Recent orders
Literature Review on Stress faced by Secondary School Teachers in Singapore
Literature Review on Stress faced by Secondary School Teachers in Singapore
Student’s Name
Institutional Affiliation
Date of Submission
Table of Contents
TOC o “1-3” h z u HYPERLINK l “_Toc369600434” Learning Objective PAGEREF _Toc369600434 h 3
HYPERLINK l “_Toc369600435” Timetable for the two hour training session PAGEREF _Toc369600435 h 4
HYPERLINK l “_Toc369600436” Navigation Key PAGEREF _Toc369600436 h 5
HYPERLINK l “_Toc369600437” Icebreaker exercise PAGEREF _Toc369600437 h 6
HYPERLINK l “_Toc369600438” What is stress? PAGEREF _Toc369600438 h 6
HYPERLINK l “_Toc369600439” Stress managing techniques PAGEREF _Toc369600439 h 7
HYPERLINK l “_Toc369600440” Improving well being PAGEREF _Toc369600440 h 7
HYPERLINK l “_Toc369600441” Conclusion PAGEREF _Toc369600441 h 8
HYPERLINK l “_Toc369600442” References PAGEREF _Toc369600442 h 9
Literature Review on Stress faced by Secondary School Teachers in Singapore
Learning ObjectiveIn the contemporary settings, stress has become a common element in peoples’ daily lives. Issues such as financial crisis, autocratic employers, and work overload pose as examples of stress that one faces daily. The contemporary society is characterized by high reliance on industrialization and technology thus giving teachers a stressful period in their line of work. It is universally accepted that the modern society has placed a critical obligation on the teachers’ shoulders. The aforementioned statement is attributed to the fact that the society considers teachers as the entity responsible for molding students or preparing them for the challenges presented by the world. Consequently, with all these responsibilities placed on teachers they are usually susceptible to suffer from stress. From the above statements, one determines that teachers’ stress can be correlated to the negative exposure of emotions like anger and frustration while undertaking their daily tasks (Lambert & McCarthy, 2006). In accordance with the views highlighted by Menlo (2009) in his work, it is suggested that the commencement of multiple innovations in the school setting act as a stressor in the teachers’ lives. Factors incorporated into the school setting such as more administration and time-consuming systems of assessment act as the leading causes of tension in teaching (Kyriacou, 2009). This review will highlight several domains of stress in relation to secondary school teachers in Singapore and provide an efficient way of tackling the stress. Emphasis will be placed on one workshop and expound on it to reveal its beneficence to handling stress.
All over Singapore, teachers are subjected to long working hours and to top it up, there is no guaranteed job security. It is also evident that the nature of the job is transforming and the requirements of the employers and education ministry is also changing thus leading to a highly competitive work domain. Due to the aforementioned facts, the job is becoming more complex and creating overwhelming stress to the teachers. When a teacher strives to attain the required results while enduring such an unfavorable working environment, the individual is susceptible to suffer from stress. In turn, this sort of stress adversely affects the teacher by causing physical and health issues to the individual (Price, 1970). In the psychological context, the key to coping is not found in the stressor but in the coping mechanism (Kyriacou, 2000). The aforementioned author has the belief that it is the actual stress assessment and managing model that has an impact on the magnitude of the reaction of the stressful impetuses. The SMART workshop accommodates cognitive restructuring practices to aid individuals to manage the stress through altering their stress evaluation and perception of stress-induced acts (Palmer & Cooper, 2010). The process of cognitive restructuring involves the attainment of cognizance of any form of cognitive distortions and negative thought practices, challenging the detrimental thoughts, and replacing them with other beneficial habits (Varvogli, & Darviri, 2011).
Timetable for the Two Hour Training SessionPrimarily, an exercise termed as the ‘icebreaker’ has to be conducted for the effective highlighting and execution of the critical problem; namely, stress in secondary school teachers. This review supports the establishment of the training manual for the ‘Stress Management and Relief for Teachers workshop’. This training manual shall be implemented in Singapore for the mainstream secondary schools. The workshop will be executed as a 4-hour program during the regular break in school terms. The Stress Management and Relief for Teachers workshop plays a more critical role than the mere issuance of techniques for relieving stress in the workplace. The adoption of the aforementioned training manual reveals a new framework for managing stress other than merely treating the symptoms related to the stress (Townsend & Avalos, 2007). The underpinning of the SMART workshop is emotional intelligence. Once an individual is able to manage the stress in the workplace, it acts as an advantage to the workers since they increase their output (Menlo, 2009).
Navigation KeyGenerally, stress is discussed in a negative context and yet it can also possess positive values. Stress can be considered as a potential opportunity when it offers several potential achievements. Emmett (2008) expounds on a term referred to as ‘Eustress’. This term simply refers to any form of stress, which bears positive outcomes. Other authors argue that stressors may manifest themselves in environmental form. Under this domain, the stressors that are environmental factors are responsible for accruing stress in an individual’s workplace. Generally, these are prerequisites to a teacher or any other worker experiencing stress reaction (Li & Hong Kong Institute of Educational Research, 2008). The stressors further subdivide into four distinct categories namely organizational level stressors, group level stressors, individual level stressors, and extra organizational stressors (cite). The impact of the stressors on individuals vary, with some having positive effects (self-motivation) while others having the negative or counterproductive effects.
