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Table 5.3 Interpretation of intercultural awareness

Theme 1: Interpretation of intercultural awareness

Sub-theme 1: Conceptualisation of intercultural awareness

Sub-theme 2: Personal understandings of intercultural awareness

Sub-theme 3: Acculturation

• Cultural background and upbringing • Social and cultural challenges of inclusion

In regard to the first key theme, interpretation of intercultural awareness, the participants demonstrated their understanding of this concept from three different perspectives: self-explanatory concept, personal understandings about

intercultural awareness and acculturation (see Table 5.3).

5.3.1.1 Sub-theme 1: Conceptualisation of intercultural awareness

Overall, there is general agreement among the participants on this point. Basically in the view of participants, intercultural awareness means an understanding and appreciation of cultural differences. The key elements are acceptance, respect and tolerance. Apart from their general agreement, the participants also tended to give explanations and examples of intercultural awareness from their own perspectives. For instance, one staff participant commented as follows:

First of all you should acknowledge there are differences and secondly there are different people surrounding you in social and cultural settings, and thirdly it is to respect and be tolerant and willing to learn. (Staff 1)

Another staff participant chose a different way to explain intercultural awareness: It means a collection of skills and attitudes that help to interpret understand and relate to people of a culture other than your own. (Staff 4)

In addition, the following comments given by two student participants provide relatively detailed explanations of their understandings:

Intercultural awareness to me means being aware of the different behaviours and underlying patterns in society that are different between cultures. Having that sort of awareness instilled in you, you get to appreciate what you have and also other people’s cultures. (Student 11) It’s also a bi-directional thing – it’s those people in those countries

understanding about my culture, Australian culture, and the western culture. It’s definitely two ways. (Student 2)

It is interesting that one staff participant proposed the definition of intercultural awareness in a very unique way, appearing to summarise the comments above.

It is relatively self-explanatory in the words itself. It’s difficult to define it without restating the words within there, but it would be an awareness of different cultures, and how different cultures would work together and combine together, and how the significance of the cultures, of each of the cultures within each of the other separate culture. (Staff 2)

Equally important, another staff participant demonstrated the definition of intercultural awareness from the perspective of a university staff member as follows:

Especially in the university environment, there are more and more

international students coming in, and Australia itself is generally defined as a multicultural society. So I think tertiary educated students generally have the responsibility to carry this kind of intercultural awareness to wherever they end up in the workforce or in their social community networks and interactions. (Staff 1)

From the above statements, it can be seen that people from different backgrounds, both personal and professional, give different interpretations of intercultural awareness.

5.3.1.2 Sub-theme 2: Personal understandings of intercultural awareness

Based on their individual cultural backgrounds, it is of great interest to explore the participants’ perceptions of intercultural awareness from their personal and

professional perspectives. Here are some profound remarks from both staff and student participants:

It’s extremely complicated. It is that knowledge and ability people have, to deal with all of the non-linguistic or extra-linguistic ways that we

communicate with each other. But it’s the broader context of meaning, and how human beings get meaning across to each other – or fail to get

meaning across to each other. It’s the awareness of that broader world of meaning that I think is intercultural awareness. (Staff 5)

It is acknowledged that there are different cultures out there, knowing how to handle them, as in meeting different people, and also just being open to learning about different cultures and how they work in their particular cultures. (Student 5)

Because there is growing globalisation, it’s important to have an awareness of other cultures. As a school teacher, especially, I have students from other countries in my classroom, and being aware of their culture is important. (Student 6)

Additionally, it is worth mentioning that one of the student participants

demonstrated his/her interpretation of intercultural awareness vividly by quoting a Native American proverb as follows:

‘Walk a mile in my shoes’ – putting yourself in the shoes of someone else, and that’s always a difficult thing to do, but one of the big things is to open your heart, and to be open to the possibility of differences, and not being closed to the view that my way is right, and therefore your way is wrong. (Student 7)

A person is a person and a human first and foremost. Hence, that’s what intercultural awareness is – it’s by recognising what basic humanness is, and that everything else is informed by experiences, and putting them on an equal level rather than in a hierarchical position. (Student 8)

5.3.1.3 Sub-theme 3: Acculturation

A further sub-theme within Theme 1 is acculturation. Acculturation is now a term commonly used in discussions about immigrants and refugees. In its simplest sense, acculturation is the dual process of cultural and psychological change that takes place as a result of contact between two or more cultural groups and their individual members (Berry, 2005). Similarly, Gibson (2001) states that

acculturation refers to changes that take place as a result of contact with culturally dissimilar people, groups, and social influence.

Two aspects this sub-theme emerged from the qualitative data analysis: cultural background and upbringing, and social and cultural challenges of inclusion. 5 of the 25 participants acknowledged that their multicultural upbringing played an important role in forming their views on intercultural awareness. Participants in the interview described different ways that people behave and think, and practise their cultures. One staff participant believed that “things that are of different significance to groups of people” (Staff 2). Two other student participants also stressed this point by stating the following:

Being brought up in a different culture and society gives people a whole different worldview, a whole different lens on reality, and so that informs the way that people do things in the culture in which they grow up. (Student 4)

You have to be alert to the fact that people might think or feel differently from you, because of their past experiences, and because their society is different from yours. (Student 7)

Other significant aspects of acculturation were the social and cultural challenges of inclusion. In this study, both staff and student participants who were not born in

Australia, mentioned their experiences of being discriminated against by people from other cultural backgrounds. One staff participant was discriminated against because of who she was when she was little.