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Social and Cultural literacy Being able to communicate across society and other societies as they understand their place in society and are able to understand the different values, beliefs, customs and behaviors Persons * Individuals in society who develop in social and environmental settings. Influenced by interactions with other persons through communicating, sharing values etc Society * A collection of people living together in a more or less ordered community Culture * Consists of the traditions, beliefs, values, art, laws, and technology that give each society its coherence or unity and its distinctive ways of life. Environment * The surroundings or conditions in which a person, animal, or plant lives or operates. Time * Every person, society and environment is located in time and is changing through time. Our perceptions of time as past, present and future are also important for social enquiry and action. These perceptions draw on past events that influence our present. Power The ability to influence or persuade others to a point of view that they may not always agree. Authority The right to make decisions and to determine, adjudicate or settle issues or disputes in society. Gender The socially constructed differences between females and males. Gender also refers to the cultural ideals, identity and stereotypes of masculinity and femininity and the sexual division of labour in institutions and organisations Identity The sense of self that is developed over time. It is caused by micro, meso, and macro level interactions. It can be affected by gender, sexuality, family, class, ethnicity, beliefs, social status, group membership and national pride. Technologies The tools that we use to assist our interactions in society. They can lead to innovation and initiate change to all operations in society. Communication based technologies facilitate the interaction between micro, meso and macro levels. Globalisation The process of integration and sharing goods, capital, labour, services, knowledge, leisure, sport, ideas and culture between countries. Research Methods - A research methodology refers to the specific tools for investigation or ways data can be collected and analyzed.

Primary Research Primary research is conducted firsthand by the researcher themselves in their investigation. A handout questionnaire created by the researcher would be an example of primary research. Secondary research Secondary research is conducted by other researchers in which the researcher utilizes within their investigation. Survey results from a similar research project conducted by a sociologist from a university could be an example. Qualitative research Qualitative research relies on methods that rely on interpretive skills to understand complex and detailed data gathered, focusing on HOW and WHY. A focus group is an example of a qualitative methodology. Advantages ● ● ● ● ● ● ●

Useful for individual or small group level studies. Interactive process. Finding out in depth how and what people are thinking and feeling. Gather direct quotations from research participants. Allows for the exploration of subjective experiences. Can adapt questions as the researcher goes. Narrative report with conceptual description of behaviour, values, attitudes and beliefs.

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Can be more challenging to analyze in comparison to having numbers collected through a quantitative method. Risks bias in how the questions are asked (the researcher may expect a certain outcome or opinion from the participants). Gather direct quotations from research participants. Relies on interpretation rather than factual findings. Takes more time.

Quantitative Research Quantitative research collects specific data from a sample of relevant population to extrapolate findings and represent them, focusing on WHAT and HOW MANY. Statistical analysis focuses on using statistics to make generalizations and find trends. Advantages ● ● ● ●

Large-scale conducted research. Comparisons can be made to identify trends and quantities. Can be quantified into numerical data, tables, graphs and diagrams. Quick and efficient.

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Lack of direct contact with the sample creates detachment. Quantitative research questions heavily rely on developing a nonbiased set of questions. Can not explain questions if participants are confused.

Micro, meso, macro Micro The micro world is the world within a personal sphere such as members in the immediate family.

Meso The meso world refers to the structured groups in between micro and macro levels of society. This includes the school that a student attends. Macro Macro world interactions occur with the larger institutions such as the government. Socialisation Socialisation is the process in which individuals learn to become functioning members of society through interacting with the agents of socialisation. The individual learns to internalise roles, norms and values to perform social roles and behave appropriately to be accepted by their society. Influences Include: ● ● ● ● ●

Family and kinship Family size Politics of birth order Ethnicity and culture Gender

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Sexuality Location, class and status Peers School Media

