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- Allwood, Jens, 1947
(author)
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Reflections on the function of national images in intra-and intercultural communication
- 2021
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In: Journal of Intercultural Communication. - 1404-1634. ; 21:2
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Journal article (peer-reviewed)abstract
- This paper presents an analysis and some reflections on the nature of national-ethnic images (mostly visual) in intercultural and intra-cultural communication. We discuss some of the functions and possible principles of national-ethnic images for “soft power” and “national branding”. The discussion is illustrated by examples of positive and negative self-and other-images from different nations with different purposes and the images are discussed in relation to their level of concreteness or abstraction and the types of signs they contain. Examples of historical changes in national images are given and comparisons between the images of different nations are made. The purpose of the article is to increase understanding of national images as one of the mechanisms through which cultural attitudes can be constructed. © 2021, Immigrant Institutet. All rights reserved.
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| 4. |
- Riddersporre, Bim, et al.
(author)
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Preschool Heads’ Notions of Digitalized Staff–Parent Communication : The Need to Move from Monocultural to Intercultural Communication in Multicultural Sweden
- 2022
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In: Journal of Intercultural Communication. - : International Collaboration for Research and Publications. - 1404-1634. ; 22:1, s. 1-16
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Journal article (peer-reviewed)abstract
- Drawing on a preschool digitalization project, this article presents the findings from a survey of 75 Swedish preschool principals. One main question guided the survey: how do Swedish preschool principals describe the use and usefulness of digital tools for interaction with parents? These findings are discussed in regard to intercultural differences, intercultural communication competence, and discursive blind spots, where two additional questions are addressed: (1) what preunderstandings and discursive blind spots are found in preschool principals’ accounts of the use of digital tools for preschool staff–parent communication, and (2) what implications does the use of digital technology have for (intercultural) communication? Findings from the survey show that preschool principals take little consideration of their own or the parents’ cultural background when understanding and promoting the use of digital tools. The conclusion is that overrelience on digital communication may increase the risk of miscommunication – for all Swedes but particularly with regard to communication between native and “new” Swedes
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| 5. |
- Stier, Jonas, 1967-, et al.
(author)
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Communicative challenges in multinational project work : Obstacles and tools for reaching common understandings
- 2009
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In: Journal of Intercultural Communication. - 1404-1634. ; :21
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Journal article (peer-reviewed)abstract
- Focus of this article is communicative challenges in multinational project work as well as how such challenges can be managed. By analyzing their communication in so called reflective dialogues and email correspondence the discussion sheds light upon how the participants of one such project talk about the meaning and pedagogical fruitfulness of horizontal classroom dialogue, and the degree to which they themselves actually communicate in a horizontal fashion within the project group.Drawing upon the discourse on classroom communication and intercultural communication data was subject to a qualitative analysis. Among other things, different aspects of horizontality in the dialogues were discerned but no significant differences in terms of indexicality were found. It was also shown that variations in the degree of horizontality-verticality in the dialogues and email correspondence may originate in different views on gender, project management and relationships between colleagues.Moreover, it was shown how reflective dialogues can be a useful tool for arriving at a common conceptual framework within a crossnational collaborative project. This said, the results can presumably be transferred to multicultural, and monocultural classrooms, to teacher teams analyzing problematic (or successful!) learning situations before ’taking measures’, or in order to raise teachers’ intercultural awareness.
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| 8. |
- Stier, Jonas
(author)
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Internationalisation, intercultural communication and intercultural competence
- 2006
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In: Journal of Intercultural Communication. - 1404-1634. ; :11
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Journal article (peer-reviewed)abstract
- This article assumes that the internationalization of higher education demands more elaborate pedagogical approaches to utilise the experiences of multiethnic student groups and to facilitate every student’s acquisition of intercultural competencies. Drawing from three internationalisation ideologies embedded in the educational discourse, it is argued that intercultural communication – as a field of study or a discipline – can play a key role in this endeavour. Twelve fields of consideration, when international educators work with students, are also identified.
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| 10. |
- Stier, Jonas, Professor, 1967-, et al.
(author)
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Managing the Symbolic Power of Halal Meat in Swedish Preschools : Food for Thought in Discussions on Diversity
- 2020
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In: Journal of Intercultural Communication. - 1404-1634. ; 20:1, s. 92-106
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Journal article (peer-reviewed)abstract
- Recently there has been much debate as to which foods Swedish preschools should serve. This text explores preschool teachers’ approaches to parents’ dietary requests. The empirical material consists of 14 focus group interviews with 41 preschool teachers from two areas of Stockholm. Results suggest that cultural and religious differences pertaining to food and diet requests lead to dilemmas and conflicts which are handled with instrumental multicultural or conscious multicultural approaches, whereas intercultural or transcultural approaches are rare. Among the preschool teachers in this study, this leads to avoidance strategies or efforts to change the parents’ views. Results show that the preschool curriculum provides little guidance and preschool teachers must develop their own strategies to deal with children’s and parents’ expectations and demands, often using the children as intermediaries.
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