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JOHN CABOT UNIVERSITY
COURSE CODE: "CMS 280"
COURSE NAME: "Intercultural Communications"
SEMESTER & YEAR:
Summer Session I 2015
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SYLLABUS
INSTRUCTOR:
Nicholas Boston
EMAIL: [email protected]
HOURS:
MTWTH 9:00 AM-10:45 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
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COURSE DESCRIPTION:
An exploration of some of the historical and political conditions that make intercultural communication possible, the barriers that exist to effective intercultural communication, and possible solutions to the problem of intercultural misunderstanding. The course examines examples of differences in communication styles not only between cultures but also within. As a result, issues of race, nation, class, gender, religion, immigration, and sexual orientation will be of significant concern. The course stresses the notion that knowledge of human beings is always knowledge produced from a particular location and for a particular purpose. As a result it encourages students to think carefully about the discipline of Intercultural Communication—its conditions of possibility, its assumptions, and its blind spots—as well the need to be mindful of the limitations and interests of our positioning as investigating subjects.
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SUMMARY OF COURSE CONTENT:
We will explore a series of contexts in which Intercultural Communication (ICC) is negotiated: embodiment, space, migration, media & popular culture, interpersonal & intimate relationships, capitalism, social justice, and global citizenship. These diverse topics will provide opportunities to acquire a diversified understanding of intercultural communication, as well as useful skills to further develop your own ICC competence. We will pay close attention to the ways in which we are all conditioned by culture, positions of power and forms of inclusion and exclusion. To this end, we will consider the ways in which institutions for international education and study-abroad programs such as our own academic community foster ICC skills for becoming global citizens. To fully understand our positioning, we will explore intercultural communication specifically here in the Italian context.
The readings: Kathryn Sorrells’ highly readable textbook, Intercultural Communication: Globalization and Social Justice, provides a comprehensive overview of relevant theories drawn from sociology, media & communications, history, and international relations. To ground these theories we will read and discuss short texts from different authors and sources (journals, book chapters, web publications, etc.), and also engage in visual learning through in-class screenings.
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LEARNING OUTCOMES:
1. To explore cultural self-awareness, other-culture awareness and the dynamics that arise in interactions between people from different cultures.
2. To understand how communication processes differ among cultures and to acquire knowledge and skills that increase intercultural competence.
3. To understand that socially constructed systems of exploitation and exclusion--racism, sexism, and classism, for example--are historically based; to recognize how privilege, disadvantage and discrimination are perpetuated today and to develop alternative attitudes and actions to challenge and dismantle these systems of exclusion and oppression.
4. To make critical connections between local and global issues as well as the past and the present by examining the historical, political and economic dimensions of intercultural communication in the context of globalization.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Intercultural Communication: Globalization and Social Justice | Sorrells, Kathryn | Sage Publications | 9781412927444 | | | | | |
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| “Redrawing the Boundaries of Italianness: Televised Identities in the Age of Globalisation.” Social Identities 11(5): 509 – 530. | Ardizzoni, Michela | Routledge | | | |
| “The story you never wanted to hear.” | Cross, Michaela | CNN iReport | | | http://ireport.cnn.com/docs/DOC-1023053 |
| “The Effect of the Language Barrier on Intercultural Communication: A Case Study of Educational Travel in Italy.” Journal of Teaching in Travel & Tourism 9 (1-2):104-123 | Mancini-Cross, Cinzia | Routledge | | | |
| “Minority Language Protection in Italy: Linguistic Minorities and the Media.” Journal of Contemporary European Research 4(4): 303-321 | Sierp, Aline | Taylor and Francis | | | |
| “Intolerance tainted my study abroad experience.” | Suh, Bo | North by Northwestern | | | http://www.northbynorthwestern.com/story/what-we-miss-when-talking-about-study-abroad/ |
| Migration Italy | Parati, Graziella | University of Toronto Press | 0802032943 | | |
RECOMMENDED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| Global Rome: Changing Faces of the Eternal City | Clough-Marinaro, Isabella, and and Bjørn Thomassen | Indiana University Press | 978-0253012951 | | |
| Postcolonial Italy: Challenging National Homogeneity | Lombardi-Diop, Cristina, and Caterina Romeo | Palgrave MacMillan | 978-1137375049 | | |
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Discussion Boards | There are two (2) discussion boards (end of Weeks #2 & #4) that will draw on not only the readings but in-class discussions.
For each you will be required to write are short (300 – 500 words) post, each responding to a specific question related to the readings, and at least two brief responses (200 to 300 words) to posts made by your classmates. Posts will be evaluated on: 1.) demonstration that readings have been completed through the application of concepts and the provision of quotes, 2.) strength and originality of the argument, 3.) grammatical correctness.
| 20 points |
| Quizzes | There are two (2) quizzes on terminology and concepts introduced in the readings on the first day of Week #2 (June 1) and last day of Week #4 (Friday, June 12). | 20 points |
| Intercultural Field-Experience Multimedia Project or Research Paper | This assignment requires that you engage with and learn about a culture that is different from your own. The important consideration here is involvement, not just as a bystander or observer, but engagement with people from a cultural group other than your own. Attendance at cultural events or rituals, spending time at places where people from the culture hang out, along with interviews of people from the culture are all excellent ways to engage with the cultural group you select. As you do your field experience, you will also support your understanding of the culture through textual research (academic sources, please).
