I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
# 4, 2014
pp. 32-45
I.Gedevanishvili, M.Tsereteli, G.Toroshelidze,
T.Phophkhadze, I.Lominashvili
Ivane Javakhishvili Tbilisi State University
Intercultural competency and ethnosentrism in Georgia, Azerbaijanian and
Armenian youth leaving in Georgia1
Abstract
This paper explores intercultural competencies in Georgian, Armenian and Azerbaijanian
students. Furthermore, it aims to study bases of effective intercultural communication in the
representatives of the selected ethnic groups. Such terms as intercultural competency and its
antonym – ethnocentrism are discussed in the study as the characteristics of intercultural
sensitivity, which in turn is the bases of effective intercultural communication. The article presents
the results of the focus-group discussions. The participants of the focus-groups were Georgian
ethnic groups studying in public universities of Akhaltsikhe and Tbilisi State Universities, as well
as Armenian and Azerbaijanian ethnic minorities who are involved in the first stage of the
programme “four plus one” of the same universities. The following themes have been studied:
self-assessment, assessment of others, traits by which ethnic groups describe themselves and other
groups, relationship between ethnic groups, knowledge of the traditions and costumes and cultural
peculiarities of ethnic groups. The results were analysed in the continuum of the concepts of
ethnosentrism and ethnorelativity. The study results reveal that Georgian, Azerbaijanian and
Armenian students differ in terms of their intercultural competencies, namely: ethnocentric
tendencies are clearly revealed in Armenian students especially towards Azerbaijanians, but not
so clearly towards Georgians. Some tendencies of ethnorelativism can also be seen in Armenian
students. Azerbaijanian youth demonstrate ethnorelative attitudes towards Georgians, however,
they are clearly ethnocentric towards Armenians.
Key words: intercultural competency, intercultural sensitivity, intercultural communication, ethnocentrism,
ethno relativity.
to
Introduction
The
importance
communication
among
for
effective
cultures
overcome
ethnosentrism
and
develop
intercultural sensitivity in order to reach
has
competent
intercultural
communication.
tremendously increased in the process of
Intercultural sensitivity is described as a
globalisation in the modern world. It is essential
person’s openness and readiness to accept and
1
The article is produced in the frames of the research project “Intercultural sensitivity of students in Georgia” which
is funded by The Academic Swiss Caucasus Net (ASCN).
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appreciate intercultural differences. This subject
Trendies (1994), individuals with intercultural
is especially interesting for such a multinational
competencies have three common features:
and multicultural country as Georgia.
(1) They can handle psychological stress
The role of educational system in the
which accompanies most of the intercultural
process of development of competent and
effective
intercultural
especially
important,
is
(2) They can easily establish both –
relevant
verbal and non-verbal communication with
communication
therefore
communications;
educational policies need to be in place. The
people from different cultures;
formation of such educational policies requires
(3) They can develop and preserve new
studies of existing attitudes, stereotypes,
interpersonal communications.
expectations and the level of readiness in the
Other conceptualisations of intercultural
society, especially among youth.
effectiveness and sensitivity, describe these
There are various interpretations of the
terms in the context of cognitive, affective and
term intercultural sensitivity by the different
behavioural spheres.
authors, however, there is a wide agreement that
Individuals,
who
have
intercultural
intercultural sensitivity is a basis of intercultural
competency, tend to respect and admit other
communication.
cultures, instead of avoiding any intercultural
Intercultural
sensitivity
includes cognitive, affective and behavioural
differences.
dimensions and also means positive attitudes
ethnocentrism those individuals come to realise
towards different cultures.
their own and other cultures.
Intercultural
competency
is
From
implicit
(unconscious)
Instead of
a
realising what to do to avoid racism, sexism and
characteristic of intercultural sensitivity which
other prejudices and phobias, they realise what
is a basis of effective coexistence and/or
to do to create respectful and productive
collaboration of individuals and ethnic groups
intercultural
representing different cultures.
effective individuals are active by nature and
What does it mean exactly to have
and
behaviours
people
Interculturally
tend to look for various perspectives in the
intercultural competencies and what kind of
attitudes
relationships.
decision making process and various actions.
