Take 3 perspectives on the notions of culture and intercultural communication from the readings

Assignment 1 (30%) due Monday 1pm week 7

Critical reflection (word count 1000 words 10% above or below is allowed)

Brief: Take 3 perspectives on the notions of culture and intercultural communication from the readings e.g. banal nationalism, how ‘others’ are talked about, the discursive construction of belonging, processes of colonisation, linguistic diversity etc. Use these to reflect critically upon your prejudices and the discourses that shape and limit you using specific examples from your own experiences and autobiography. For example think about: the content of holiday photos you took when travelling abroad (or in your own country), or how you talked about ‘the locals’ you encountered; your judgement of others as ‘rude’ or ‘polite’ in different contexts; twitter or instagram feed posts you have liked or cancelled; the way you see your nation and others; and so on.

PLEASE NOTE this is not an exercise in telling a simplified, stereotypical story of your encounter with others, nor an exercise in self-punishment for being a ‘bad’ privileged Western subject. Rather, it is an opportunity to reflect upon and question your unique stories of how you conform to and resist complex cultural norms. Since these are personal stories you should include accounts of the emotions experienced e.g. joy, fear, hope, disappointment, doubt. Also, given that these are ‘stories’ you are telling, you can be more creative and figurative in your writing than you usually are in academic writing.

Format

You should present these critical reflections as my personal example below demonstrates. First, a heading describing the perspective explored. Next, a quote from the various readings proposed for each week, or referenced in the main Pillar reading, that you consider exemplifies the perspective you are considering. Then finally your critical reflection. The only sources to cite are the ones referenced at the beginning of your reflections. You will read your reflections, and respond to those of others, in your seminar breakout groups in week 6.

Nationalism and colonialism

‘… regardless of the actual inequality and exploitation that may prevail … the nation is always conceived as a deep, horizontal, comradeship’ (Anderson 2006:7)

One of the songs I remember belting out with gusto as a child, whenever the occasion arose, was ‘Rule Britannia’. I felt such deep enjoyment well up in me from the sense of pride and collective belonging it produced in me as I clasped my father’s hand. He would stand to attention, in tune with his role as an ex Lieutenant in the London Scottish who had fought in WWII. He had cradled his younger brother’s head in his arms as he died from an injury at the Battle of Arno, Italy. He was a patriot to the core, despite his mother being a German immigrant. I didn’t really think about the words I was singing. It was the exciting feeling of being part of something bigger and greater beyond myself called ‘Britannia’ that mattered. The significance of lyrics such as ‘Britons never, ever, ever shall be slaves’ or ‘When Britain first, at heavens command’ escaped me at the time. They simply echoed the stories of nation and greatness to be found elsewhere such as in the penny coins with Britannia on the front I put in my piggy bank, or the Union Jack hung from certain institutional buildings, my father’s way of speaking about the war, or the images of black people as ‘natives’ in some of my children’s books.

This is not to suggest my parents were knowingly racist. They made distinct efforts to be inclusive; as with the black doll I had that my elder brother knitted outfits for. Nor would they have approved of rudeness or painful comments to anyone, for any reason. Rather, like myself, in different ways they had assimilated an ideology of nation that moved them to pride at times, though they could also be critical of it. It gave me such a deep sense of collective belonging; one so deeply entrenched it is hard to resist, and that is still very much part of popular and high culture – witness the performance of Rule Britannia at the last night of every Proms.

Anderson, B. (2006) Imagined Communities: Reflections on the Origin and Spread of Nationalism. London; New York:

Criteria for marking the assignment These are: critical, creative and rigorous engagement with core notions and concepts discussed on the course; in-depth reflection upon personal experience; clarity and coherence of writing.