The Company We Keep: Informing Practice Through an Intercultural Communicative Framework

• In Event: 26.034 - Intersections of Faith in Education: The Often Silenced Connections of Faith, Education, and Global Religions

Abstract

In the United States, the phrase uttered by Thomas Jefferson about the separation of church and state has lead (or in this case, mislead) many to believe that the Constitution’s text condemns any cross over between religious and public organizations. Often, interpretations are extreme and unyielding. This separation can be seen in many venues including educational systems. According to Rizvi & Lingard (2010), educational systems are an outgrowth of societal beliefs and needs. However, when the beliefs and needs are established from differing view points, conflict may arise. Mediating this conflict becomes critical when forced encounters with diversity are present such as in an educational setting. Yet, historically, leaders from faiths such as Muslim, Christian, Hindi, Judaism, and Catholic have for hundreds of years urged for humanity to live in harmony and respect (Abbott, 2010). Additionally, according to Thomas Groome (1998), “the classic Catholic Christian position on nature/nurture, autonomy/socialization would be to hold the two in balance, that our social context exerts considerable influence” (p. 178).

As global interdependence and cross-cultural encounters reshape the world, it is important to explore different contexts where diversity is present and how encounters occur. Using the principles of intercultural communication (ICC) is one way of avoiding culture and language clash, promoting mutual harmony, and acceptance of diversity; the attributes that enable cooperation, not separation between socio/cultural systems (Samovar, Porter, & McDaniel, 2009). The purpose of this study is to explore the intersection of diverse populations through the frame of ICC. The study gives insight into the experiences of faculty and students of various faiths working and studying in a Catholic context. The exploration of these experiences has implications for shaping contact between varying faiths. Through the eyes of participants from various faiths (Judaism, Muslim, and a non-believer) in a Catholic context, the author uncovered layers of traditional protocol and assumptions about values and practices. Some emerging themes focused on ways of communicating, underlying assumptions in behavior, and an attitude of awareness and appreciation of diverse peoples and ways of life. These findings have implications for reshaping interactions and building supportive environments within private institutions as well as public organizations.

References
Abbott, C. (2010). Twenty-one speeches that shaped our world: The people and ideas that changed the way we think. UK: Random House Group Company.

Groome, T. H. (1998). Educating for life: A spiritual vision for every teacher and parent. Allen,Texas: Thomas More.
Rizvi, F. & Lingard, B. (2010). Globalizing education policy. New York, NY: Routledge.
Samovar, L.A., Porter, R.E., & McDaniel, E. R. (2009). Intercultural communication: A reader. Boston, MA: Wadsworth.

Author

• Kimberly Ilosvay, University of Portland