with
In the process of communicating with
intercultural sensitivity have? In the earlier
other cultures, individuals need to develop skills
studies, specific behaviours of people who live
to be able to respond objectively to other
and work effectively in different cultures have
peoples’ behaviours and interpret them from
been researched. According to the study of
more than one cultural perspective. They need
to know how to solve conflicts between the
33
I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
2. Perception of one’s own customs as
representatives of different cultures by relevant
methods. They also need to respect intercultural
differences
3. Perception that it is only natural to
perspectives, abilities and knowledge and
collaborate with, help and be proud of
analysing boundaries. They need to model
the individuals who belong to the same
culturally sensitive behaviours and attitudes,
ethnic groups.
new
means
of
universal.
diversifying
acquire
by
# 4, 2014
pp. 32-45
about
cultural
It needs to be mentioned that the last
institutionalise
cultural
criteria developed by Brewer and Campbell
perspectives in their private and professional
(1976) always proofs that a person is
practices (Cushner, McCleland, Safford, 2006).
ethnocentric. With regards to the first two
differences
knowledge
and
Contrary
to
the
individuals
with
criteria, there are some ethnocentric people who
intercultural sensitivity, there are people who
admit cultural values of other individuals, but
view their own ethnic group as central and judge
they perceive those values as inferior to their
all other groups as relative to their own ethnic
own.
group or culture. This phenomenon (to give
There is no agreement among researchers
priority to one’s own ethnic group) is known as
in evaluating the nature of ethnocentrism.
ethnocentrism. This term was explained by
However,
Samner in 1906 as “ the technical name for the
ethnocentrism should not be understood as
view of things in which one's own group is in
clearly negative or positive term. Ethnocentrism
the centre of everything, and all others are
can be viewed as a positive phenomenon to
scaled and rated with reference to it” [Stepman,
preserve ethnic identity and as a negative one
Stepman, 1996, p.125]. Modern day researchers
for inter communication of different ethnic
describe ethnocentrism as the phenomenon
groups.
one’s
own
ethnic
group’s
traditions
among
(Stefanenko, 2003).
other
phenomenon,
thirty
African
tribes
revealed
ethnocentrism in all the groups, however, with
Brewer and Campbell (1976) described
the
major characteristics of ethnocentrism:
1. Perception of one’s
any
Brewer and Campbell’s (1976) research
when life events are assessed through the prism
of
as
different
levels
of
expression.
Approximately third of the African ethnic
own cultural
groups considered the achievement of one or
elements (norms, roles and values) as
more other groups as superior over their own.
natural and absolutely correct and
They
ability
to
objectively
assess
perceptions of others’ cultural elements
characteristics of one’s own ethnic group, as
as unnatural and wrong.
well as the attempt to understand the differences
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of other ethnic groups is called flexible
The
ethnocentrism.
Small
www.multilingualeducation.org
participants
of
the
study are
Georgian, Armenian and Azerbaijanian students
nations
migrants
who study in Georgian higher educational
sometimes are characterised by such form of
institutions. Studying the attitudes of students is
ethnocentrism which is expressed by hatred,
important as they represent the youth and the
fear and distrust, as well as blaming others for
future
one’s
concentrated in them.
own
failure.
or
ethnic
Even
though
such
tendencies
of
our
society
are
ethnocentrism helps to develop positive ethnic
The research team held focus-groups with
identity, it is totally dysfunctional for personal
students of Tbilisi State University (two
development and for intercultural relationships.
groups), as well as with students of Akhaltsikhe
The extreme form of ethnocentrism is
State University (three groups). Furthermore,
delegitimisation,
which
is
expressed
by
Armenian
and
Azerbaijanian
students
idolizing ones’ own nation and oppressing other
representing ethnic minorities in Georgia who
groups to the extent when they are not even
study in the programme “four plus one” in
considered to be human beings (for instance, the
Akhaltsikhe State University also participated
ideology of German fascism about superiority
in the focus-groups (two groups). There were
of Aryan race).
ten students representing each ethnic groups in
It can be concluded that there are different
each focus group.
levels of expressing ethnocentrism ranging from
positive ethnocentrism to delegitimisation.
