop a good way in communication is recommendable to develop in participants different
skills and how manage conflicts.
It is necessary need to manage workshop for cross cultural training is to give individuals
practical tools to allow them to diagnose their own and others’ cultures, to identify the gaps
that are having an impact on their work, and to decide what to do about the differences our
situation. We have to take participants from cross-cultural awareness and understanding
through to building respect for the differences and into developing new ways of working that
reconcile cultural differences.
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III. Culture and Religion
When we are going to do and manage a workshop among the different people and on conflict
areas that we need to know about their culture and religion. Religion will continue to be a
powerful element in the tensions and polarization between and within societies with differing
cultural and religion issues. Religion is a source not only intolerance, human rights violations,
but also of non-violent conflict transformation. Religion also is the one thing which defense for
the human rights, integrity in government, and reconciliation and stability in divided societies.
Many definitions of culture refer to particular values and beliefs. Other meanings refer to the
everyday life and behavior of people that flow from these beliefs. Others are more general
and refer to works of art.
Culture has been defined as the system of shared beliefs, values, customs, and behaviors
that the members of society use to cope with their world and with one another, and that are
transmitted from generation to generation through learning. So, we have to develop and
remain our culture. Developing cultural values that support these people-to-people and
people-to-nature values has traditionally been the role of religion in most societies. World
Commission on Culture and Development defined culture as ‘ways of living together’ and
argued that this made culture a core element of sustainable development.
Religion is a major influence in the world today. It seems that people in all cultures have a set
of beliefs that go beyond both the self and the natural world. We use these beliefs to help
explain reasons for human existence and to guide personal relationships and behavior. Part
of the great diversity of humankind is the many different religions and belief systems we have
developed – Animism, Buddhism, Christianity, Hinduism, Islam, Jainism, Taoism, and many
more. Religious beliefs have a strong influence on the culture of a community. Indeed, for
many people around the world, religious beliefs are central to their culture and provide the
moral codes by which they live. Even where people in the contemporary world believe that
the traditional beliefs of their parents and societies are not so relevant to their everyday lives.
Underlying religious beliefs about human worth and how to relate to other people and the
Earth is still important parts of their lives.
Our cultural values, which often include particular religious beliefs, shape our way of living
and acting in the world. We have to develop an understanding of the relationship between
culture, religion and sustainable living; we have to explore the principles for sustainable living
encouraged in a chosen religion and in a case study from our communities; and to encourage
reflection on the contribution of religious education in communities
7
Culture is an important concept in Education for Sustainable Development. This is because
the common cultural models in many societies often do not encourage sustainable
development – and what are needed new, or re-discovered, norms and values that can guide
our actions towards sustainable ways of caring for other people and the natural world.
IV. Definitions of Culture and culture value
Culture consists of concepts, values and assumptions about life that guide behavior and are
widely shared by people... (These) are transmitted generation to generation, rarely with
explicit instructions, by parents... and other respected elders. (From:
Richard Brislin &
Tomoko Yoshida)
When one speaks of intercultural communication, one speaks inevitably of cultural values.
Whether we are conscious of them or not, values are an important, generally invisible part of
our culture. Values form the basis of all our attitudes and actions, and this brings us into
harmony or conflict with the cultural values of groups in which we are members.
V. Communication
Communication is simply the act of transferring information from one place to another.
This is a simple definition, when we think about how we can communicate the subject
becomes a lot more complex. There are various categories of communication and more than
one may occur at any time. The different categories of communication are:
Spoken or Verbal Communication:
The basis of communication is the interaction between people. Verbal Communication is one
way for people to communicate face to face, telephone, radio, sound, speaking or other
media.
Non-Verbal Communication:
Non-verbal communication is the act of giving or exchanging information without any using
spoken words.
For Example:

Facial Expressions —the most important non-verbal channel for expressing attitudes
and emotions to other people is the face. Researchers have attempted to categorize
facial expressions that express emotion and typically agree on six: happiness,
8
surprise, fear, sadness, anger, and disgust/contempt. (Ekman, 1982 cited by Argyle,
1988).

