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Coronavirus Racism Infected My High School: Observation and Analysis of the Interaction

Table of Contents

1.0 Introduction

1.1 Background

1.2 Aim

1.3 Scope

2.0 Summary and Observations

2.1 Summary of the Interactions

2.2 Observations

3.0 Analysis

3.1 Cultural Self-Awareness

3.2 Cultural Intelligence

3.3 Cultural Difference

4.0 Recommendations

4.1 Cultural Awareness

4.2 Cultural Acceptance

4.3 Cross-Cultural Communication

5.0 Summary and Conclusion

References

1.0 Introduction

1.1 Background

The concept of cultural capability refers to the scenario wherein the individuals possess skills and knowledge along with the behaviour to understand and plan the services that are respectful as well as appropriate in a cultural aspect. The adaptation of cultural capability along with awareness of different cultures leads to the creation of a safe space necessary for effective operations in the workplace, community, and also the university. The work by Cummins (2009) brings to light the fact that the development of cultural capability begins from international higher education. Thus, the prospects of cultural capability play an important role in the learning of individuals.

1.2 Aim

The report aims to highlight the aspects of cultural capability and safe space through the observation and analysis of a selected interaction. Based on the outcomes, the report is aimed to give recommendations for ensuring that there is a safe space in relevance to the observed situation.

1.3 Scope

The report will focus on the cultural capabilities that are essential for the smooth functioning within the workplace, community, and also the university. Furthermore, the report's scope is to discuss how safe spaces can be created through adaptation.

2.0 Summary and Observations

2.1 Summary of the Interactions

The analysis being studied herein is associated with the recent outbreak of Coronavirus, which originated in China in late November last year. Novel (2020) has highlighted in his report that the emergence of the virus has led to a pandemic, affecting millions across the world. The reviewed documentary presented by Oung (2020), a student of 11th grade in Florida brings to light the fear and discrimination that has gripped her and other fellow Chinese students. The involved people in the video include Katherine Oung who is a Chinese American, her mother, and also a friend of hers' who is also of Chinese origin. The interactions within the video revolve around COVID19 and the wat Chinese are being considered responsible for the same.

2.2 Observations

A list of observations made from the interaction viewed has been presented below in the table.

Table 1: Observations from 'Coronavirus Infected My High School (Oung, 2020)

table shows Observations from 'Coronavirus Infected My High School'

The observations made in the interaction bring to light the different viewpoints and their impact on the individual’s emotional balance.

3.0 Analysis

The interaction-based observations are analysed under the three categories i.e. cultural self-awareness, cultural intelligence, and cultural difference.

3.1 Cultural Self-Awareness

The understanding of how the culture has influenced the individual itself is understood as the perspective of cultural self-awareness. In the work by Martin and Mirraboopa (2003) it is brought to light that the process of globalisation demands a higher focus on cultural self-awareness. It is important to be self-aware culturally to understand the significance of one’s culture and take a stand for it, whenever necessary. The practice of cultural self-awareness is also essential concerning the interaction in cross-cultural situations. Through the interaction, it was observed that the narrator was aware of the Chinese culture and how her culture was being targeted in the name of the recent pandemic. Oung (2020) highlights that it should not be about the cultural aspects of the Chinese people and there should be no stereotyping, which at present is leading to an unsafe place for her and her Chinese friends at the university. Such behaviour should not be normalised, and it is right that such incidents can leave a permanent mark among the people of the culture that is targeted.

3.2 Cultural Intelligence

In the interaction reviewed, it is clear that the narrator understands the significance of cultures coming together and also that of maintaining respect for all. Ott and Muchailova (2018) discussed in their work that the capability to relate and work effectively across different cultures brings out the cultural intelligence of individuals. One of the participants in the video did highlight the fact that the number of cases in Italy was more than China and nothing was being said for the country and its citizens, which converts the space to be a safe one. Furthermore, she added that it is not the right thing to do to stereotype people from one nationality based on their eating habits or culture (Oung, 2020). Thus, a clear dominance of cultural intelligence was expressed by the participant. Towards the end, it is also noted that the Chinese student was apologised to by the fellow students who were talking ill of Chinese. Thus, it is visible that being culturally compatible is a possibility and a safe space can be created as a positive outcome.