Research instrument
The guidelines for focus-groups included
questions
Research methodology
about
attitudes
of
Georgian,
Due to the importance of the subject, it
Armenian and Azerbaijanian students towards
was decided to study patterns of intercultural
their own and other cultures, as well as about the
sensitivity among Georgian, Armenian and
level of knowledge of their own and other
Azerbaijanian youth. The aim of the study is to
cultures.
gather data about the level of knowledge in
During the discussion in the focus groups,
different ethnic groups about their own and
the data was gathered according to the following
other groups’ cultures, customs, religious
themes: self-assessment, assessment of others,
peculiarities
characteristics
and
personal
characteristics.
by which the participants
Furthermore, the study also aims to gather
describe themselves and other groups, attitudes
information about the personal relationships
towards ethnic minorities, knowledge of other
between different ethnic groups.
35
I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
# 4, 2014
pp. 32-45
ethnic groups’ customs, traditions and cultural
are very clever”). They also perceive that there
peculiarities.
is a hostile environment around them (“we
cannot forget our history and past and therefore,
we cannot give up on what belongs to us”).
Research results
Intercultural
competencies
(Ethno-
The self-esteem of Azerbaijanian students
sentrism and ethnorelativism) of Georgian,
is neither ambitious nor self-critical. They are
Armenian and Azerbaijanian student are
satisfied with being believers and open-hearted
described based on the rich data gathered during
(“we are open-hearted, generous and patriot
the focus-groups.
Research results are
people,” “…we are naive, we are believers” “we
described below according to the research
are Muslims and therefore we have some
themes.
specific traits”). Azerbaijanian students mostly
see some negative sides in their old fashioned
traditions, however, this does not seem to
Self-assessment
Self-assessment of Georgian students is
influence their self-esteem, as the most
highly critical. Georgians mostly emphasize
important trait for them is to be “kind Muslims”.
their laziness, irresponsibility and inability to
make decisions on their own. (“they always wait
Assessment of others
for others to help/they always have others’
Georgian students were quite brief when
hope“; ….”They try to avoid responsibility“).
assessing Azerbaijanian students, as if they
However, Georgian students’ self-assessment is
were avoiding to make any kind of judgement.
still more positive than negative, since they
However, based on some phrases from the
perceive these negative characteristics as
discussions, Georgian students’ assessment of
somehow transitional phenomenon. Together
Azerbaijanians is not very positive (“They give
with self-criticism self-satisfactions is also very
material things such as money or a house too
high (“…we are proud”, “we are stubborn and
much importance” “I think that Georgians
consistent”).
perceive Azerbaijanians to be born for more
physical
Armenian students do not express high
work
rather
than
intellectual”.)
self-criticism. Even though they indicate, that
However, despite such assessments and the
similarly to all the ethnic groups, they also have
religious difference, Georgians still consider
negative sides, it is not reflected in their self-
Azerbaijanians to be “open” ethnic group.
assessment, as they consider themselves to be
Georgian students assess Armenians as
special. („I would say we are very clever. It is
“closed” ethnic group. Georgian students’
known in the world that we and Jewish people
assessment
36
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Armenians
are
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controversial: on one hand, they characterise
Azerbaijanians living in Baku …they are
Armenians as smart and determined (“there is a
different”, “they are very different from the rest
saying that when Armenian was born, Jewish
of Azerbaijanians”). The fear and distance is
was crying, which means they consider
dominant (“…there are two girls and they view
themselves to be very clever”). On the other
us as enemies, they may even try to kill us,” “I
hand, Georgians emphasize negative sides of
do not have any communication with them and
Armenians (“Armenians are considered to be
I hope I will never have,”…. “My uncle has died
deceivers and greedy. When you tell them they
in the war with Azerbaijanians for Nagorno-
are Armenians, they should be offended”).
Karabakh, that is why I cannot stand them”,
quite
“…If you go to Azerbaijan, they might kill
controversially: on one hand, they consider
you”, “I have a fear, I cannot trust them.”).
Georgians
Armenians
Armenian students assess Azerbaijanians based
(“somehow we are alike, because we live close,
on their historical perspective that they are
the nature automatically allows us to understand
envious, ruthless and dangerous.