Gestures & Posture — Gestures and postures are frequent and continuous
movements of the body that reflect individual thought processes and regulate
communication (Goldman, 1994).7 For body language to be interpreted as positive
and genuine, it is important that it appear to be natural. Lewis (1998)8 suggests
individuals stand erect and walk with shoulders back and stomach in. This helps
communicate a message of self-confidence, awareness, and enthusiasm.
•
Eye Contact — Eye contact regulates conversation and signals the exchange of
speaker and listener roles. Eye contact is used to acknowledge or avoid the presence
of others and can reveal information about attitudes, emotion, dominance and power
in social relationships. When there are breakdowns in conversation it may be because
the people conversing have different patterns of eye contact (which can be a result of
differing cultural backgrounds). When individuals respond with their eyes they allow
others to have a sense of their emotional state and can increase feelings of
communication satisfaction (Webbink, 1986). Webbink, P. (1986). The Power of Eyes.
New York, NY: Springer Publishing.
Written Communication: by letters, e-mails, books, magazines, composition, the Internet or
via other media.
Visualizations:
Graphs, charts, maps, logos and other visualizations can communicate messages.
Communication states that communication involves a sender and a receiver (or receivers)
carries information through a communication channel.
9
COMMUNICATION
Message
SENDEr
Receive
VI. Communication styles
r
The manner of expressing one- self with words, of communication with words, varies
dramatically from one culture to another and indeed from one person to another in a single
culture. To be speaking the same language is not necessarily to speak the same language.
Each person has a preferred way of communicating. The preferred communication style, just
like more general cultural values, provides the basic strategies we use to open conversation
with others and also the background standards with which we interpret and evaluate their
communication- that is, our communication style shapes how we perceive and react to
communication events.
To be able to recognize communication styles and to respect each of them is the first step in
developing intercultural competence. To be able to modify one's listening strategies in order
to understand meaning communicated in a style different from one's own is the next step.
The final step – a bit more difficult but proof of intercultural competence is to be able to adapt
one's own communication style to different contexts and little by little, learn to communicate
in styles which match those of another. (Veronique Schoeffel book, emPower course 2012)
a) Important of Non-verbal Communication
The aim of this exercise is to help understanding Non-verbal communication.
Activities
10
1. The facilitator asks do you know which kind of communication then invites each
individual to consider that.
2. Facilitator invites participants and plays one game. Every participant makes a straight
line, then facilitator explain game rule and show one action to one person after that
the person continue other person.
3. Every participant already done actions, then facilitator ask first person and the last
person their action and compare.
4. Back in the large group, then facilitator asks What/How did you see in the game.
Between first person and last person their action.
Time: 30 minutes.
Materials: Flipchart, Markers.
Note: Non-verbal communication is also very important when we communicate each
other. Sometimes we may have misunderstanding by seeing language. For
example: In our mine we want to say good things but when we express body
language to show our feeling it can be wrong or miss. So, body language is
also important when communicate among us.
b) Different Perception
The aim of this exercise is observe and without judging other cultures. This exercise is
suitable for multicultural groups.
Activities
Materials: Flipchart, Markers, Copy of picture.
1. The facilitators show one picture individually to take some quite time and think about
that. What did you see?
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2. The facilitator divided groups and share what they saw in the picture and discussed.
3. Each group then prepares a flipchart presentation capturing in their main points.
4. When everyone shares their perception, the facilitator invites each group to listen and
look.
5.
Back the large group, the facilitator then asks the large group what you learned from
that.
Note for facilitator: The first time, we don't know other cultures and background that's why
we need to observe and without judging. For example: The more you look the more you see.
The more you talk and listen the more you know. What I see is ok but his/her is not ok.
c) Understanding
12
LISTEN
REVEL
UNDERSTANDING
We have two ears but one mouth. So, we are always limited by our own knowledge and
background. Sometimes message contain words, a lot meaning that's why we can't easily
understand all. For example: Some situation we need to speak out and explain more if we
didn't speak out it we can have misunderstanding and between have a conflict each others.
Including of the understanding is tolerance, respect, positive view, sympathy, forgive, etc...
Everybody has understood limited but we need to know it each others. If we know that when
