Introduction
In the era of globalization, there is a need to understand and integrate different cultural backgrounds, In the era of globalization, there is a need to understand and to integrate different cultural backgrounds which is the requirements for the effectual communication and adaptation. Edmonton is the accurate picture of world diversity, where people come from different historical backgrounds, traditions and cultures to create one community. Through living and studying as Chinese student from northern China in Edmonton, I will be in a privileged position to observe the extent to which culture, globalization, and intercultural adaptation are interrelated. The cultural heritage of Edmonton will be the research’s primary subject, whichh aims to shed light on these diverse cultural characteristics, intercultural interactions, and adaptive behaviors in a multicultural environment. These investigations fledge from personal experiences, academic literature, and my observations to unravel the different cultural exchange and integration levels that give life its only unique nature. With this, we anticipate that, among other things, we will realize the difficulties of diverse cultural environments and see the beauty of cultural understanding and cooperation.
Characteristics of Culture
As a Chinese student from North China who is now living in Edmonton, Alberta, my cultural perception dramatically differs from that of other people. Confucian principles, collectivism, a vital education system, and the regard for the authorities influence it. These cultural attributes always make me different so that I can interact with people from various backgrounds. Initially, I valued hierarchical organizations respecting the authority that consthateconstituteserson.
w, which is required for effective action and adaptation. Edmonton accurately represents world diversity, where people come from various historical backgrounds, traditions, and cultures to create one community. By living and studying as a Chinese student from northern China in Edmonton, I will be privileged to observe the extent to which culture, globalization, and intercultural adaptation are interrelated. The cultural heritage of Edmonton will be the research’s primary subject, which aims to shed light on these diverse cultural characteristics, intercultural interactions, and adaptive behaviors in a multicultural environment. These investigations fledge from personal experiences, academic literature, and my observations to unravel the different cultural exchange and integration levels that give life its unique nature. With this, we anticipate that, among other things, we will realize the difficulties of diverse cultural environments and see the beauty of cultural understanding and cooperation.
Characteristics of Culture
As a Chinese student from North China who is now living in Edmonton, Alberta, my cultural perception dramatically differs from that of other people. Confucian principles, collectivism, a robust education system, and regard for the authorities influence it. These cultural attributes always make me different so that I can interact with people from various backgrounds. Initially, I valued hierarchical organizations respecting the authority that consthateconstituteserson. For example, in my academic environment or workplace, I may be more inclined to communicate indirectly and demonstrate respect for those in authority, such as professors or supervisors. This can be seen in the fact that I am careful with my language and gestures to show my respect, even in everyday conversation. For example, I learned to address professors with their proper titles and students with their family names to be respectful during discussions and in public.
Additionally, my collectivist approach influences decision-making and social communication. I emphasize peaceful trends and consensus building in group conditions rather than individual views. This can be illustrated by the fact that I am more inclined to seek input from all group members when working on group projects or collaborating with friends. I ensure we reach a collective agreement without compromising our preferences. This theme of solidarity and collaboration comes from Confucius’s concept of filial piety and the emphasis on maintaining harmonious relationships within societal circles (Mathur 5). This is evident in my cultural background, which shapes my communication style and attitude toward teamwork and building mutual trust and support. Furthermore, my cultural perspective shapes my understanding of education and personal development.
Chinese people regard education as a path to break through social class barriers and develop their nation (Peters 970). Thus, I overcome academic difficulties with diligence and endurance to achieve the highest scores. This commitment to education is evident in my thorough study and unwavering aspiration to succeed in the classroom. To illustrate, I ascribe great importance to attending classes, looking for help from professors when needed, and engaging in additional projects to expand my knowledge and skill set. Through this cultural emphasis on education, my attitude and interactions with my peers and educators become focused on engaging in academic conversations and participating actively in learning. Generally, as a Chinese student from Northern China, I am guided by Confucian values and collectivism influenced by my educational background and respect for authority. These are some of the cultural heritage aspects that inform my interactions and decision-making processes.
Intercultural Communication in a Globalized World
Intercultural communication in Edmonton, Alberta, embodies local and global dimensions of cultural diversity, creating a dynamic environment where individuals from various backgrounds interact and coexist. The city’s multiculturalism can be experienced everywhere in a local setting, from the array of ethnic restaurants serving different cuisines to the multiethnic festivals held throughout the year. For example, participating in the Edmonton Heritage Festival is the best way to discover the variety of cultural diversity in the local community since visitors are entertained by traditional music, dance, and food worldwide (Wall 97). These local events are platforms for cultural exchange and appreciation between the residents of Edmonton, promoting community unity and inclusion in the city.