For this assignment, students are required to create a multimedia project that will be presented to the class. You may use video, audio, photography, music, etc., as long as your project/presentation explicitly incorporates the theoretical material studied in class. If you choose to write a paper, it must be five-seven pages (double-spaced). All projects MUST:
1.) Be deliverable to me in digital form (.mov; pdf; jpeg; Word doc; etc.)
2.) Present a description of the cultural experiences.
3.) Present an analysis of the experience using theories and concepts from the course.
4.) Present clear and extensive bibliographic support for field research.
5.) Present a clearly defined social justice proposal related to the community you have studied based on what you have learned from the experience.
6.) References or Works Cited (APA or MLA accepted).
Here are some ideas for themes to explore in your research project:
• The immigration debate: ICC dimensions of migration
• Media representation of non-dominant groups: ICC dimensions of local or global media circuits
• Interpersonal relationships: the role of race, class, religion, national, and/or linguistic differences in intercultural relationships
• Business relations: ICC dimensions of economic activity, disparity, poverty, the exploitation of world labor
• Conflict management: ICC dimensions in within established, mainstream organizations at the community, local, or global levels.
• Current movements for social change: ICC dimensions in grassroots or emerging organizations (e.g. immigrant rights, LGBT rights, economic justice-“Occupy” movements)
| 25 points |
| Final Examination | The final will consist of a combination of multiple choice, short answer, and essay questions that require students to synthesize and apply material and discussions covered in class, and the required readings. | 20 points |
| Participation and Preparation | This portion of your grade will come from your participation in all classroom activities over the term. It is important to make meaningful contributions that demonstrate your engagement with the material, rather than making comments that are not based on the readings.
We will begin our sessions (most, not all) by sharing intercultural “insights.” Insights refer to “ah-ha” experiences, observations, understandings, or acts where we make connections between something in our everyday lives and our understanding of intercultural communication processes and practices. Each student is expected to offer at least one insight during the semester.
| 10 points |
| Personal Biographical Essay | Write an essay about yourself on the following topic: If television producers approached you to do an episode of "Who Do You Think You Are?" about you, in what directions of your family's past, near or distant, would you lead them?
First, focus on formative individual experiences, personal adversities you may have overcome or are still negotiating, and/or privileges from which you are conscious of reaping benefits. Express to what extent you feel you inherited these experiences.
Secondly, describe some of the qualities you share with your family and/or community. These may include ethnic/cultural/racial/class background, or a characteristic that is far less apparent but still ties you to other people.
(Length: two to three pages) | 5 points |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the cou
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until _____June 26, 2015_______
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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| Session | Session Focus | Reading Assignment | Other Assignment | Meeting Place/Exam Dates |
| Monday, May 25 | Introductions; Discussion | | Screening: "Who Do You Think You Are?" episode (TLC) | |
| Tuesday, May 26 | Defining Intercultural Communication in/for an era of digitization and globalization
| Sorrells, Chapter 1, pp 1 - 14 | | |
| Wednesday, May 27 | Foundational concepts and definitions | Sorrells, Chapter 1, pp. 15 - 21
Mancini-Cross | | |
| Thursday, May 28 | Understanding Globalization | Sorrells, Chapter 2, pp. 25 - 38
| Submit 2- to 3-page biographical essay | |
| Monday, June 1 | Understanding Globalization, continued | Sorrells, Chapter 2, pp. 39 - 47;
Suh; Cross | | Quiz #1 |
| Tuesday, June 2 | HOLIDAY: NO CLASS | | | |
| Wednesday, June 3 | Embodiment and Racial Politics | Sorrells, Chapter 3, pp. 51 - 70 | | |
| Thursday, June 4 | Embodiment and Racial Politics, continued | | Screening: Little White Lie (Director: Schwartz, 2014) | Discussion Board #1 (At home) |
| Monday, June 8 | Space, Place, and Location | Sorrells, Chapter 4, pp. 75 - 86 | | |
| Tuesday, June 9 | Space, Place, and Location, continued | Sorrells, Chapter 4, pp. 87 - 95
Lombardi-Diop, "Roma Residence" in Lombadi-Diop & Romeo | | |
| Wednesday, June 10 | Migration and Intercultural Adaptation | Sorrells, Chapter, pp. 99 - 112 | | |
| Thursday, June 11 | Migration and Intercultural Adaptation, continued | Parati, Introduction;
Excerpt from Khouma | | |
| Friday, June 12 (Make-up day for Tuesday, June 2) | Media and Popular Culture | Sorrells, Chapter 6, pp. 125 - 135;
Sierp | | Quiz #2 |
| Monday, June 15 | Media and Popular Culture, continued | Sorrells, Chapter 6, pp. 135 - 145
Ardizzoni | | |
| Tuesday, June 16 | Interpersonal and Intimate Relationships | Sorrells, Chapter 7, pp. 149 - 169
O'Healy, in Lombardi-Diop and Romeo | | |
| Wednesday, June 17 | Interpersonal and Intimate Relationships, continued | | Screening: Bianco e nero (Director: Comencini, 2008) | |
| Thursday, June 18 | Capitalism: ICC dimensions | Sorrells, Chapter 8, pp. 175 - 196 | Screening: "Made in Italy" (NBC report) | Discussion Board #2 (At home) |
| Monday, June 22 | Negotiating Conflict and Social Justice | Sorrells, Chapter 9 | | |
| Tuesday, June 23 | Student Project Presentations | | | |
| Wednesday, June 24 | Student Project Presentations, continued;
Global Citizenship | Sorrells, Chapter 10 | | |
| Thursday, June 25 | Conclusions; Review for Final | | | |
| Friday, June 26 | | | | Final Exam |
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