Phd Thesis Isichei

Total Page:16

File Type:pdf, Size:1020Kb

Phd Thesis Isichei Cultural Identification and Global Mobility: Exploring the Impact of Monoculturalism and Biculturalism on Willingness to Work Internationally and Effectiveness While on International Assignments By Michael Isichei Research Supervisors: Professor David Collings Dr Joe MacDonagh A Thesis Submitted to Dublin City University Business School in partial fulfilment of the requirements for the degree of Doctor of Philosophy March 2017 DECLARATION I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, and that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: ________________ ID No.: 12212162 Date: ________________ i Post Examination Copy with Corrections 14/06/17 ACKNOWLEDGEMENTS I would like to acknowledge everyone that has positively contributed to my experience as a PhD student. I am quite fortunate to be surrounded by so many wonderful people. Though there are many people to acknowledge, I must begin by acknowledging God. I thank God for the grace He has given me to complete this PhD. There have been challenges along the way, but God has always been a very present help during these challenges. I would like to express my gratitude to my supervisor, Professor David Collings. David’s advice and support have been invaluable. I greatly appreciate that I had the opportunity to learn from such an excellent academic. What David has achieved as an academic in just over a decade is nothing short of extraordinary. Beyond his duties as my supervisor, David has been a great source of help. I appreciate the opportunity that he extended to me, while head of the HRM & OB group in the Business School, to work as a part-time lecturer. As a self-funded PhD student, the opportunity meant a lot to me. Although I wasn’t able to vacation in the Cayman’s, I was able to sustain myself financially. I’m grateful not only for the income, but also for the experience. I’m quite pleased that I was able to begin lecturing at the age of 22 and attain three years of teaching experience during the PhD programme. I thank David for all of his help. I would also like to extend my gratitude to Dr Joe MacDonagh for encouraging me to pursue a PhD and for acting as my second reader throughout the programme. I would like to thank the DCU Africa society, the African Students Association of Ireland (ASAI), and the DCU Soccer Club for making my experience as a PhD student quite unique. It was an honour to serve as the President of the DCU Africa Society. I would like to thank all of the ii Post Examination Copy with Corrections 14/06/17 committee members who served diligently during my tenure as president, and contributed to what was certainly my most enjoyable year in DCU. I would like to particularly thank Golden Ikerionwu, Sharawn Ahaotusimelane, Tosin Odekeye, Rufai Smith, Christelle Bekombo, and Trina Dzidonu. It was a pleasure working with all of you. I would like to thank David Nyaluke for giving me the opportunity to be an active member of ASAI while he was Secretary General of the association. The opportunity richly contributed to my experience as a PhD student. I would also like to thank the DCU Soccer Club and the Sports Development Service for the sports scholarships that I received while completing my PhD. The support I received, and the services that I had access to as part of the scholarship helped me to not only progress athletically, but personally. Thank you to all of the staff at DCU Business School who have supported or helped me over the last few years. I would like to thank Dr John McMackin, Professor Edel Conway, Gerry Conygham, Dr. Yseult Freeney, Rachel Keegan, Margaret Galuszynska, Jonathan Begg, Muriel Keegan, Olive Flynn, Debbie Trimble, Nichola O’Sullivan and, Clare Balfe. I would like to particularly thank Dr. Teresa Hogan and Ursula Baxter who both showed me great support and went out of their way to help me. I’ve been privileged to cross paths with a number of extremely wise individuals who are exemplars in their fields of work and in their communities. Pastor Tunde Adebayo-Oke, the Regional Pastor of the Redeemed Christian Church of God (RCCG), in Ireland, is one such individual. I would like to thank Pastor Tunde for being a mentor to me over the last few years. His gentle guidance has helped me to grow both spiritually and personally. The impact that he iii Post Examination Copy with Corrections 14/06/17 has had on my life is quite likely much greater than he can imagine. I would also like to thank Pastor Caroline Adebayo-Oke for being a great example. Indeed beside every great man, there’s an equally great woman. More broadly, I would like to thank everyone involved in youth ministry throughout RCCG in Ireland who has had a positive