Critical Intercultural Communication Studies

Disidentifications Revisited: Queer(y)ing Intercultural Communication Theory

“…With this in mind, we emphasize that thick investigations of queer (of color) migrant subjectivities and possibilities through a theory of disidentifications require further attention. More precisely, what need to be carefully considered in these investigations are complex and shifting roles of communication that “involves the creation, constitution, and intertwining of situated meanings, social practices, structures, discourses, and the nondiscursive” (Halualani & Nakayama, , p. 7). Communication is an essential site for queers (of color) and queer transnational migrants to rearticulate their subjectivities and possibilities in complex and shifting dynamics of culture.…”

Intercultural communication competence: Continuing challenges and critical directions

“…Early approaches to culture, communication, and interpersonal competence, have been expanded and reframed into orientations that incorporate more attention to contextual factors (Collier, 2005); power and unequal status relations (Halualani & Nakayama, 2010); and attention to outcomes and benefits of particular relationships related to exclusion, inequity and injustice (Collier, 2014). For example, in research on international community engagement, newer orientations include attending to culture as: enacted, contextually contingent codes, negotiations of multiple and contested group identifications and representations, sites of struggle over voice and positioning, and sets of structures and ideologies (Collier, 2014).…”

“…Who benefits more/less? The "Western"/ U.S./European/middle or upper class student benefits more because the standards and norms being rewarded are the same ones that already reward "Western"/ U.S. European identified communicators (Halualani & Nakayama, 2010). Researchers might also address how to manage unintended consequences from research or training programs, for instance when international students from Japan politely but directly ask a "critical" question of an instructor, because they have been taught that this is acceptable in U.S. classrooms, they may be viewed as "disruptive" or "argumentative" given instructor expectations for them to be "polite, collectivist, and other-face oriented."…”

Critical Cross-Cultural Management: Outline and Emerging Contributions

“…Research reveals that bi-cultural individuals access distinctive status and networks by being language and culture savvy and thus possess a different power base and sources of knowledge (Neeley 2013;Hinds, Neeley, and Cramton 2014). In other words, language is interconnected with cultural differences and managerial power dichotomies; it creates, reproduces, and affirms power inequalities (Halualani and Nakayama 2010;Whittaker 2014, 2015). For example, Sambajee (2016) stressed that the former colonial languages in Mauritius (English and French) are judged over the common language (Creole); higher status and career possibilities are given to those who master them.…”