Armenians
to
assess
be
Georgians
similar
to
each other”). However, they only appreciate
Azerbaijanian students admit the status of
educated Georgians who live in the capital
Georgians unconditionally and express respect
(“Georgians who live in Tbilisi do not say such
towards them. They even consider themselves
things, only the ones who come from villages
to be socially Georgians (“We are socially
can call you Armenian in a negative way”,
Georgians…. Our homelands are both: Georgia
“Sometimes they say such stupid things about
and Azerbaijan.”). Azerbaijanian students are
our history that it is clear that those people are
proud to communicate with Georgians, but they
uneducated”). Armenian students call some part
feel they are not well respected by Georgians
of
(“If Georgians knew more about our religion, I
Georgians
“villagers”
and
consider
themselves superior to them (“we simply do not
think they would respect us more”).
communicating with such people to avoid any
Azerbaijanians do not want to talk about
conflicts…we will never try to explain anything
Armenians at all. Any thought that they express,
to such Georgians, because they do not worth
is somehow forceful. Azerbaijanian students do
it).
not share Armenians’ opinions about them
Armenian students divide Azerbaijanians
being special and characterise them as deceivers
into two parts: the “Georgian” Azerbaijanians
(“They think that the whole world is theirs”,
and the rest of Azerbaijanians (“We have many
“They tend to lie a lot”).
Azerbaijanian friends who live in Georgia, but
indeed
we
do
not
communicate
with
37
I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
-
Knowledge about other ethnic groups
Georgians admit that they are not
# 4, 2014
pp. 32-45
“This is not quite true, Georgians are not
even interested in their own religion, not
interested in the costumes and traditions of
to
ethnic minorities living in Georgia, except the
questionable how many Georgians
cases when they have personal relationships
know the Gospel”).
with
them.
Usually,
Georgians
mention
others’.
It
is
even
mix
Armenians know Georgian costumes,
Azerbaijanians and Turkish people with each
lifestyle and in general, culture quite well. They
other, as well as Armenians and Jewish people
are well aware of the differences between the
(“Manasherov is a Jewish surname, but
religions of those two nations. Armenian
whenever we hear that a surname is not
students explain their well-awareness by the
Georgian, we immediately think that it is either
fact that they are similar with Georgians by
Azerbaijanian or Armenian without properly
culture and some characteristics (“Somehow we
inquiring about its origin”).
are similar, because we live close, the nature
Georgians have little knowledge about
automatically allows us to understand each
Armenian’s culture and religion. They know
other”).
that Armenians are Christians, but they are not
Armenian students are not interested in
interested in more details (“We do not know
Azerbaijanian culture or religion. For example
much…we are not very well integrated…and
one Armenian student notes: “there is one
this is our fault, because we do not want to
minus, Armenians do not differentiate Azeri
communicate
people from Turkish people. They are not the
with
them
due
to
some
stereotypes.”)
same nation are they?! However, 99 % of
Armenians do not see any difference between
Georgians consider themselves to be tolerant,
those two nations, which is very bad, they do not
but it seems to be a stereotype, as they cannot
care whether a person is Armenian or Turkish”.
clearly define how this tolerance is expressed
Azerbaijanian
students
demonstrate
in practice. Neither can they describe what the
openness towards learning more about the
peculiarities of Azerbaijanian and Armenian
Georgian culture. It is clear from their
religions are. This is clearly expressed in the
discussion that they know a lot about Georgian
dialogue of Georgian students:
lifestyle, culture and religion and that they want
-
“We are tolerant to other religions….we
to know more.
respect them”
Azerbaijanian students state explicitly
that they do not know anything about Armenian
38
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traditions and are not interested to learn
decisions without their parents. There were two
anything about them (“I do not know anything
different opinions about the tolerance of
anything”).
Georgians. Part of the participants think that
However, we think that this is more a statement
Georgians can respect other groups’ traditions
of a position rather than a reality.
and religions. The other part of the students
about
traditions…about
their
think that it is very difficult for Georgians to
Traits that the research participants ascribe
accept and respect the opinions of other people
to themselves and to the other groups
(They
also
characterised
themselves
as
“prejudiced”, “conservative” and “stubborn”).
Armenians characterise themselves as
patriots, hospitable and thrifty. They considered
As for the Armenian and Azerbaijanian
themselves as a very gifted nation similarly to
students, they have a similar opinion that
Jewish people. They also emphasize the role of
Georgians
a woman in Armenian family (“A family is
Armenians noted that Georgians are lazy.
strong because of a woman, if a woman is
Azerbaijanian students also share this opinion.
strong, a family is strong as well”).