impact on my life. Thank you for encouraging me, and many other young adults, to strive for Godly excellence. Thank you to Temmy Sasore, Afolabi Yisa, Paul Imonopi, and Ebenezer Olajide for being a great source of encouragement. I once called them friends, but now I call them brothers. Thank you for continually praying for me and encouraging me to be all that God has created me to be. I would also like to thank Joseph Kinvi and Dayo Ojo for their unwavering support and encouragement. I would like to thank my parents, Henry and Lucy for being such great examples. The diligence that they daily exhibit encourages me and my siblings to be the very best that we can be. I thank my parents for the sacrifices that they have made, and continue to make, for their children. There will be no end to my appreciation for my parents and my gratitude towards them. I would also like to thank my siblings, Raymond, Christina, and Daniel, for their support throughout the journey. Seeing their faces at the end of a busy day put a smile on my face. Finally, I would like to thank my fiancée, Naomi, for being a constant source of encouragement. I thank her for helping me to see the bigger picture when I got lost in the minor details. I appreciate that she is always willing to help me in whatever way she can. Indeed, he that finds a wife finds a good thing. In Naomi, I have found a good thing. Thank you, Naomi, for your great support during the final stage of the PhD programme. iv Post Examination Copy with Corrections 14/06/17 TABLE OF CONTENTS Page Declaration i Acknowledgment ii Table of Contents v List of Tables ix List of Figures x List of Abbreviations xi Abstract xii Chapter 1: Introduction 1.1 Introduction 1 1.2 Rationale for the Research 3 1.3 Research Hypotheses and Model 7 1.4 Contributions of Research 12 1.5 Structure of Thesis 13 Chapter 2: Review of International Assignment Literature 2.1 Introduction 16 2.2 Motives for Using International Assignments 17 2.3 Selecting International Assignees 23 2.4 International Assignee Adjustment and Performance 25 2.4.1 Assignee Adjustment 25 2.4.2 Assignee Performance 29 2.5 International Assignment Costs and Return on Investment 31 v Post Examination Copy with Corrections 14/06/17 2.6 Willingness to Undertake International Assignments 34 2.6.1 Personal Factors 36 2.6.2 Family Related Factors 42 2.6.3 Career Related Factors 45 2.6.4 Organisation Support Factors 50 2.6.5 Host Country Factors 51 2.7 Conclusion 54 Chapter 3: Review of Biculturalism Literature 3.1 Introduction 55 3.2 Theoretical Background of Biculturalism 56 3.2.1 Acculturation 56 3.2.2 Biculturalism and Integration 59 3.3 Negotiating Bicultural Identities 65 3.3.1 Situational Biculturalism 67 3.3.2 Synthesized Biculturalism 71 3.4 Bicultural Identity Integration 74 3.4.1 Bicultural Identity Integration Explained 74 3.4.2 Antecedents of Bicultural Identity Integration 77 3.5 Cultural Frame Switching 83 3.5.1 Cultural Frame Switching Explained 83 3.5.2 Cultural Frame Switching 85 3.6 Outcomes of Biculturalism 92 3.6.1 Cognitive Complexity 92 vi Post Examination Copy with Corrections 14/06/17 3.6.2 Creativity 94 3.6.3 Adjustment and Adaptability 96 3.6.4 Cultural Intelligence 98 3.7 Conclusion 100 3.8 Conclusion to Literature Review 101 Chapter 4: Hypothesis Development 4.1 Biculturals as International Assignees 103 4.1.1 Hypothesis Development 109 4.2 Conclusion 139 Chapter 5: Research Methodology 5.1 Introduction 140 5.2 Research Philosophy 140 5.3 Research Design 146 5.3.1 Survey Design 147 5.3.2 Research Sample 167 5.3.3 Data Collection 168 5.4 Data Analysis Strategy 173 Chapter 6: Study 1 6.1 Introduction 184 6.2 Method 186 6.2.1 Participants and Procedures 186 vii Post Examination Copy with Corrections 14/06/17 6.2.2 Measures 189 6.3 Results 193 6.4 Discussion 206 Chapter 7: Study 2 7.1 Introduction 217 7.2 Method 219 7.2.1 Participants and Procedures 219 7.2.2 Measures 222 7.3 Results 231 7.4 Discussion 245 Chapter 8: Conclusion 8.1 Summary of Findings 263 8.2 Contributions of Research 272 8.3 Practical Implications 277 8.4 Limitations and Future Research Directions 281 8.5 Conclusion 284 Bibliography 288 Appendix A: Invitation Letters 326 Appendix B: Questionnaires for Study 1 & 2 332 Appendix C: Correlation Matrices of the Main Variables in Study 1 & 2 371 Appendix D: Output from Mediation Analysis 376 viii Post Examination Copy with Corrections 14/06/17 LIST OF TABLES Page 5.1 Comparison of Four Research Philosophies 143 6.1 Study 1 Summary of Confirmatory
Recommended publications
  • Awareness of Self As a Cultural Being
    Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Foundations of Infant Mental Health Training Program 2013/2014 Central California Children’s Institute, Fresno State November 2013 Awareness Of Self as a Cultural Being Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) 2) How does race/ethnicity continue to impact infant mental health practice in 2013? The role of modern oppression • Video clip II • Identifying 5 kinds of "modern isms" Activity 3: Identifying isms • Video clip III • Identifying 5 "survival behaviors"/internalized oppression Activity 4: Identifying survival or i.o. behaviors • 11:45 - 12:45 Working lunch 3) Understanding my multiple identities, Part II Activity 5: Understanding how power impacts identity 4) Identifying alternative behaviors Activity 6: Identifying options in cross cultural infant mental health interactions 5) Closure: Appreciation, Regrets, Learnings and Re-learnings Multicultural Process of Change (at all levels) Monoculturalism Pluralism Rejection of differences and a .Recognize Acceptance, appreciation, belief in the superiority of the .Understand utilization and celebration of dominant group at the following .Appreciate similarities and differences at levels: .Utilize Differences these levels: • Personal • Personal • Interpersonal • Interpersonal • Institutional/Systemic • Institutional/Systemic • Cultural • Cultural (“Emancipatory Consciousness”) Social/Economic Justice Monoculturalism Pluralism (“Melting Pot”) (“Salad Bowl/Fruit Salad”) Assimilation Diversity Exclusion Inclusion *Designed by: Valerie A.
    [Show full text]
  • The Role of Acculturation and White Supremacist Ideology
    American Psychologist © 2019 American Psychological Association 2019, Vol. 74, No. 1, 143–155 0003-066X/19/$12.00 http://dx.doi.org/10.1037/amp0000368 Racial Trauma, Microaggressions, and Becoming Racially Innocuous: The Role of Acculturation and White Supremacist Ideology William Ming Liu and Rossina Zamora Liu Yunkyoung Loh Garrison, Ji Youn Cindy Kim, University of Maryland Laurence Chan, Yu C. S. Ho, and Chi W. Yeung The University of Iowa Acculturation theories often describe how individuals in the United States adopt and incor- porate dominant cultural values, beliefs, and behaviors such as individualism and self- reliance. Theorists tend to perceive dominant cultural values as “accessible to everyone,” even though some dominant cultural values, such as preserving White racial status, are reserved for White people. In this article, the authors posit that White supremacist ideology is suffused within dominant cultural values, connecting the array of cultural values into a coherent whole and bearing with it an explicit status for White people and people of color. Consequently, the authors frame acculturation as a continuing process wherein some people of color learn explicitly via racism, microaggressions, and racial trauma about their racial positionality; White racial space; and how they are supposed to accommodate White people’s needs, status, and emotions. The authors suggest that acculturation may mean that the person of color learns to avoid racial discourse to minimize eliciting White fragility and distress. Moreover, acculturation allows the person of color to live in proximity to White people because the person of color has become unthreatening and racially innocuous. The authors provide recommendations for research and clinical practice focused on understanding the connections between ideology, racism, microaggressions and ways to create psychological healing.
    [Show full text]
  • Multicultural Education As Community Engagement: Policies and Planning in a Transnational Era
    Vol. 14, No. 3 International Journal of Multicultural Education 2012 Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era Kathryn A. Davis Prem Phyak Thuy Thi Ngoc Bui University of Hawai`i at Mānoa U. S. A. Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era. Transnationalism, Neoliberalism, and Education Resisting Monoculturalism in Nepal Reimagining Globalization, Multiculturalism and Education in Vietnam Multicultural Education as Community Engagement Notes References Indigenous and multicultural education across borders reveals ongoing debate over policies affecting achievement among students from linguistically-diverse and socioeconomically-marginal communities (Davis, 2009; Luke, 2008, 2011). Researchers (Evans & Hornberger, 2005; Luke, 2011; Wiley & Wright, 2004) document the negative impact on students of global trends towards one-size-fits-all approaches to basic skills, textbooks, and standardized assessment. These and other scholars from multilingual countries such as Australia, Canada, Namibia, New Zealand, and the Republic of South Africa (Beukes, 2009; Luke, 2011) have argued for policies of inclusion which promote community ideologies and language choice in schools through culturally responsive and linguistically responsible education.
