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Typologies are widely used in the field of intercultural communication to explain cultural differences. Especially the typology ‘individualism versus collectivism’ (I/C) is a central theoretical construct in cross-cultural comparison. But are such typologies really suited for explaining cultural phenomena? Is their explanatory power limited because the theoretical underpinnings are based on a Western mindset? And is using typologies as scientific models appropriate to explain intercultural incidents and uncover cultural patterns from a non-Western view as well? Do such typologies meet the demands of a modern view on the field of intercultural communication? This article casts a critical light on the appropriateness and applicability of typologies. The aim is twofold. The first part examines the limitations of typologies from an East Asian standpoint, bringing out the hidden cultural mindset on which this bipolar construct is built. The second part presents a model meant to contribute to a more profound debate between East Asian and Western views on intercultural communication. [ABSTRACT FROM PUBLISHER]

This article explores how Greek Cypriot elementary school children construct their identities in relation to Sri Lankan and Filipino women who come to Cyprus as domestic workers. The article focuses primarily on the views of children whose families employ these women; however, the views of children whose families do not employ domestic workers are also explored to illustrate how these women are popularly constructed in children's imaginations and in the absence of direct daily interaction with them. The study reveals that children access different cultural discourses and construct identities that are often ambivalent and contradictory and are revealing of new forms of nationalism and racism. For the children whose families employ domestic workers, the home becomes an arena for renegotiating their status as children in their interactions with these women. Thus, the encounter between Self and Other becomes critical to understanding reconstituted definitions of childhood and adulthood. [ABSTRACT FROM AUTHOR]

Communication is the basic concept in explaining globalization. Globalization can be observed as the worldwide expansion of a functionally differentiated European society through intercultural communication. In this society, since the 17th century, intercultural communication has assumed the form of a modernist ethnocentrism based on values such as knowledge, pluralism and individualism. During the 20th century, historical changes created the necessity for new forms of intercultural communication. In the last decade of that century, a transcultural form of communication based on dialogue was proposed as a basis for cross-cultural adaptation, a creation of multicultural identities and a construction of a hybrid multicultural society. However, this transcultural form creates paradoxes and difficulties in intercultural communication, mixing the preservation of cultural difference with the search for synthesis. Consequently, a new form of intercultural dialogue, dealing with incommensurable differences and managing conflicts, is needed to create coordination among different cultural perspectives. [ABSTRACT FROM AUTHOR]