Abstract
Though global classrooms are designed to expose students to varied cultural knowledges and experiences, how students consider and display their own identities in cross-cultural exchange has yet to be fully interrogated. This study focuses on U.S. college students who participated in a series of online conversations with learners in Singapore. Grounded in Goffman's sociological work and based on Hecht's communication theory of identity, this article focuses on students’ conceptions of themselves relative to others, and perceptions of identity work in cross-cultural conversations. Limitations tied to this project and avenues for future research on intercultural communication classroom practice are considered.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 52-68 |
| Number of pages | 17 |
| Journal | Journal of International and Intercultural Communication |
| Volume | 9 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2016 |
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Keywords
- cultural tensions
- global classroom
- identity gap
- identity work
- Internationalization
ASJC Scopus subject areas
- Communication
- Cultural Studies
Cite this
Communication and identity management in a globally-connected classroom : An online international and intercultural learning experience. / Brooks, Catherine F; Pitts, Margaret J.
In: Journal of International and Intercultural Communication, Vol. 9, No. 1, 02.01.2016, p. 52-68.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Communication and identity management in a globally-connected classroom
T2 - An online international and intercultural learning experience
AU - Brooks, Catherine F
AU - Pitts, Margaret J
PY - 2016/1/2
Y1 - 2016/1/2
N2 - Though global classrooms are designed to expose students to varied cultural knowledges and experiences, how students consider and display their own identities in cross-cultural exchange has yet to be fully interrogated. This study focuses on U.S. college students who participated in a series of online conversations with learners in Singapore. Grounded in Goffman's sociological work and based on Hecht's communication theory of identity, this article focuses on students’ conceptions of themselves relative to others, and perceptions of identity work in cross-cultural conversations. Limitations tied to this project and avenues for future research on intercultural communication classroom practice are considered.
AB - Though global classrooms are designed to expose students to varied cultural knowledges and experiences, how students consider and display their own identities in cross-cultural exchange has yet to be fully interrogated. This study focuses on U.S. college students who participated in a series of online conversations with learners in Singapore. Grounded in Goffman's sociological work and based on Hecht's communication theory of identity, this article focuses on students’ conceptions of themselves relative to others, and perceptions of identity work in cross-cultural conversations. Limitations tied to this project and avenues for future research on intercultural communication classroom practice are considered.
KW - cultural tensions
KW - global classroom
KW - identity gap
KW - identity work
KW - Internationalization
UR - http://www.scopus.com/inward/record.url?scp=84954028198&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84954028198&partnerID=8YFLogxK
U2 - 10.1080/17513057.2016.1120849
DO - 10.1080/17513057.2016.1120849
M3 - Article
AN - SCOPUS:84954028198
VL - 9
SP - 52
EP - 68
JO - Journal of International and Intercultural Communication
JF - Journal of International and Intercultural Communication
SN - 1751-3057
IS - 1
ER -