Jean Piaget Theory of Cognitive (social) development Explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development and a process which occurs due to biological maturation and interaction with the environment. Interested in was the way in which fundamental concepts like the very idea of a number, time, quantity,

justice and so on emerged. Piaget research demonstrated that by adolescence, a person's mind has developed sufficiently to allow a level of thinking that had previously not been achievable. As a result adolescents have the capacity to look more objectively at the world around them and make decisions and judgments. Sensorimotor (0-2) - Gaining motor skills and learning about objects Pre-operational (2-7) - Child learning to use words and symbols, use of reason is intuitive Concrete operational (7-12) - Child deals with abstract concepts such as numbers and relationships Formal operational - Individual begins to think in ideas and ideals and to reason logically Strauss Howe Generational Theory Similarities and differences between different generations (macro approach). Understanding how one generation views social issues and uncovering what their social values are. Show how society has changed over time. - The time period in which a person was born influences their world wide view - Share numerous influences with others in age cohort, including shared value systems Explains that the era in which a person was born affects how they view the world, sharing values, behaviour, attitudes and expectations. Strauss Howe identified repeating cycles of generational values - Prophet: Baby Boomers, idealistic, born after crisis - Nomad: Gen X, disillusioned, grew up in shadow of Baby Boomers - Hero: Millennials, resilient, witnessed violence e.g. 9/11 - Artist: Gen Y, born during war/crisis, humanitarian, progressive Nature VS Nurture The question about the formation of our identity - whether it is our nature, our biology, aspects of our genetics and DNA OR nurture, the aspects of ourselves that are acquired during our life, e.g. the way our parents raise us and our life experience that determine our identity. Nature - genetic makeup, DNA, biology, gender Nurture - way we are raised, experiences, interactions

Intercultural Communication Acculturation The process of contacts between different cultures and also the outcome of such contacts. occurs when members of one cultural group adopt the beliefs and behaviours of another group. Cultural Diversity Differences among people due to their racial or ethnic backgrounds, language, dress and traditions.

Cultural heritage An expression of the ways of living developed by a community and passed on from generation to generation, including customs, practices, places, objects, artistic expressions and values. Cultural relativism The view that moral or ethical systems are all equally valid and no one system is really "better" than any other, despite the culture. Culture Shock The feeling of disorientation, loneliness, insecurity, or confusion, that can occur when someone leaves their home country to live in a new culture. Cultural Transmission The process through which cultural elements, in the form of attitudes values and beliefs are passed onto and taught to individuals and groups. Customs A way of behaving or a belief that has been established for a long time. Enculturation Process of socialisation that helps a person to acquire social norms, values, behan\viours, language and other tools of culture. Ideology An organised collection or body of ideas that reflects the beliefs, values and interests of a group. Stereotype Preconceived view of the characteristics of a group held by individuals who are not members of that group. Values Deeply held ideas and beliefs that guide our thinking, language and behaviour.

Communication Accommodation Theory - Howard Giles - Concerns the idea that one will change the way they speak depending on who they are speaking to and the concert of conversation - Previous theories did not recognise the importance of motivation behind interactions

Accommodation

Process of changing speech/behaviour to match

person communicating with e.g. - Seeking approval - Maintaining positive social image - Communicate efficiently Convergence (influenced by the amount of interpersonal attraction)

Act of changing things e.g. - Dialect - Tone A person converges to seek approval The more a speaker converges to their partner, the more favourable the person is likely to be evaluated by listener

Divergence

Process used to emphasis differences between themselves and partners , result of perceptions

Over accommodation

When someone tries to compensate for the differences in linguistics, often perceived as rude/demining

Ingroup- social affiliations to which an individual feels they belong Outgroup- social affiliations to which an individual feels they do not belong ^ since speech is a way to express group membership people accommodate divergence or convergence in communication in order to “signal a salient group distinctiveness” , so as to reinforce a social identity. Communication accommodation becomes a tool to emphasize group distinctiveness in a positive way and strengthen an individual's social identity. High context culture - Asian, arab, south european - Relational, intuitive and collectivist - Value interpersonal relationships - Indirect and formal - Sender and receiver develop trust through gestures, silences and posture Low Context culture - Swiss, german, american - Logical, individualistic and action oriented - Value directness and facts - Communicators expected to be concise and straightforward