They consider Georgian men to be lazier
Georgians characterize Armenians more
are
hospitable
and
friendly.
compared to Georgian women. Georgians were
“emotional”
and
also
Georgian students think that Armenians are
“ambitious”. Armenians noted that Georgians
“devoted”, “patriots” and “open”. However,
can support each other, for instance during
they
are
competitions and contests, which cannot be said
“arrogant” and “selfish”. As for Azerbaijanian
about Armenians. Azerbaijanian students also
students, they perceive Armenians to be
noted that Georgians especially love to have fun
“deceivers” and “traitors.” Georgian and
and compared to Azerbaijanian youth, they are
Azerbaijanian students agree that Armenians
more modern.
also
mention
that
Armenians
are hardworking and they consider themselves
characterised
as
positively than Azerbaijanians students do.
Azerbaijanian
students
consider
to be superior to other nations (“They think the
themselves to be hard working, hospitable,
world is theirs”, “They think they are the
patriots and modest in private relations. The
cleverest”).
only negative tradition, that Azerbaijanian
Georgian students consider themselves to
students discussed, was that they make girls to
be hospitable, emotional and lazy. They also
get married at a young age, without considering
mention
avoid
their opinion. Similarly to Georgian students,
responsibility, they depend on others’ opinions
Azerbaijanian students also think that the rights
that
Georgians
try
to
and it is often difficult for them to make
39
I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
# 4, 2014
pp. 32-45
of Azerbaijanian women are suppressed in
Armenians talk about the situations, when
Azerbaijanian culture.
Georgian parents forbid their children to play
According to some Armenian students,
with Armenians. They also often hear such
Azerbaijanians are very hospitable, attentive
phrases as “They are clever, but they are
and warm. However, based on their common
Armenians”, “They are good, but they are
historical past, Armenian students think that
Armenians“. However, it is also noted that such
Azerbaijanians are envious and unmerciful.
attitude is mostly expressed by Georgians who
Opinions of Georgians about different
come from regions. Armenians think that such
traits of Azerbaijanians are more diverse.
attitudes are developed in families. Despite all
Georgians
are
above mentioned, Armenians still think that
hardworking, generous and communicative.
Georgians are nice and warm in relationships.
Furthermore, some Georgian participants noted
Georgians and Armenians agree that being “an
that Azeri people are materialistic and “a car or
Armenian” is a negative thing for Georgians.
a house” are the most important things for them.
Georgian participants admit that they only trust
Therefore, they work hard and pay less attention
Armenians (for instance a co-workers) if they
to education, especially for girls. Azerbaijanians
know them well, otherwise, they are cautious.
think
that
Azerbaijanians
were also characterised as “traditional” and
“overly obedient to the rules.”
Armenians and Azerbaijanians
Armenians noted that “The Georgian
Attitudes between ethnic groups
Azerbaijanians” are different from the rest of
Armenians and Georgians
Azerbaijanians. Armenian participants think
All Armenian students who participate in
that it is more possible to communicate with
the study note that people are suppressed
“Georgian Azerbaijanians.” However, they
because of their ethnicity in Georgia. Based on
cannot even imagine to have any kind of
their personal experience, Armenian students
personal relations with Azerbaijanian people
note that Georgian employees prefer to hire
from Baku because of the recent historical
someone with “a Georgian surname and not
events. Armenians mention that they often feel
some Armenians” despite their intellect and
hatred from Azerbaijanian students. As a whole,
abilities. This idea is shared by Georgian
they are scared of Azerbaijanians and cannot
students and they also note that Armenians are
trust them. Armenian students think that
often suppressed because of their ethnic
Azerbaijanians do not even want to change their
background. Because of this, they sometimes
attitudes towards Armenians. They also note
change
that “if Azerbaijanians change their attitudes
their
surnames.