In addition, the connection of Edmonton to the global economy highlights its role as a site for international diversity. The city’s workforce, a mix of people from different backgrounds, and its significant international student population make it a part of the large global community. Over time, globalization has allowed people, goods, and ideas to cross borders (Cuervo‐Cazurra et al., 3). However, at the same time, cities like Edmonton have gradually begun to represent global interconnectedness. For example, multinational companies that conduct business in the city employ employees from various cultures, which means they are more likely to have multicultural work environments that require excellent intercultural communication skills. Employees are challenged to handle cultural differences in communication techniques, decision-making processes, and norms in the work atmosphere to promote effective collaboration and teamwork.
Another example of Edmonton’s globalization features is its educational establishments, which welcome students and scholars from around the globe. International students make the city’s cultural fabric more interesting as interaction and exchange within higher education institutions are stimulated. Universities and colleges of Edmonton push for intercultural dialogue through student clubs, cultural events, and exchange programs and contribute to a diverse and inclusive learning environment. Being part of a team of different cultural students with whom they engage in projects, participate in discussions, and share life experiences, students develop intercultural communication skills crucial for successful work in a globalized world. This integration of the global view within the educational institutions further supports Edmonton’s reputation as a guardian of the cosmopolitan town that welcomes cultural diversity and promotes intercultural understanding.
Intercultural Adaptation
In my journey of intercultural adaptation within Edmonton, Alberta, I have traversed from ethnocentric to ethnorelative stages as outlined in the Developmental Model of Intercultural Sensitivity (DMIS) (Akyildiz 2). Overcoming cultural disorientation, I first had to rely on stereotypes or generalizations about Canadian culture. This type of ethnocentric view, from which I could not fully grasp the subtleties of the cultural environment in Edmonton. Nevertheless, as I delved into different occurrences and interacted with people from many backgrounds, I eventually learned to look at the world more open-mindedly.
The most vital aspect of the intercultural adaptation for me is the communication change in English with Canadians. My upbringing in Northern China has turned me into a person who is accustomed to a roundabout and equivocal style of communication. Interestingly, I found the forthright and peremptory communication style prevalent in Canada much more difficult to cope with. By learning to make mistakes, I have increased my assertiveness as I have learned to appreciate diversity of opinion and embrace my autonomy. This adaptation comprised the skill to listen attentively and some sympathy to understand people’s positions. My cultural bonding with folks from diverse origins becomes stronger through open communication. Therefore, I can then be fit and culturally competent.
Conclusion
In conclusion, the cultural dynamics in Edmonton, Alberta, have highlighted that these attributes are essential for people and professionals. Through globalization, the multicultural variety of Edmonton that combines local traditions with global influences has become a mark of what most contemporary communities are – closely connected globally. People may build intercultural ties and cultural integration by embracing their cultural background and respecting their peers’ cultures and beliefs. As a Chinese student living in a multicultural city, my story is a role model of how intracultural communication and cooperation can change people’s lives. Developing intercultural skills, empathy, effective communication, and openness to multiple approaches provide people with the tools to deal with cultural complexity, celebrate diversity, and become part of a community that values diversity.
Works-Cited
Akyildiz, Seçil TÜMEN, and K. Ahmed. “The importance of intercultural sensitivity in EFL.” Advances in Social Science, Education, and Humanities Research 232 (2021).https://www.academia.edu/download/65312174/The_Importance_of_Intercultural_Sensitivity.pdf
Cuervo‐Cazurra, Álvaro, Yves Doz, and Ajai Gaur. “Skepticism of globalization and global strategy: Increasing regulations and countervailing strategies.” Global Strategy Journal 10.1 (2020): 3-31. https://doi.org/10.1002/gsj.1374
Mathur, I. Confucian Social Legitimacy: A Gendered Approach to Concepts of Filial Piety and the Order Of Patriarchal Principles.https://www.icsin.org/uploads/2023/04/06/51de30e53909c0d720fde13bcff2dd58.pdf
Peters, Michael A., et al. “China’s internationalized higher education during Covid-19: Collective student autoethnography.” Postdigital science and education 2 (2020): 968–988.https://link.springer.com/content/pdf/10.1007/s42438-020-00128-1.pdf
Wall, Karen. “Winter Cities and Local Magic: Re-storying an Urban Ravine in Edmonton, Canada.” Tourism, Cultural Heritage and Urban Regeneration: Changing Spaces in Historic Places (2020): 97–110.https://doi.org/10.1007/978-3-030-41905-9_7
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