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.