The role of intercultural literacy

The role of intercultural literacy

By Mark Heyward

BOGOR, West Java (JP): It is sad to see expatriates living and
working in this country who are not only illiterate in Bahasa
Indonesia but are also illiterate in terms of the broader
competencies, understandings, attitudes and identities necessary
for effective engagement in Indonesian society. Without such an
intercultural literacy, the foreigner is unable to "read" the
culture, to make sense of its symbols and meanings, to negotiate
the complexities of its society.

Compare two striking visual images from the media. In January
1998, when Michel Camdessus stood over the then president
Soeharto as he signed the loan agreement with the International
Monetary Fund (IMF), his posture -- given an Indonesian cultural
interpretation -- suggested an arrogance that caused a loss of
face for the then president and for the Indonesian nation.

In contrast, the photograph featured on the front page of The
Jakarta Post on Sept. 20, showed Maj. Gen. Peter Cosgrove, the
commander of the International Force for East Timor (Interfet),
introducing his deputy, Maj. Gen. Songkitti of Thailand, to the
head of Indonesia's Restoration Command in East Timor, Maj. Gen
Kiki Syahnakri. "There was no sign of arrogance from him. In
fact, his manner was almost Javanese," Syahnakri was reported to
have said of his Australian counterpart.

What would the result of that encounter have been had
Cosgrove's manner been seen as arrogant and domineering? With
even a basic intercultural literacy, the foreigner is able to
avoid making costly blunders as he or she engages with Indonesian
culture.

Let me give another example. If, as an expatriate, I want to
be successful in Indonesia, I need to know how to behave
respectfully and politely in an Indonesian context. First, this
requires understandings. I need to know how the system works
here; to whom I should show respect, and in what way, what are
the rules for communication, should I sit, stand, bow, maintain
or avoid eye contact, speak loudly, softly, give gifts, wait
until asked to start drinking, leave first or last and so on.
These are the rules of the culture.

Second, I need competencies. I need to be able to communicate
effectively. I need to be able to interpret the words and
behavior of others and be mindful of my own thoughts and
communication style. I need to be able to empathize, to put
myself in the other's shoes, to see things as he or she might. I
need also to be able to tolerate ambiguity, to maintain calm when
I don't quite know what is going on, to manage my own emotions.
I need to be flexible and adaptable, to be able to let go of my
own cherished cultural habits and adopt others when appropriate.
It also helps to have a sense of humor.

Beyond this I need a set of attitudes. I need to be open-
minded, tolerant and respectful of Indonesian culture in general.
I also need to be critical and realistic though, so as not to be
taken for a fool. This requires a deeper understanding of the
culture and a set of attitudes which are dynamic, (they change
according to the situation); differentiated (I may have different
attitudes towards different individuals or groups) and realistic
(my attitudes are based on the reality of the situation). In
other words, if I am to be respectful, I must know what the rules
are, be able to follow them and have the attitude of wanting to
be respectful when appropriate.

In addition to understandings, competencies and attitudes, I
need language abilities. In Indonesia, if I am to show respect I
should speak Bahasa Indonesia. This may sound obvious, but to
many foreigners doing business here, it is not. It is clear to
me that even a limited ability to communicate in the language of
the target culture is a basic prerequisite for showing respect.

The last two dimensions of intercultural literacy are perhaps
not so obvious as those discussed already, but are nonetheless
important. First, participation: to go back to my example, if I
am to be successful in Indonesia -- in whatever field -- I need
to participate here. I need to get to know people, to make
contacts, to form friendships and get involved in Indonesian
society. If I hide away in an expatriate bubble, I am unlikely
to succeed, to form positive attitudes, to advance in the
language or to learn how the culture ticks. A basic proficiency
in Bahasa Indonesia will obviously contribute enormously to
successful participation -- along with the understandings,
attitudes and competencies discussed.

Finally, I need to be clear about my own cultural identity.
If I am to succeed, I need to be comfortable about who I am -- an
Australian who lives in Indonesia. An example of someone who is
not clear of his/her own identity is the individual who has
rejected his/her cultural background and strives to be accepted
by the new culture. Alternatively, individuals can sometimes
reject the new host culture and revert to a form of cultural
chauvinism in which everything about the new culture is seen as
bad and the old culture left behind is given an exaggerated
value.

My own experience over an eight-year period as a teacher,
principal, consultant and researcher in this country has
convinced me that intercultural literacy is vital not only for
diplomats, but for businesspeople, students and all members of
society. Without it we risk an uncertain and violent future with
the disintegration of societies -- local, national and global --
which is a real threat. The human tendency to react to stress by
retreating into old habits of tribalism and conflicting cultural
groups has been all too evident in the recent events surrounding
East Timor.

At an individual level, intercultural literacy provides the
key to successful cross-cultural engagement. At the level of
business and society, it provides the key to managing diversity
and building tolerant pluralist communities. At a national and
global level, it provides the key to cooperative and mutually
enriching international relationships.

The writer is a private consultant in education and training
currently based in Bogor, West Java. He works with schools,
education systems, government and private education systems,
industry, and professional and community groups.