Edward T Hall theory of Proxemics - Studied the way people act and behave through culturally defined personal space - Theory suggests people un wester society, physical distance depends on relationship between those communicating and nature of the social situation Halls work can be broken into two areas: - Personal space: immediate space surrounding a person - Territory: space a person ‘claims’ to stop others from invading Halls research related that approximate distances vary with different personality types:

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Extrovert may have a smaller tolerances within their distance Introvert may prefer a smaller distance

Communication technologies Advantages -

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Even though we may not be talking as often as we used to, we are communicating more than ever People are becoming more social and interactive Geographic boundaries are not relevant and do not limit social interaction Long distance connections without the constraints of proximity

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Face to face communication has decreased (communication style has changed) Cause of intergenerational misunderstanding May lead to social conflict e.g. one generation views a delivery method as inappropriate Development of ‘bedroom culture’ leading to isolation, and distraction Online accessibility stretches work day beyond traditional 9-5

Social norms have changed with the evolution of technology changed the way written communication is used e.g. less formal, grammar and conventions differ on age group Instant nature encourages spontaneity

Dissociative anonymity

Japanese Culture - Diverse customs, behaviour, and languages - Collectivist culture - Great importance on personal responsibility and working together - Harmony is an important value - 9th most spoken language in the world Communication - Verbal communication is interwoven into non-verbal communication - Words have several meanings therefore body language is of great importance

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High context culture Relies on facial expressions, voice tone and sender receiver postures Communication is not direct, often answer ‘yes’ to ambiguous questions to avoid being offensive Person of lower social position initiates bow and must be deeper than the other persons Eye contact is rarely made, looking someone in the eye who is senior is considered rude

Australia -

Individualistic culture People prioritise themselves over others ‘I’, ‘my’, ‘me’ Collectivist culture exists at family level Racially diverse Different values Western clothing more practical Communication is direct

Japan -

Japan is a collectivist culture Perspective of ‘we’ Prioritising oneself is at the expense of the group “If you look after the group the group will look after you” Racially homogenous Same values and national identity Strong shared culture Values are passed down through generations (cultural transmission) Groups can be identified through clothing Cultural continuity Traditional clothing still worn Communication is not as direct

Misunderstandings Facial expression - Expressionless face is used to hide emotions and cover up positive or negative reactions - Smile may be given to show the person does not understand what is being said - Japanese people strive for harmony therefore rely on facial expressions, tone and posture to indicate what someone is feeling Conversations - Avoid direct statements, use indirect statements “what do you think” - Leave room for communicators to disagree without having to disagree with the person - Allows sender and receiver to fine tune position, cooperative way of communicating - Western society emphasises assertive and aggressive responses

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Japanese practice ‘tatemae’ to say what is appropriate and proper, contrasting with ‘honne’ ones true feeling. These bablences ‘saves face’ Eye Contact - Western society eye contact is expected indicating interest and engagement - In japan importance is placed on respect, hierarchy and social behaviours - If an elder is talking the younger person will not make eye contact e.g. convo between father and daughter/professor and student - Eye contact between peers/same social status is acceptable Taking shoes off - Culturally significant to take shoes off outside before entering house - Area near front door called ‘genkan’ where shoes are removed - Religion, cleanliness of house, foot hygiene Gift Giving - Complicated - Focus on ritual rather than the gift itself - Wrapped in a specific way, should not be brightly colored - If flowers are given should not be white or be in a pot (associated with funerals) - If giving flowers ensure an odd number but not 9 - Gift must be opened in private to ensure no ‘loss of face’ Dining - If sitting on a ‘tatami mat’ shoes must be removed - Loud chewing, blowing nose or burping is bad manners - Finishing meal and leaving an empty plate indicates you thoroughly enjoyed it - Customary for member of table to raise a glass and say ‘kampai’, like cheers in western culture Overcoming misunderstanding - Research widely - language: learn yes, no, please and thank you - Show respect - Demonstrate patience...