Icebreaker ExercisePrimarily, an exercise has to be conducted for the effective highlighting and execution of the critical problem; namely, stress in secondary school teachers. This review supports the establishment of the training manual for the ‘Stress Management and Relief for Teachers workshop’. This training manual shall be implemented in Singapore for the mainstream secondary schools. The workshop will be executed as a 4-hour program during the regular break in school terms. The Stress Management and Relief for Teachers workshop plays a more important role than the mere issuance of techniques for relieving stress in the workplace. The adoption of the aforementioned training manual reveals a new framework for managing stress other than merely treating the symptoms related to the stress (Townsend & Avalos, 2007). The underpinning of the SMART workshop is emotional intelligence. Once an individual is able to manage the stress in the workplace, it acts as an advantage to the worker since they increase their output (Menlo, 2009).
What is stress?The first act in the complex process of better management of stress involves the effective identification of stress in the workplace (Keeves & Watanabe, 2003). The term stress is derived from the Latin language (strictus) to depict strictness. Stress has managed to become part of every individual’s daily communication and conversation. According to Emmett (2008), stress is correlated to the pace of an individual’s life. With regard to the aforementioned statement, anything horrible or interesting that is responsible for enhancing intensity in one’s life can affirmatively be responsible for stress. According to Keeves, three models of stress exists that one is to consider when highlighting the issues on stress. The first consideration is the environmental model also referred to as the stimulus event. Secondly, is the individual’s response and the final aspect is the boundary between the environs and the individual.
Stress Managing Techniques
After the actual implementation of the SMART workshop, its generic core shifts from managing stress to improving an individual’s well-being (Emmett, 2008). Individuals who advocate for the well-being practice claim that the existence of positive evaluation and emotional states of employees tend to improve their quality of life and overall performance. Under such circumstances, employees tend to have ‘optimal states’ which translate to happier and productive workers (Blömeke, 2013). In the same respect, Warr (1987) asserts that five fundamental components subsist, which contribute to an individual’s mental well-being. These include independence, aptitude, integrated operations, affective well-being, and ambition.
Improving Well BeingIt is universally accepted that stress experienced at the workplace acts as a source of multiple problems in a human’s circulatory system. This can lead to serious heart problems, for example, heart attacks (Boey, 2010). Ultimately, when an individual is subjected to stress his/her body experiences adverse effects of the stress. The SMART workshop adopts both the overt and covert tendencies of individuals in the process of eliminating stress in the workplace. This strategy is developed to tackle the specific stressful situations that have been mentioned by the teachers. The workshop’s focal points are two conventional tactics to stress management namely; a psychological practice intended to highlight the negative perceptions attributed to stress and another psychological practice, which reduces the physical level of stress thus aiming to eradicate stress mentally and physically.
ConclusionIn order to promote the successful advancement of the quality of the education in Singapore, the state has to place its education system at the pinnacle of its priorities. The society considers teachers as the builders of the nation, thus the authorities should improve the working surroundings in the school settings. All the areas tackled above highlight how the education sector can be improved. Focus needs to be placed on the wellbeing of the teachers and clear objectives should be set to ensure efficacy in the system’s operations. The navigation key, stress management techniques, timetable and icebreaker exercise are important parameters for establishing and addressing the issue of stress faced by secondary school teachers.
ReferencesBlömeke, S. (2013). Modeling and measuring competencies in higher education: Tasks andchallenges. Rotterdam: Sense Publishers.
Boey, E. K. (2010). Teacher empowerment in secondary schools: A case study in Malaysia.München: Utz.
Emmett, R. (2008). Manage your time to reduce your stress: A handbook for the overworked,overscheduled, and overwhelmed. Macmillan Audio.
Keeves, J. P., & Watanabe, R. (2003). International handbook of educational research in theAsia-Pacific region. Dordrecht: Kluwer Academic.
Kyriacou, C. (2000). Stress-busting for teachers. Cheltenham: Thornes.
Kyriacou, C. (2009). Effective teaching in schools: Theory and practice. Cheltenham: NelsonThornes.
Lambert, R. G., & McCarthy, C. J. (2006). Understanding teacher stress in an age ofaccountability. Greenwich, Conn: IAP.
Li, Z., Shiu, L., & Hong Kong Institute of Educational Research. (2008). Developing teachersand developing schools in changing contexts. Hong Kong: China University Press.
Menlo, A. (2009). Meanings of teaching. S.l.: Information Age Pub Inc.
Palmer, S., & Cooper, C. L. (2010). How to deal with stress. London: Kogan Page Ltd.
