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Learning to Be a Guest in the Home of Another: Perceptions, Purpose and Positioning in Short Term Volunteerism

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Learning to Be a Guest in the Home of Another: Perceptions, Purpose and Positioning in Short Term Volunteerism Learning to be a Guest in the Home of Another: Perceptions, Purpose and Positioning in Short Term Volunteerism by Tammy Ruth Smith Submitted in partial fulfilment of the requirements of the degree of Doctor of Education (with coursework component) June 2012 Graduate School of Education The University of Melbourne Produced on archival quality paper Abstract This study analyses the expectations and reflections of participants in the ‘Thailand Mission Awareness Tours’ program as they prepare for, take part in and return from their intercultural experience. Sending organizations do not have the ability to influence how short term missions (STM) or volunteer tourists (VT) are received or viewed by long-term workers or nationals, but they are able to prepare them in how to better position themselves for the experience. Unfortunately volunteer travelers are often more focused on what they can accomplish at a location than on the relationships they could encounter, develop and build while being there. They build houses rather than relationships (Reese, 2009, p. xviii) for the locals rather than with them (Armstrong, 2006; Schwartz, 2003). To work with someone there must be equality, togetherness, a two way relationship. Being Guest and Host, as part of the hospitality suggested by Derrida (2000), is a relationship that is reliant upon one and the Other. It requires a disposition which is significantly different. Literature from within VT and STM, whilst philosophically different, is strikingly similar in content and emphasis. Most of this literature focuses on the positive profiling and experience of the travel participant and largely overlooks the experience of the host and host community. This focus has been criticised in the literature, but little has as yet been done to amend the situation (Gray & Campbell, 2007). In this ethnographic study positionality, as experienced by participants in the Thailand Mission Awareness Tour (TMAT) program, is examined. The emphasis is on how they position themselves in relation to each other, their hosts and the host community. Some findings were surprising and unexpected, particularly in relation to the participants’ responses to, and interaction with, expatriate hosts. Participants tended to compare themselves and their life situations with those of the expatriates, and often judged themselves quite harshly as a result. The author concludes that pre-travel education for those going on a volunteer experience should situate them in a receptive frame in preparation for positioning themselves as Guest, thereby supporting mutuality, relationality and positive experience for all involved. i It is suggested that further research be undertaken into the efficacy of the type of education proposed in this thesis and how, or if, that education influences the positionality of participants. It is also suggested that research be undertaken into how this education and the resultant positionality is responded to by hosts and their communities. There is much work that remains to be done in this space relating to improving intercultural communication. This thesis forms a small part of that work. ii Declaration of Originality This is to certify that: (i) this thesis comprises only my original work; (ii) due acknowledgement has been made in the text to all material used; and (iii) the thesis is less than 100,000 words in length, exclusive of tables, figures, bibliographies and appendices. Signature: Tammy R Smith iii Acknowledgements I would like to express sincere appreciation to Dr Barbara Kameniar for keeping me on track and reassuring me that there was an end in sight. Her help, advice and mentoring were marvelous and I have immense respect for her both professionally and personally. My thanks also go to Professor Lyn Yates for her assistance in preparation of this manuscript and for her expert advice and feedback on draft material. Thanks to my Aunt, Aline Burgess, who was my sounding board, honest critic and constant supporter. She is truly an amazing lady. In addition, special thanks to my sons; Zack for his company at conferences and assistance with audio-visual equipment during interviews and focus groups, Jordan for helping Zack help me and Jazziah for providing comic relief. Thanks also to my husband Graeme for introducing me to Thailand. Trevor and Heather Smith, my parents-in-law, are the Leprosy Mission's longest serving international staff and I am in awe of their achievements and faithfulness. [T]heir outstanding service has been recognised by the highest authority in Thailand—the King ... Trevor was … awarded the prestigious "White Elephant" award from the King… In his speech to leprosy workers on 2nd June, 1997, His Majesty, King Bhumibol Adulyadej of Thailand, concluded: "Thus, I leave you with a dual mission and the understanding that your duty is not yet completed, and work must go on. If you are dedicated to your task, the people all over the country will be grateful to you and will appreciate your good action. Accordingly, may each of you be blessed with mental fortitude and good health, in order to be able to overcome any future obstacles or problems that may confront you. Thank you, once again for performing so well the duty that you have assigned to yourselves and may you succeed in all your duties. May you enjoy happiness, prosperity, good physical health and full mental strength" (Chand, 1997). Lastly, and most importantly, I thank God for getting me through this process and showing me His purpose in it. iv v Table of Contents Abstract .......................................................................................................................... i Declaration of Originality ......................................................................................... iii Acknowledgements ..................................................................................................... iv Table of Contents ........................................................................................................ vi List of Tables ............................................................................................................... xi List of Figures .............................................................................................................. xi List of Pictures............................................................................................................. xi Chapter 1: Background ............................................................................................... 1 1.1 Origin of the Thailand Mission Awareness Tour (TMAT) Program ....................... 1 Chapter 2: Introduction .............................................................................................. 4 2.1 Outline of Chapter ................................................................................................... 4 2.2 The privilege of entering a home ............................................................................. 5 2.3 Position ................................................................................................................... 6 2.4 Hofstede—The importance of dimensions, behaviours and difference.................... 8 2.4.1 Power Distance Index (PDI) .......................................................................................... 9 2.4.2 Individualism (IDV) [vs. Collectivism] .......................................................................... 9 2.4.3 Masculinity (MAS) [vs. Femininity] ............................................................................... 9 2.4.4 Uncertainty Avoidance Index (UAI) ............................................................................... 9 2.4.5 Confucian Dynamism or Long Term Orientation (LTO) ................................................. 9 2.5 Intercultural communication and sensitivity .......................................................... 11 2.6 Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) ................... 12 2.7 Derrida and Hospitality ......................................................................................... 16 2.8 Guest-Host relations .............................................................................................. 19 2.8.1 What is a guest? .......................................................................................................... 21 2.8.2 Being a Guest – Outworking the position and the mindset underpinning it. .................. 24 2.8.3 TMAT participants are guests in someone else’s space ................................................ 25 2.9 Summary ............................................................................................................... 26 Chapter 3: Literature ................................................................................................ 28 3.1 Outline of Chapter ................................................................................................. 28 3.2 Voluntourism Origins ............................................................................................ 28 3.3 Volunteer Tourism Literature ................................................................................ 29 3.3.1 Who goes? ................................................................................................................... 29 3.3.2 Motivations for travel .................................................................................................. 30 vi 3.4 Critique of Voluntourism .....................................................................................
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