we communicate each other's we can be easily more understand a mong us.
Objective: To get a deeper understanding of the focus topic(s); to see how our cultural
assumptions influence our understandings.
Time: 30 minutes
Materials: Paper and pencils.
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Activities:
1. Explain that the group will do an exercise to get a greater understanding of the focus topic.
(“Anger” is used in the example given below, but this can work for many focus topics:
power, forgiveness, stereotyping, fear, self-esteem, etc.)
2. Tell the following story: “It is a very windy day and the wind is howling around the building.
The wind has brought in a space ship from another galaxy. Some aliens have come out of
the space ship, and they are now with us. In the galaxy that they came from there is no
such thing as anger and the task of our group is now to explain in detail everything about
anger so that these aliens will get a good understanding of anger.”
3. Divide the large group into three or four groups. In each group, have one facilitator who is
an “alien.” Participants will attempt to explain to the “alien” the nature of anger as it exists
here on Earth.
4. The “aliens” will take notes. After about 10 minutes of explanations each “alien” will report
back to the large group what they have learned.
Processing:
• Were there descriptions or explanations or definitions that were common to all groups?
(You might want to write these on newsprint and post.)
• Were they mostly negative or were there some positive descriptions?
• Where does a person’s idea of anger come from? (The same idea can be used for any
second level focus topic.)
Note: the vedio to be more clear this topic.
http://www.youtube.com/watch?v=F_N1Cmt_QB0&feature=fvwrel
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VII. Culture Identity
Culture identity is depend on the situation and is also depend who I'm with. Culture identity is
I'm different in each situation. Culture identity is always changes and complicated because of
the power. There are two types of cultures identity:
1. personal identity ( how do I see myself)
2. Social identity. ( how do others see me)
Culture Identity
Personal Identity
Group I share
history with
Other group I
Identity with
Social Identity
Group they
associate me with
Group the exclude
me from
Discussion
Make the discussion about the Group I share history with, other group I identity with, group
they associate me with and group the exclude me from.
Note: The facilitator need to guide or give example to the participants.
For example; Group I share history with: ethnic group, religion, country where we born, etc.
Other group I identity with: friends, hobbies, profession, etc.
Group they associate me with and group the exclude me from: sometime the
people look the skin color or the face and then they exclude from different
culture and they associate with another cultures.
15
Objectives:
This exercise aims to help participants identify what is of primary concern for them when they
are in a conflict. It also invites them to consider if and how that might change when they are
in conflict with someone form a different culture.
Activities:
1. The facilitator asks participants to reflect on some recent conflicts in which they
have been involved that are important and which they would like to explore.
2. The facilitator then invites each individual to consider the worksheet and to
complete it as fully as they can.
3. After finished the sheets, participants form culturally mixed groups of 3s or 4s and
share if they wish to share.
4. After that, the facilitator introduces the following question and participants are
asked to think about it individually and to make notes if they wish:
What concerns would you have about engaging in a conflict with someone from
another culture which differs from the concerns you might have in a conflict with
someone from your own culture?
5. Then in the same small groups as before, they share their responses to this
question.
6. Back in the large group, the facilitator invites comments on either part of the
exercise.
Materials: Flip chart, Markers, reflections sheet, Pens.
VIII. What is intercultural competence?
Intercultural competence is the ability for successful communication with people of other
cultures. This ability can be exist already at a young age, or be developed and improved
thanks to competence. The bases for a successful intercultural communication are emotional
competence, together with intercultural sensitivity. Intercultural competence is needed as the
basic ability for any interaction! It is not only necessary to have social skills, but also to
improve the sensitivity and understanding for other values, views, ways of living and thinking,
as well as being self-conscious in transferring one’s own values and views in a clear, but
appropriate way.
16
1) Basic Intercultural Competence
Cultures can be different not only between continents or nations but also within the same
company and even within the same family. The differences may be ethical, ethnic,
geographical, historical, moral, political, or religious.
The basic requirements for intercultural competence are empathy, an understanding of other
people's behaviors and ways of thinking, and the ability to express one's own way of thinking.
It is a balance, among four parts:

