Intercultural Communication ll-E2
| Numbering Code | U-LAS02 10021 LE37 | Year/Term | 2022 ・ Second semester | |
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| Number of Credits | 2 | Course Type | Lecture | |
| Target Year | All students | Target Student | For all majors | |
| Language | English | Day/Period | Wed.4 | |
| Instructor name | TANGSEEFA，Decha (Center for Southeast Asian Studies Associate Professor) | |||
| Outline and Purpose of the Course |
In today’s global community, how should a person conceptually prepare herself to be an effective “intercultural” communicator? Inconceivable even a decade ago, this era has witnessed tremendous transnational cultural flows -- of people, practices and products -- as well as local cultural complexities. Each not only encounters her own cultural intricacy, but also needs to effectively operate in culturally-complex contexts -- no matter in the cyber or physical spaces. These contexts range from the home and neighborhood; to places of work, worship and recreation; and to regions and the world. For this academic year, the guiding concept for both Intercultural Communication I and II will be “cultural fluency.” The two courses will be based on the second edition of my Thai book: "Light, Water and Rice Stalk: Cultural Fluency for Alterity" (2020). There are four sets of topics, the first two of which will be explored in this course and the latter two in Intercultural Communication II: Part 1. “Cultural Fluency,” Difference and Voice Part 2. Basic Elements of “Cultural Fluency”: AHA Part 3. Listen to Others, Listen to Otherness Part 4. Light, Rice Stalk and Cultural Fluency The two courses explore concepts, theories and events as well as employ sounds (melodic or not) and images (moving or otherwise) -- as pedagogical tools -- to deepen students’ understanding of effective "intercultural communication." |
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| Course Goals | Since these two courses are predominantly conceptual/theoretical, they aim for students to be able to develop a set of conceptual abilities to think through processes of “intercultural communication.” Students will, therefore, be doing a large amount of reading, discussing, and finally writing. | |||
| Schedule and Contents |
Week 1: Introduction and Course Queries Part 3. Listen to Others, Listen to Otherness Part 3.1. A Child, Death and A Mother Week 2: A Child, Death and A Mother Part 3.2. Water & Becoming Week 3: The Daodejing Week 4: Smooth Space & On Influence-1 Week 5: Smooth Space & On Influence-2 Week 6: “Before the Law” Week 7: Future, Justice and Fluency Week 8: Speech & Trauma Part 3.3. Memory, Hearing and Listening Week 9: Soundscape Week 10: Listening Week 11: Memory, Otherness and Violence Part 4. Light, Rice Stalk and Cultural Fluency Week 12: Quiz: On Conceptual Understanding Week 13: Analyzing “What Would You Do?” Week 14: Course Summary: Light, Rice Stalk and Cultural Fluency Week 15: No Final Exam Week 16: Feedback Session |
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| Evaluation Methods and Policy |
There are 2 sets of evaluation: 1) 80%: 8 one-page essays 2) 20%: 1 quiz (Week 12) By midnight of every Sunday (from the first until the twelfth week, except the eleventh week), students will submit their homework: typewritten and not more than one page (A4). Each week's assignment weights 10%. Throughout the semester, there will be 11 assignments, but each student's 8 best results will be used to calculate that student's final grade. |
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| Course Requirements |
1) Good level of English language ( TOEFL ITP score ≧525) is required (the full score is 677). (For more information on how to convert the score, among others, see: https://capman.es/sites/default/files/toefl_itp_official_score_report_soloinformativo.pdf) 2) Comparatively speaking, this course is both reading-intensive and writing-intensive. Thus, any students who plan to take too many courses in this semester will have a hard time fulfilling this course’s requirements. |
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| Study outside of Class (preparation and review) | Students will study each week's prepared PowerPoint slides as well as reading assignments before class time. Afterward, they will answer questions prepared by the instructor, then submit the answers by midnight of each Sunday (except the eleventh week). During class time, there will be two activities: a) discussing students' answers; b) lecturing by the instructor. | |||
| Textbooks | Textbooks/References |
“The Small Voice of History.” In "The Small Voice of History: Collected Essays." Partha Chatterjee (Ed. w/ an Intro.)., Guha, Ranajit, (2009. Ranikhet, India: Permanent Black: 304-317. ) "The Tao Te Jing." D. C. Lau (Trans.w/ an Intro.)., Lao Tzu, (1963. New York: Penguin Books.) “The Maritime Model.” In "A Thousand Plateaus. Capitalism and Schizophrenia." Brian Massumi (Trans.). , Deleuze, Gilles and Felix Guattari, (1987. Minneapolis: University of Minnesota Press. Pp. 478-482.) “On Influence: Laozi and Generating Worlds.” In "The Path: What Chinese Philosophers Can Teach Us About the Good Life." , Puett, Michael and Christine Gross-Loh., (2016. New York: Simon & Shuster. Pp. 65-83.) “Before the Law.” In "The Trial.", Kafka, Franz, (1984. New York: Schocken Books. Pp. 213-215.) "Homo Sacer: Sovereign Power and Bare Life." Daniel Heller-Roazen (Trans.). , Agamben, Giorgio. , (1998. Stanford: Stanford University Press. Pp. 1-12; 34-38. ) “The Villanova Roundtable: A Conversation with Jacques Derrida.” In "Deconstruction in a Nutshell: A Conversation with Jacques Derrida." John D. Caputo (Ed.). , Derrida, Jacques et al., (1997. New York: Fordham University Press. Pp. 3-28.) “Introduction.” In "Party Pieces: Oral Storytelling and Social Performance in Joyce and Beckett.", Friedman, Alan W.., (2007. Syracuse: Syracuse University Press. Pp. xv-xxviii.) “Language, Translation, Trauma.” In "Annual Review of Anthropology." , Pillen, Alex, (2016. 45: 95-111.) “Introduction.” In "The Soundscape: Our Sonic Environment and the Tuning of the World.", Schafer, R. Murray, (1993 [1977]. Rochester, VT: Destiny Books. Pp. 3-12.) “The Soundscape.” In "Sound." Caleb Kelly (Ed.). , Schafer, R. Murray, (2011. Cambridge, MA: The MIT Press. Pp. 110-112.) “Listening.” In "Listening." Charlotte Mandell (Trans.). , Nancy, Jean-Luc. , (2007. New York: Fordham University Press. Pp. 1-22.) “A Journey of Animus?: Christianized Karens and Recollections of Karen-Burman Animosity.” In "Exploring Religio-cultural Pluralism in Southeast Asia: Intercommunion, Localization, Syncretisation and Conflict." Nabil Chang-Kuan Lin (Ed.)., Decha Tangseefa, (2019. Tainan, Taiwan: Center for Multicultural Studies, National Cheng Kung University. Pp. 289-335. ) |
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| Related URL | https://onlinemovie.cseas.kyoto-u.ac.jp/en/movie_decha.html | |||
