Cultural Identity, Representation and Othering

Dervin, Fred

doi:10.4324/9780203805640.ch11

Cited by 26 publications

(34 citation statements)

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“…On the whole, nursing research has supported this premise, while indicating that difference is a foundational attribute to the othering process (Canales, 2010). In a similar way, social theorists have described othering as a process by which interpersonal differentiation generates a distinct form of social exclusion and subordination (Bourdieu, 1984(Bourdieu, , 1998Dervin, 2012).…”

Section: Introductionmentioning

confidence: 99%

Othering in the nursing context: A concept analysis

Roberts

Schiavenato

2017

Nurs Open

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Aim‘Othering’ is described as a social process whereby a dominant group or person uses negative attributes to define and subordinate others. Literature suggests othering creates exclusive relationships and puts patients at risk for suboptimal care. A concept analysis delineating the properties of othering was conducted to develop knowledge to support inclusionary practices in nursing.DesignRodgers’ Evolutionary Method for concept analysis guided this study.MethodsThe following databases were searched spanning the years 1999–2015: CINAHL, PUBMED, PsychINFO and Google. Search terms included “othering”, “nurse”, “other”, “exclusion” and “patient”.ResultsTwenty‐eight papers were analyzed whereby definitions, related concepts and othering attributes were identified. Findings support that othering in nursing is a sequential process with a trajectory aimed at marginalization and exclusion, which in turn has a negative impact on patient care and professional relationships. Implications are discussed in terms of deriving practical solutions to disrupt othering. We conclude with a conceptual foundation designed to support inclusionary strategies in nursing.

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Section: Introductionmentioning

confidence: 99%

Othering in the nursing context: A concept analysis

Roberts

Schiavenato

2017

Nurs Open

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“…Kramsch (2009) notes that the intercultural encounter is the place where individuals view the Other in the mirror of themselves. This intersubjective critical reflection and analysis invites individuals to question solid, stereotypical and essentialist understandings they may have of (themselves and) others that deny individuals' multifaceted and fluid identities (Dervin 2012;Bauman 2004). For example, identity is not confined to nationhood, ethnicity or language(s) spoken; instead, developing understandings of otherness requires people to engage in much broader identifications, for example, concerning gender, age, social class, language, power positions, geographical location, history and memory, religion, family, etc.…”

Section: The Theoretical Standpoints Of Intercultural Learningmentioning

confidence: 99%

Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning

Holmes

Bavieri

Ganassin

2015

Intercultural Education

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThis study reports on students' and teachers' perspectives on a programme designed to develop Erasmus students' intercultural understanding prior to going abroad. We aimed to understand how students and their teachers perceived pre-departure materials in promoting their awareness of key concepts related to interculturality (e.g., essentialism, stereotyping, otherising) during an intercultural education course for mobile students (the IEREST project, 2014). Twenty pre-departure Erasmus undergraduate students from an Italian university, four teachers and one observer participated in the study. Seven hours of audio/video-recordings of classroom discussions and teachers' retrospective narratives were analysed thematically. Although students initially subverted the goals of one of the tasks, they demonstrated foundations of intercultural thinking; followed by movement from self-interest to intercultural awareness of the other; and finally, developing intercultural awareness, supported through opportunities to express emotions/feelings and discussion and application of key concepts of interculturality. Teachers'/observer's perspectives confirmed the quality and flexibility of the materials in developing students' intercultural awareness. The findings suggest that pre-departure materials can help students to recognise variety and complexity in self and other in intercultural encounters. But students' primary needs for practical information should first be satisfied; interactive spaces for expressing emotion and feelings are important for understanding self and other; and scaffolding activities help students to understand intercultural concepts.

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“…As a tentative conclusion to this brief overview of IC & ICC, it is worth noting that these models are somewhat fungible and the concept itself remains "slippery" in definition (Dervin, 2012) and continues to evolve. As an example of this continuity and expansion of this topic, the more recently devised concept of ICCC (Intercultural Cyberpragmatic Communicative Competence) as proposed by Orsini-Jones and Lee (2018) may be explored.…”

Section: Intercultural Competencies: Different Conceptual Modelsmentioning

confidence: 94%

Challenges of monolingual intercultural communication in the context of the Languages Connect Strategy

Murray

Giralt

2019

TEANGA

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The new national language strategy (Languages Connect) for Ireland has finally highlighted the importance of language learning for the economic, social and cultural development of the country. Inherent to this strategy is the demand for not only multilingual graduates but interculturally competent graduates. Ireland has been becoming increasingly culturally diverse for many years now, and so our contexts of work and interactions have become multilingual as well as multicultural. Yet many of our students remain limited in their acquisition and exposure to foreign language/s and culture/s. Previously we reported (Authors, 2018) how our pedagogical content and practices are insufficient in addressing the current linguistic and intercultural competence (IC) needs of language specialist graduates. Our new data (n=141) has emerged using a mixed-methods approach from non-specialist language students, who have had limited language or IC training. Our analysis reveals problems arising from these monolingual intercultural communications due to English being the dominant lingua franca. We have major challenges in motivating these monolingual students to learn another language. The dangers arising from this monolingualism are self-evident, (see, for example: https://www.llas.ac.uk/700reasons.html), the solutions less so. This article explores this perplexing scenario and aims to open a dialogue on this subject, offering some recommendations and potential solutions.

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Cultural Identity, Representation and Othering

Cited by 26 publications

References 0 publications

Othering in the nursing context: A concept analysis

Othering in the nursing context: A concept analysis

Developing intercultural understanding for study abroad: students’ and teachers’ perspectives on pre-departure intercultural learning

Challenges of monolingual intercultural communication in the context of the Languages Connect Strategy

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