Knowledge (about other cultures and other people's behaviors)

Empathy (understanding the feelings and needs of other people)

Self-confidence (knowledge of one's own desires, strengths, weaknesses, and
emotional stability)

Cultural identity (knowledge of one's own culture)
2) Iceberg
Fine arts, literature, Drama, classical
music, popular music, folk-dancing
games, cooking, Dress
Belief, altitude, body language, facial
expression, patterns of handing emotion,
arrangement of physical space, ordering
of
time, social interaction rate,
arrangement
of
physical
space,
conception of justice, Definition of sin
There are not only the visible part
of iceberg but also the invisible part of iceberg in
culture.we can't know the others' culture deeply.That is why we should not be prejudice about
the others' culture and about other persons. In an iceberg, there is both a visible and an
invisible part, and the invisible part is larger and more important for stability. In visible part of
iceberg, we can see the custom, traditional food and traditional dance so on. In the Invisible
part of iceberg, we can' t see the values and beliefs of others 'culture. In Myanmar culture,
17
people don't like touching on their heads especially boys. In some culturel shooting the gun is
giving birth to a child but In some cultures shooting the gun is for the sign of marriage. What
I want to mention is , sometimes what we know or what we see about the other culture is
totally different.
The iceberg reminds us that a successful intercultural interaction must take into account the
visible and invisible aspects of both partners present. It also illustrates that collisions between
icebergs, as between cultures, don't take place above the water, but at an invisible level. The
great intercultural misunderstanding and challenges actually take place at the level of values
and beliefs.
How we can know the other culture deeply is we need to spend time with the others to
share what we know about our culture and we need to listen about the other's culture
carefully. We need to help each other to know more about each others culture deeply. We
need to respect others' culture that means not to agree and no need to follow the other
culture.
3) Developmental Model of Intercultural Sensitivity
There are two part of the Developmental Model of Intercultural Sensitivity (DMIS).
Development Model of Intercultural Sensitivity (DMIS)
(By Janet and Milton Bennett)
Ethnocentric Stage
Ethno relative Stage
Denial
Defense
Minimization
Acceptance
Adaptation
Integration
Denial: A person in this stage has little or no knowledge of other cultures and thinks of
people from other cultures in stereotypical ways.
18
Defense: A person in this stage thinks about people from other cultures in terms of them and
us she/he presumes her/his own culture is superior and the other's culture is
inferior.
Minimization: A person in this stage is threatened by difference but tends to trivialize it.
"We are all the same really."
Acceptance: A person in this stage recognizes that their own culture is just one among
others and that difference is a fact of life.
Adaptation: A person in this stage can adapt from her or his own cultural viewpoint and step
into another way of seeing the world.
Integration: A person in this stage has become familiar with other cultures and has, as it
were absorbed aspects of other cultures into their identity. They are inclined to
interpret and evaluate behavior from a variety of cultural viewpoints.
For example: Examples of different responses given according to the stage of the DMIS to
the question, Did you discover any special foods during your vacation in place.
Denial: During our vacation, we always ate in very good restaurants of international standing.
You can eat over there the same as at home, there's no difference.
Defense: Those people don't know how to cook. Our food is much better and more delicious
than theirs.
Minimization: Everyone needs to eat, and everyone has local specialties. When I wanted to, I
ate when i didn't want to, I didn't eat.
Acceptance: We found many interesting things at the market, we have wonderful photos,
and we tasted many new things. It is so fascination to see the differences and
the wealth of foods from one culture to another.
Adaptation: We were invited to a wedding, and we tasted typical dishes prepared for the
occasion. Not only were the dishes special for only this occasion, but he serving
of them also followed very clear rules. It was fascinating and a true challenge to
try to behave in the right way and to eat in a culturally appropriate manner.
When I had difficulty with a dish, I only took a little of it m to honor the hosts and
participate in the festivities.
19
Integration: Through our interactions with people of different cultures, we have learned to
appreciate very different dishes and flavors. During our vacation, we were able
to savor this richness, in all its social and cultural dimensions, not only the
culinary.
4) Observe Describe Interprete Evaluation
O.D.I.E
Observe
in my
Describe
Interpret
e
Evalution
out side
Observe: when we go to another cultures or another place, we need to observe first that the
thing we see or we hear. And also we need to observe to ourselves too. Observation is an
important skill for communication.
Describe: Describe what do I see or hear in another place or cultures.
Interpret: I give the meaning what I see or hear.
Evaluation: we make the evaluation at the end.
The facilitator need to explain that Sometime, the people make the evaluation first. This
situation can hurt the other cultures.
Activities:
1. The facilitator show one thing (the thing is good, if the participant don't know what is
it)
2. Let the participants to say what is it this thing that facilitator show them.
3. After everybody says what they thought this thing, the facilitator tells them what it is.
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Note: the facilitator need to give them input relative to O.D.I.E. For example: sometime, we
don't know what is it and we just give answer/ meaning what we see. We don't know
the really values of these thing. This is sometime hurt for the others cultures.
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The different meaning of among are Racism, Stereotype, Prejudice and Discrimination.
Racism is a system of ideas and beliefs is the belief that race accounts for differences in
human character or ability and that a particular race is superior to others.” Secondly, racism
is, “Discrimination or prejudice based on race.
Stereotype is information about the other. For example; Asia people eat rice, this is one
stereotype for Asia people. We also have some people don't eat rice in Asia. Stereotype is
the information what we heard from other or the experiences that we had in our mind.
Stereotype is the generalization of the people, country, etc. It can be also a positive or
negative ways. Stereotype is the image what we have in our mind.
Prejudice is the altitude of the people. Prejudice is also the idea; it can be positive and
negative. Prejudice is a hostile or negative attitude toward a distinguishable group of people,
based solely on their membership in that group. Prejudiced people direct their prejudice
towards members of the group as a whole, ignoring distinguishing characteristics.
Discrimination: contradicts a fundamental principle of human rights that all people are
equal in dignity and entitled to the same fundamental rights. Discrimination is often based on
ignorance, prejudices and negative stereotypes. Because many people fear what seems
strange or unknown, they react with suspicion or even violence to anyone whose
appearance, culture or behavior is unfamiliar.
"All............are
drug dealers"
"Did you see the
woman
with
the
glasses? They say
she's....... she most
come from a family of
drug dealers"
"We are much
better than....."
"They shouldn't
let the woman
with the glasses
into the party
she's........"
22
Activities: watch one vedio about the race.
Discussion: After the vedio what they think? What is come out from their mind? How about
your country about the skin color? Etc.
Note:
the
facilitator
need
to
prepare
the
vedio.
You
can
take
at:
http://video.pbs.org/video/2289501021.
http://www.youtube.com/watch?v=REZ9NDrpSqE.
Objective: The aim of this exercise is to enable participants reflected on conflict in their own
and other cultured. This exercise is suitable for multicultural groups.
Activities
1. Participants are invited to take some quiet time reflect individually, and if they wish to
make notes, no what they learned about conflict when they were growing up.