3.3 Cultural Difference

The cultural differences are present everywhere and they cannot just be ignored. In the discussion brought forth by Holley and Steiner (2005), it is understood that the creation of safe space within the school perimeters can be helpful in better learning and positive attitude towards life. The cultural differences at not just workplaces but also in the university create an atmosphere of panic and fear, as is seen in the interaction leading to an unsafe place. It is essential to understand that the conflicts arising from such differences can severely lower the morale of the students as is discussed by Oung (2020). Taking a stand for self and reporting the related incidents to the authorities is essential in such cases.

4.0 Recommendations

Based on the analysis of the chosen interaction, the following recommendations are being made:

4.1 Cultural Awareness

The acceptance of the cultural practices and values of others is an important consideration when it comes to making everyone feel safe and secure (Sheldon et al., 2017). There should be no discrimination and the possibilities of fear and low morale should be completely prohibited. The inclusion of discussions and policies that promote all cultures alike should be practised.

4.2 Cultural Acceptance

The acceptance of the cultural practices and values of others is an important consideration when it comes to making everyone feel safe and secure (Sheldon et al., 2017). There should be no discrimination and the possibilities of fear and low morale should be completely prohibited. The inclusion of discussions and policies that promote all cultures alike should be practised.

4.3 Cross-Cultural Communication

One of the most important tools that can bring better compatibility and acceptance among individuals is the inclusion of cross-cultural communication. The discussion carried forth by Warren (2017) highlights that the inclusion of the practices wherein cross-cultural communication is polished can be useful in making everyone sensitive towards each other’s culture. The outcome would be safer zones and a healthy relationship among the employees of an organisation as well as among university students and communities.

5.0 Summary and Conclusion

In conclusion, the interaction reviewed highlights that there is an unsafe space for the narrator in her college. However, her home is a safe space for her. The aspects of cultural differences are brought forth along with the absence of cultural intelligence and cultural self- awareness. It is suggested that cross-cultural communication be practised to overcome the issues observed.

References

Cummins, J. (2009). Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261-271. 

Harless, J. (2018). Safe space in the college classroom: contact, dignity, and a kind of publicness. Ethics and Education, 13(3), 329-345. 

Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. 

Martin, K., & Mirraboopa, B. (2003). Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re‐search. Journal of Australian Studies, 27(76), 203-214. 

Novel, C. P. E. R. E. (2020). The epidemiological characteristics of an outbreak of 2019 novel coronavirus diseases (COVID-19) in China. Zhonghua liu xing bing xue za zhi= Zhonghua liuxingbingxue zazhi, 41(2), 145. < https://www.ncbi.nlm.nih.gov/pubmed/32064853>

Ott, D. L., & Michailova, S. (2018). Cultural intelligence: A review and new research avenues. International Journal of Management Reviews, 20(1), 99-119. < https://cdu-edu-primo.hosted.exlibrisgroup.com/permalink/f/7r169d/TN_wj10.1111/ijmr.12118>

Oung, K. (2020). Opinion | Coronavirus Racism Infected My High School. Retrieved 7 April 2020, from https://www.nytimes.com/2020/03/14/opinion/Racism-coronavirus-asians.html

Sheldon, P., Rauschnabel, P. A., Antony, M. G., & Car, S. (2017). A cross-cultural comparison of Croatian and American social network sites: Exploring cultural differences in motives for Instagram use. Computers in Human Behavior, 75, 643-651.

Warren, T. L. (2017). Cross-cultural Communication: Perspectives in theory and practice. New York: Routledge. < https://cdu-edu-primo.hosted.exlibrisgroup.com/permalink/f/4c78ei/61CDU_Alma5152612020003446>

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Cultural Heritage Assignment Help

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