Furthermore,
40
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towards Armenians, they will also consider
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Georgian students mentioned, that they
changing their own”. Armenian students think
have
that it will take a lot of time to establish peaceful
Azerbaijanians compared to other ethnic groups
relationships between those two nations and
as they deserve more trust than Armenians.
only their grandchildren’s generation might be
Despite this, Georgians think that they are not
able to establish normal relationships.
integrated to any ethnic minorities.
more
positive
attitudes
towards
Azerbaijanian students think that it is
As a result, the tendency was revealed that
possible to have personal relations with
Armenians and Azerbaijanians trust and support
Armenians, however the level of trust between
Georgians more than each other.
those two nations is very low (“I have one
As for the marriage between the members
Armenian acquaintance who seems to be
of the different ethnic groups, the research
hospitable and hardworking, but he is not
participants expressed the following opinions:
devoted. You can read from his eyes what he
Armenians think that they should not marry the
thinks”).
Some participants even think that
representative of other nation, however, they
Azerbaijanians should not be interested in
find it more acceptable to marry Georgians,
communicating with Armenians at all.
rather than Azerbaijanians (“...If you ask girls,
whether they marry the representative of other
nation, they will say no, but they will marry
Georgians and Azerbaijanians
Azerbaijanian
students
note
that
Georgian, rather than other nation, because of
Georgians often call them “Tatars” which is
religion, also we have more similarities with
offensive
and
Georgians. As for the marriage with someone
Georgian
focus-groups,
unrespectful.
Similarly
there
was
to
from other nations, 90% will say – no”).
some
disagreement in Azerbaijanian focus groups
Georgians think that that Armenians
about whether Georgians respect Azerbaijanian
marry someone from Georgians more often-
cultures and traditions or not. Some participants
than someone from Azerbaijan. Georgian boys
mentioned
their
consider it to be acceptable to marry someone
traditions and costumes (for example, when
both from Armenia and Azerbaijan. Georgian
they are together, Georgians do not bring
girls would prefer to marry Armenians rather
wine/pork to the table). However, some
than Azerbaijanians.
that
Georgians
respect
participants also reminded that on some
Azerbaijanians are more radical towards
occasions, Georgians do not consider these
this issue. Most of the girls find it unacceptable
rules.
to marry someone from different culture other
than their own. Majority of the boys agree with
41
I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
# 4, 2014
pp. 32-45
this opinion, however some of them still find it
Georgians think that Azerbaijanians should be
acceptable to marry someone from Georgia.
integrated in Georgian culture.
Armenians, Azerbaijanians and Georgian
Georgian students do not try to establish
students all have the same opinion about the
deep relationships with Armenians. Despite
knowledge of Georgian language and culture:
their historical similarities, Georgians do not
they think that any ethnic group who lives in
know Armenian culture well, however, they
Georgia should know Georgian language and
find it more acceptable to marry Armenians,
culture well. Azerbaijanian and Armenian
rather than Azerbaijanians. Georgians are less
students noted that often Georgians are irritated
demanding towards Armenians to be integrated
when ethnic minorities speaker in their native
in Georgian culture and to adjust to Georgian
language and they demand to
a
traditions. It can be said that Georgians admit
Azerbaijanian
the individualism of Armenians, but they are
students further emphasized that it would be
strongly separated from them (“he/she is clever,
good if Georgians learn their language and get
but he/she is Armenian”).
conversation
in
Georgian.
have
acquainted with Azerbaijanian culture, as in
Azerbaijanian students see the both sides
such a way they would show some respect.
of Georgian character- positive and negative.
Based on the research results it can be
They are somehow offended that Georgians do
concluded that attitudes of the representatives of
not communicate with them a lot. They have a
different ethnic groups are diverse and they
strong desire to establish strong relationships
largely depend on the previous experience of
with Georgians.
interaction. This experience influences the
Azerbaijanian students do not want to
social aims that those groups have in the given
communicate with Armenians at all as they have
context. Georgian students think about their
a lot of stereotypes about them, probably
own
because of their hostile history.
comfort,
while
Azerbaijanian
and
Armenian students aim at security and self-
Armenian students blame Georgians for
establishment.
not letting them to integrate with the Georgian
As a result of the presented analyses, the
environment.
following conclusions can be made:
Armenians, it is impossible to find a good job if
Georgian students are not interested in
one
does
For
not
instance,
change
according
his/her
to
surname.
Azerbaijanian religion and culture, except such
Armenians themselves do not let foreigners in
situations when they have to live or study in the
their own space as well, especially in their
same environment and when the initiatives
family. They refuse marriage with any ethnic
come
from
Azerbaijanians.