Who was involved?

Were conflict issues discussed openly, when, how?

What values were important?

Other points you feel are important?
2. Participants are then invited to go together with others from their own cultural group
perhaps in 4s or 5s, to share their reflections.
3. When everyone has shared their own reflections, the facilitator invites each group to
look for any common features in their sharing and to make a note of them.
4. Each group is then asked to consider the following questions:
Q.1. Are there particular cultural traits emerging in how your culture has dealt with
or deals with conflict?
Q.2. Does everyone in your culture adheres to these patterns and deal with
conflict in the same ways? If someone does not what might the reasons are?
5. Back in the large group each cultural group presents their each cultural group
presents their chart and the facilitator gives time for any clarifications needed. Then
discussion follows both on how each culture present generally deals with conflict and
the ways in which the cultures differ.
6. The facilitator then asks the large group to comment on the second question,
introducing the distinction of character/culture.
Materials: Flipchart, Markers.
Note for facilitator: It is worth making the distinction that some behavior or traits
depend on the character of an individual while others will indeed be cultural. For
example: somebody shouting aggressively at another person could simply mean that,
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that person is quite confronting person not that everyone from that culture is
aggressive.
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IX. Conclusion
A communication skill is the essential need in the 21st century for making friend, business,
relationship, or to live peacefully in the world. We are living in the diversity world so that to
get to know intercultural communication, intercultural education is the main thing I would like
to do workshop in my community. Also practice within the integrated model to improve the
living, involves values and procedures to educate and consolidate peace in deep acting to
foster participatory democracy.
In this document was relevant to explain different tools, techniques and methods in order to
improve the implementation of different workshops about intercultural communication. It is
consider important, to understand every people in their opinions, ideas, feelings and also
develop different skills in their lives. It is aware in self esteem, empowerment themselves in
affirmation, develop skills in different styles of communication.
This paper also describes non verbal and verbal communication, also to develop in different
ways of participation by empowerment, motivate but more important thing recognition of the
others and respect ability to work in teams that they can express different ideas and feelings.
To be able recognize communication styles and to respect each other is that we need to
develop intercultural competence. We know that intercultural communication will bring
understanding, respecting and peace among us. And then the conflict between people can
be solved by knowing the other cultural and intercultural education.
IX. Bibliography:
Conflict Resolution emPower module 2012
Kachin-History and cultural relations.html.
Kachin Landnews.Jinghpaw.com/?cat =10/1128
Intercultural Education emPower module 2012
Veronique Schoeffel Book
http://www.cultureandreligion.com/
http://www.unesco.org/education/tlsf/mods/theme_c/mod10.html?panel=1#top
Webbink, P. (1986). The Power of Eyes. New York, NY: Springer Publishing
http://www.skillsyouneed.co.uk/IPS/What_is_Communication.html#ixzz2BwysvWqi
http://www.skillsyouneed.co.uk/IPS/NonVerbal_Communication.html
http://www.kwintessential.co.uk/cultural-services/articles/intercultural-iceberg-model.html
http://minorityhealth.hhs.gov/templates/browse.aspx?lvl=2&lvlID=11
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