    [Show full text]
  • Flexible Acculturation
    FLEXIBLE ACCULTURATION HSIANG-CHIEH LEE National Science and Technology Center for Disaster Reduction, Taiwan “Flexibility” has become an important concept in studies of globalization and transnationalism. Most academic discus- sions fall into the literature of global capitalist restructuring: e.g., Piore and Sabel’s (1984) notion of flexible specialization and David Harvey’s concept (1991) of flexible accumulation. These discussions are centered on economic production and market logics. Theoretical discussions of flexibility about other regimes of power — such as cultural reproduction, the nation- state and family — are relatively insufficient. In this paper, I explore the concept of “flexible acculturation,” first proposed by Jan Nederveen-Pieterse (2007), to show a cultural aspect of transnational flexibility. I situate my discussion in the literature of transmigration studies and define flexible acculturation as having four important virtues: (1) it has diverse social players, rather than just political and economic elites; (2) it refers to interac- tions, not just differences; (3) it involves multiple processes; and (4) it is not just about agency but also about social regulations. These definitions help to explain why flexible acculturation is different from other concepts that have been proposed. I further argue that definitions of important social actors are contingent on a specific set of flexible acculturation processes. Social ac- tors discussed in this paper include governments, the public, transmigrants, and women. “Flexibility” has become an important concept in studies of globalization and transnationalism, especially after David Harvey’s Hsiang-Chieh Lee (PhD, University of Illinois at Urbana-Champaign, 2008) is a senior assistant research fellow in National Science and Technology Center for Disaster Reduction in Taiwan.
    [Show full text]
  • Awareness of Self As a Cultural Being
    Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Enhancing Cultural Competence In Clinical Care Settings (4C) Training February 6th. March 20th, 2015 Central California Children’s Institute, Fresno State Desired Outcomes Participants will – Be able to identify themselves as cultural beings on up to 12 variables – Be able to identify up to 10 ways that racism and other “isms” may impact their practice in subtle ways – Practice identifying dysfunctional cross cultural behaviors within themselves and/or among others that they work with – Learn up to 10 alternative behaviors for enhancing their mental health practice – Be able to multicultural tools learned to "Getting to the Green “ theory and practice 2 © VISIONS, Inc. 2011 Awareness Of Self as a Cultural Being Overview of Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) II) Three dimensions of Change – the role of emotional literacy Activity 3: Feelings activity Links to “Getting to Green” III) Understanding four levels of oppression and change Awareness Of Self as a Cultural Being Overview of Agenda/ "Map” IV) Understanding my multiple identities, Part II Activity 4: Understanding how power impacts identity; power walk/TNT exercise
    [Show full text]
  • The Cantle-Modood Debate
    Debate Ethnicities 0(0) 1–24 ! The Author(s) 2015 Interculturalism versus Reprints and permissions: sagepub.co.uk/journalsPermissions.nav multiculturalism – The DOI: 10.1177/1468796815604558 Cantle-Modood debate etn.sagepub.com Marco Antonsich Loughborough University, UK Email: [email protected] On 25 March 2015, the Migration, Identity and the State (MIS) Research Cluster within the Human Geography Research Group at Loughborough University invited Ted Cantle and Tariq Modood to discuss a central question of contempor- ary societies: ‘how to live together in diversity’. As societies are becoming increas- ingly diverse, the question is indeed no longer how to live with, but in diversity (Antonsich, 2014; Antonsich and Matejskova, 2015). This is not only a shift in prepositions, but a conceptual shift which aims to convey two ideas. First, diversity is not only something ‘carried’ by minorities which leaves the majority group untouched; but in a future which demographic projections anticipate as even more diverse, diversity itself might become the mainstream. Second, and ensuing from this demographic scenario, to live with presupposes tolerance as the answer to the above question. Yet, tolerance itself is deeply problematic, being indeed imbued with an uneven power relation (Brown, 2009), as ‘tolerance always presupposes a control over what is tolerated’ (Hage, 2000: 89). Using in is therefore a tactical move to open up the terrain for a more thorough exploration of diversity and the related urge for governing diverse societies (Matejskova and Antonsich, 2015). The ‘Cantle-Modood debate’ presented here, with additional commentary by Iacovino, who expands this debate overseas by bringing in the case of Quebec, intervenes exactly on this question and it does so by juxtaposing two approaches: multiculturalism and interculturalism.