In
general,
42
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ISSN 1987-9601 (print)
International Journal of
Multilingual Education
groups rather their own, including with
www.multilingualeducation.org
Azerbaijanian students
 They tend to perceive their own cultural
Georgians.
Armenian students refuse to communicate
elements as absolute truth, especially
with Azerbaijanians at all and they express fear
their own religion. However they are
and distrust towards them. Armenians have
also loyal to other cultural and religious
more positive attitudes towards “Georgian
values.
Azerbaijanians” and emphasize their positive
 They perceive their own costumes as
traits, however, they still prefer to keep distance
right, however they tend to avoid
from them.
perceiving them as universal.
The research results are discussed through
 They know that it is natural to
the concept of intercultural competency which
collaborate with the members of one’s
includes bipolar constructs of ethnocentrism
own ethnic group and to provide help to
and ethnorelativism. Ethnocentrism is defined
them. Their hostility towards Armenians
according to Brever and Campbell’s (1976)
is obvious, even if it is not strongly
above discussed criteria. Based on this analyses,
emphasized.
the following picture is revealed:
Georgian students
 Even though they are proud of their own
Armenian students
 They consider their
own cultural
cultural elements, they do not consider
elements such as norms, roles and values
cultural elements of other groups as
(despite their criticism) as superior to
unnatural or wrong.
 They consider their own costumes and
other cultural elements;
 They consider their own costumes and
traditions as unique, but not as universal.
 Georgian students do not reveal hostility
personal traits as almost universal;
 They
tend
to
give
priority
to
towards Azerbaijanian and Armenian
collaboration with the members of their
ethnic groups, however they show no
own group, as well as to provide help to
interest towards the integration with
them and to be proud of them. Also,
these groups.
Armenians tend to demonstrate distrust
Armenian
students
show
and sometimes even hostility towards
ethnocentrism/ethnorelativism for all the three
other ethnic groups.
criteria/characteristic. Azerbaijanian students
partially demonstrate ethnocentrism for only
two criteria and they demonstrate ethnocentrism
43
I.Gedevanishvili, M. Tsereteli, G. Toroshelidze, T. Popkhadze, I.Lominashvili, Intercultural competency
and ethnocentrism in Georgian, Azerbaijanian and Armenian youth leaving in Georgia
# 4, 2014
pp. 32-45
only towards Armenians for only the third
group, is nothing but a permition to
criteria. Georgian students do not reveal any
other ethnic groups to exist next to
tendencies of ethnocentrism, only for the second
Georgians.
criteria slight tendency of ethnocentrism is
(2) Ethnocentric tendencies are clearly
revealed.
revealed in Armenian youth by such
mechanisms as self-defence, praise their
Based on the analyses of the qualitative
own culture and regard other ethnic
research, the following conclusions can be
groups as enemies. However, it should
made:
be also noted that Armenian respondents
(1) Georgian students do not clearly reveal
tend to reveal ethnocentrism only
ethnosentrism, only minor tendencies
towards Azerbaijanians and as for
can be observed. However, it should
Georgians, they are more ethno relative.
also be noted, that Georgian students do
(3) Azerbaijanian
students
demonstrate
not reveal ethno relative tendencies
some level of ethnosentrism which
either.
intercultural
probably can be explained by the fact
competencies in Georgians towards
that they have different religion. They
Azerbaijanian and Armenian people are
also
not defined and developed. It can be
ethnorelativism
concluded, that tolerance, which is often
Georgians. Azerbaijanian students are
ascribed by Georgians to their own
clearly ethnocentric towards Armenians.
In
general,
44
express
tendencies
only
of
towards
E ISSN 1512-3146 (online)
ISSN 1987-9601 (print)
International Journal of
Multilingual Education
www.multilingualeducation.org
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Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In
R. M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press.
Bennett, M. J. (1998). Intercultural communication: A current perspective. In M.J.Bennett (Ed.), Basic
concepts of intercultural communication: Selected readings. (pp. 1-34). Yarmouth, ME:
Intercultural Press.
Brewer, M. B., Campbell, D. T. Ethnocentrism and intergroup attitudes: East African evidence. N.Y.,
1986.
Kon, 1983 - Кон И.С. Этноцентризм //Философский энциклопедический словарь. М., 1983. С 812.
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