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Accepted Poster
Description
Here I report on a revised classroom exercise conducted with university students using a critical incident approach to address the theme of cross-cultural friction at times of disaster.
The critical incident approach is a form of cross-cultural training using cases of friction caused by cultural differences. The aim is to increase participants’ awareness, clarify cultural differences, and enable participants to behave more appropriately in similar situations (Wight, 1995). However, because this approach only presents a single case and does not allow detailed exploration from the standpoint of the respective protagonists, a new approach was trailed that presents a detailed case for each protagonist.
In this exercise, students were tasked with reading about a case of cultural friction at an evacuation center at a time of disaster from the perspective of either Japanese Person A or Foreigner Person B. The students were then given time to consider the problems, protagonist feelings, and solutions from the perspective of their given protagonist feelings, and solutions from the perspective of their given protagonist. All the students then recombined to share their cases and their reflections, write down further reflections, and share these with the group.
Categorizing and analyzing their reflections produced the following results.
Students identified the cases of misunderstanding as being “gaps in perception of the issue arising from differences in standpoint” and “misunderstanding caused by not knowing the other person’s situation or intentions.”
To resolve the misunderstanding, students suggested “accepting the other person’s feelings,” “being willing to reserve judgement,” and “de-categorization and re-categorization so as to overcome bias.” In terms of communication, they suggested “being willing to listen to the other person’s feelings,” “ verbalizing one’s own feelings,” “positive communication,” and “creating an environment conductive to communication.” Their suggestion in relation to behave were “show respect,” “show consideration,” “don’t let your emotions dictate your actions,” and “act together.”
Using a new methos for this exercise whereby students were presenter with a case from the position of one or other of the protagonists enabled them to deepen their thinking in relation to causes of misunderstanding and possible solutions from the perspective of both protagonists or the other protagonist and engage in critical self-reflection.
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References
Wight, A. (1995) The critical Incident as a Training Tool. Intercultural Sourcebook: Cross-Cultural Training methods. Intercultural Press.
| Poster abstract in Japanese: | 災害時の異文化摩擦をテーマにした改訂版クリティカル・インシデントによる実践の試み 徳井 厚子（信州大学）大学 本発表では、大学生を対象に「災害時の異文化摩擦」をテーマに行なった改訂版クリティカル・インシデントを用いた実践報告を行う。クリティカル・インシデントは、文化的相違に起因する摩擦の事例を用いて行う異文化トレーニングの一つであり、参加者の気づきを高め、文化的違いを明確にし、参加者が同様の場面でより適切な行動ができることを目的としている（Wight,1995）。しかし、この方法は一つの事例のみ提示するのみで、個々の登場人物の立場に立った詳細な考察が不十分なため、本実践では登場人物ごとに詳細な事例を提示する新たな方法を試みた。 当実践では、まず災害時の避難所での摩擦をテーマにした日本人Aの事例と外国人Bの事例について、各自担当した立場の事例を読み、何が問題か、登場人物の気持ち、問題解決法について各自考察した。その後、異なった立場の混成グループで各自の考察及び双方の事例を共有し、各自コメントを書きグループで共有した。コメントをカテゴリー化して分析したところ、以下の結果が見られた。 誤解の原因に関しては、「立場の違いによる問題の捉え方のギャップ」「相手の状況、意図を知らないことによる誤解」が挙げられた。 誤解の解決に関しては、心情面では「相手の心情の受け入れ」「自己の判断の留保」「偏見の解消のための脱カテゴリー化や再カテゴリー化」が挙げられた。コミュニケーションでは「相手の心情を聞く態度」「自己の心情の言語化」「積極的なコミュニケーション」「コミュニケーションできる環境づくり」が挙げられた。行動面では「敬意の表示」「相手への配慮」「感情を入れない形での行動」「共に行動すること」が挙げられた。 今回の実践で登場人物ごとに事例を提示する新たな方法を用いることにより、双方あるいは相手の立場に立った原因や対応策についての考察の深まりや、自己のクリティカルな内省の視点が見られた。 参考文献 Wight, A. (1995) The critical Incident as a Training Tool. Intercultural Sourcebook: Cross-Cultural Training methods. Intercultural Press. |
Association of Japanese Language Education poster session 1
Session 1