    [Show full text]
  • As a Counselling for Multicultural Integration
    International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 2017, Vol 4, No.3,145-149. 145 Available online at http://www.ijims.com ISSN - (Print): 2519 – 7908 ; ISSN - (Electronic): 2348 – 0343 IF:4.335; Index Copernicus (IC) Value: 60.59; UGC Recognized -UGC Journal No.: 47192. 1st July Advaitin Principles: As a Counselling for Multicultural Integration Mitali Bhagabati Research Scholar, Department of Philosophy,University of Delhi, India Abstract Vedanta Philosophy is recognised as one of the greatest philosophical traditions worldwide. Considering either as a religion or as a philosophy, the practise of Advaita principles can always be the guaranteed consolation to the critical issues of disintegration as the core concept of Advaita Vedanta is “non-dualism”. It cannot be the case that there is no diversity in the world. The question generally arises; can we reach any sort of consensus to solve the issue of plurality on name, caste, creed, culture? Multiculturalism is a social policy to conquer cultural and religious diversities.The aim of this paper is to analyse, how the advaitin principles of non-duality can be applied as a counselling for multicultural integration. The Multicultural approach can lead a united society annihilating diversity. So, it is significant to understand how multicultural aptitude can be developed in the mind of people in general. But to understand multiculturalism as a response to cultural diversity, one needs to revive one’s own inner divinity. Certain philosophical counselling may become helpful for such self-realisation in a person. So, an attempt is made here to study the advaitin principles as a counselling for multiculturalism.
    [Show full text]
  • What Biculturalism Is and Why It Matters
    Multicultural Identity and Experiences: Cultural, Social, and Personality Processes Verónica Benet-Martínez ICREA1 and Universitat Pompeu Fabra To appear in K. Deaux & M. Snyder (Eds.), Handbook of Personality and Social Psychology. Oxford University Press. 2nd edition. Date: December 2016 1Catalan Institution for Research and Advanced Studies 1 Abstract This chapter discusses the cultural and social-personality psychological processes involved in multicultural experiences and identities, and the societal factors which influence these phenomena. To do so, relevant findings and theories from the subfields of acculturation, sociology, cultural, social, and personality psychologies are reviewed and integrated. The chapter includes sections devoted to defining multiculturalism and its components at the individual, group, and societal level, explaining the links between multiculturalism and related constructs such as acculturation and interculturalism, and synthesizing the fast growing literatures on cultural frame-switching, individual differences in multicultural identity, and outcomes resulting from multicultural identities and experiences. The chapter concludes with a discussion of future challenges and needed directions in the psychological study of multiculturalism. Key words: Multiculturalism, multicultural, biculturalism, bicultural, interculturalism, intercultural, acculturation, bicultural identity integration, identity, ethnicity, culture 2 Multiculturalism: Cultural, Social, and Personality Processes “Each day I am reminded of
    [Show full text]
  • Monocultural Constructs: a Transnational Reflects on Early Childhood Institutions
    Monocultural constructs: a transnational reflects on early childhood institutions Jeanette Rhedding-Jones Oslo University College, Norway At the varying systemic levels for children in pre-schooling, early schooling and care, and at the adult levels in undergraduate and postgraduate education, early childhood education is currently undergoing change. A first step is recognition of the problematics of diverse values, diverse languages, and diverse religions. A second step is awareness of the positive possibilities in these. Hence policy documents begin to write in the Other (Rhedding-Jones, 2002a), although postmodern effects of multiplicities may fail to transform the original monoculture. In practice, local settings determine which teachers and which institutions will develop pedagogies and assessments differently (Rhedding-Jones, 2002b). Here the critical issues are the ethnicities of the clientele and the staff, the prevailing ideologies of social justice, and the economic rationalism of the controlling committees. The essay presents the reflections of a foreigner as researcher. Having migrated to Norway from Australia in 1997, and now having early childhood education work experiences in both countries, I write theoretically and anthropologically. The reflected institutions are pre-schools and day care centres, and undergraduate and postgraduate higher education for early childhood pedagogy. Local and theoretical introductions Making the majority rather than the minority the problem, regarding ethnicities, citizenships and nations, is somewhat like the feminist practice of making the problem patriarchy instead of always focusing on women. With feminism, the problems associated with patriarchal institutions and individuals showed few signs of diminishing until men themselves began to take up the problems of their own masculinities (Askland and Sataøen, 1998; Connell, 1995; Mac an Ghaill, 1994).
    [Show full text]
  • Media Culture: Cultural Studies, Identity and Politics Between The
    Media Culture Media Culture develops methods and analyses of contemporary film, television, music, and other artifacts to discern their nature and effects. The book argues that media culture is now the dominant form of culture which socializes us and provides materials for identity in terms of both social reproduction and change. Through studies of Reagan and Rambo, horror films and youth films, rap music and African- American culture, Madonna, fashion, television news and entertainment, MTV, Beavis and Butt-Head, the Gulf War as cultural text, cyberpunk fiction and postmodern theory, Kellner provides a series of lively studies that both illuminate contemporary culture and provide methods of analysis and critique. Many people today talk about cultural studies, but Kellner actually does it, carrying through a unique mixture of theoretical analysis and concrete discussions of some of the most popular and influential forms of contemporary media culture. Criticizing social context, political struggle, and the system of cultural production, Kellner develops a multidimensional approach to cultural studies that broadens the field and opens it to a variety of disciplines. He also provides new approaches to the vexed question of the effects of culture and offers new perspectives for cultural studies. Anyone interested in the nature and effects of contemporary society and culture should read this book. Kellner argues that we are in a state of transition between the modern era and a new postmodern era and that media culture offers a privileged field of study and one that is vital if we are to grasp the full import of the changes currently shaking us.
    [Show full text]
  • Anthropology, Missiological Anthropology. the Relationship
    Anthropology, Missiological Anthropology Anthropology, Missiological Anthropology. sions, where Willoughby taught from 1919 and The relationship between anthropology and Smith lectured from 1939 to 1943, little was world missions has been a long and profitable done to provide anthropological instruction for one with the benefits flowing both ways. Though missionaries before World War II. Wheaton Col- for philosophical reasons recent generations of lege (Illinois) had begun an anthropology depart- anthropologists have tended to be very critical of ment, and the WYCLIFFE BIBLE TRANSLATORS’ Sum- missionaries, much of the data used by profes- mer Institute of Linguistics, though primarily sional anthropologists from earliest days has focused on LINGUISTICS, was serving to alert come from missionaries. Anthropological pio- many to the need to take culture seriously. neers such as E. B. Tylor (1832–1917) and J. G. Though Gordon Hedderly Smith had pub- Frazer (1854–1954) in England, L. H. Morgan lished The Missionary and Anthropology in 1945, (1818–82) in the United States, and Wilhelm it was EUGENE NIDA who sparked the movement Schmidt (1868–1954) in Austria were greatly in- to make anthropology a major component in debted to missionaries for the data from which missionary thinking. He used his position as sec- they constructed their theories. Such early an- retary for translations of the American Bible So- thropological pioneers as R. H. Codrington (1830– ciety to demonstrate to missionaries and their 1922), Lorimer Fison (1832–1907), Diedrich Wes- leaders the value of anthropological insight. His termann (1875–1956), H. A. Junod (1863–1934), lectures on anthropological topics in the 1940s and Edwin Smith (1876–1957) were missionaries and early 1950s, published as Customs and Cul- for part or all of their careers.
    [Show full text]
  • Identification of Cultural Differences and Their Effects on International Relations: a Novel Approach
    The University of Southern Mississippi The Aquila Digital Community Dissertations Summer 8-2021 Identification of Cultural Differences and Their Effects on International Relations: A Novel Approach Stephen W. Jones Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the International Relations Commons Recommended Citation Jones, Stephen W., "Identification of Cultural Differences and Their Effects on International Relations: A Novel Approach" (2021). Dissertations. 1899. https://aquila.usm.edu/dissertations/1899 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. IDENTIFICATION OF CULTURAL DIFFERENCES AND THEIR EFFECTS ON INTERNATIONAL RELATIONS: A NOVEL APPROACH by Stephen W. Jones A Dissertation Submitted to the Graduate School, the College of Arts and Sciences and the School of Social Science and Global Studies at The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved by: Robert Pauly, Ph.D, Committee Chair Joseph St. Marie, Ph.D. Thorsten Moritz, Ph.D Tom Lansford, Ph.D August 2021 COPYRIGHT BY Stephen W. Jones 2021 Published by the Graduate School ABSTRACT International Relations suffers from underspecified treatments of culture that risk reifying, essentializing, or ignoring the effects of cultural differences in the conduct of relationships between states. Following a review of the development of the culture concept, this interpretivist, epistemologically critical realist, dissertation introduces intercultural adaptive frameshifting from the intercultural communication literature. To assess whether culture has effect within an epistemic community, four frameworks are evaluated within a non-IR field (global Christian reasoning).
    [Show full text]