Price, L. W. (1970). Organizational stress and job satisfaction of public high school teachers.
Townsend, T., & Avalos, B. (2007). International handbook of school effectiveness andimprovement. Dordrecht: Springer.
Tsai, S. L., & Crockett, M. S. (January 01, 1993). Effects of relaxation training, combiningimagery, and meditation on the stress level of Chinese nurses working in modernhospitals in Taiwan. Issues in Mental Health Nursing, 14, 1.
Varvogli, L., & Darviri, C. (April 01, 2011). Stress management techniques: Evidence-basedprocedures that reduce stress and promote health. Health Science Journal, 5, 2, 74-89.
Warr, P. B. (1987). Work, unemployment, and mental health. Oxford: Clarendon Press.
Literature Review on Leadership
Literature Review on Leadership
Topic Focus
An examination of leadership is linked with many implicit and explicit aspects where researchers correlate it with the organizational performance. Numerous studies on the organization skills point organizational leadership as a component for creating harmony and maintaining the organizational culture. Similarly, the literature of leadership indicates that the capacity to comprehend and wok within a culture is a mandatory to an effective leadership.
Critical study has been conducted in many organizations, devoted to understand the relationship between the leadership and culture. This is not surprising incidence given the leaders roles in establishing, delegating and implementing leadership strategies within their organizations. This paper creates an empirical study of what it takes an organization to develop and maintain its performance by sustaining good leadership qualities among all the stakeholders (Burnes, 2000).
The early research on leadership focused on identifying the character traits, which categorizes different levels of leaderships. From these studies, leadership is highlighted as the backbone for all companies and organizations. Leaders acts as the catalyst for improving the morale of works, thus helping in strengthening the organization in moving forward. This study notes that developing leaders to their full capacity is a great challenge. Consequently, the research tries to analyze different theories and leadership approaches that provide light on the best ways of smoothening and boosting the operational strategies in an organization. These approaches are effective to cope with the demographic in substituting the baby-boomer leaders with the young and innovative strategists (Fulmer, 1999).
In summary, the study underlines communication as an effective tool for effective leadership. Moreover, effective management of people is developed through compassion and emotional intelligence. Good leadership is not about issuing instructions to the junior members but rather developing more evolving plans to incorporate every stakeholder. Building rapport is an efficient means of connecting with other people in the organizations. Still, good leadership entails building a working environment based on integrity, honesty, trust and unity. These qualities facilitate the organization to remain competent in production, hence flourishing both economically and financially.
Interviews as an assessment Tool
One of the most used methods of assessing job applicants in an organization or a company is employment interviews. Researchers are working on different studies in order to determine the validity and reliability of using interviews in an occasion of evaluating the quality, knowledge and reliability of workers in an organization. It has occurred that structured interviews are important in sense that they facilitate limiting the degree of discretion that an interviewer would add on the interviewee. The principles of evaluating a response, behavioral simulations, observation and eliciting tendencies in an individual increases the overall interviewers agreement on a given matter.
The structure and design of an interview may vary depending on the constraints of the question or the matter rose in the forum. Essentially, interviews with a low degree of design creates no limitation on the questions asked, thus allowing in-depth evaluation of the interviewee on the question at hand. In addition, interviews enable the panel to conduct a global evaluation of the applicant’s responses.
Interviews with complex structures involve asking respondents exact set of predefined questions. The suitability and competency of the respondent is determined by their benchmark proficiency. Alternatively, the qualification in an interview is also based on individual’s understanding, creativity and confidence in responding to the posed questions. Notably, interviews with high degree of structure will show high degrees of validity, sense, lowered adverse impacts and a balanced agreement and reliability rater (Slater, 1995).
Besides, interviews also vary depending on levels of competency being computed. For instance, employment interviews may center on past, present or even a future behavior, opinion, queries, attitude or beliefs of the applicants. The collected information may cover behavior portrayed during the interview, job experience, training, field of study, and career aspirations. Studies indicate interview questions on a certain job descriptions are synthesized through a job analysis. When properly carried out, the assessment procedure indicates higher degrees of rater reliability and agreement, and high levels of validity.
The widely used techniques of creating job related questions is achieved either by situational or behavioral analysis of the interview. In a situational interview session, the applicants are required to give an account of what they would achieve when given an opportunity to work in the organization. In addition, the panel expects the applicants to describe how they would behave in order to gain full achievements for the organization. For example, assume a situational question, “the organization director has delegated some responsibilities to you and other colleagues. while still at work, you realize that coworkers are goofing off , hence you are left with much of the work to do. Unfortunately, you realize that you are working behind time, and deadline will reach without having completed the task. How would you narrate that to your boss?” this type of interview requires the applicant to answer on this situation as if they were real.
Similarly, the panel may require the applicants to describe how they react to a financial, leadership or economic dilemma if either condition may affect the organization. Such types of questions are linear to the principle of behavioral consistency. Notably, different types of interviews are recommended to varying questions depending on job-incidents. Moreover, there are several factors that play part in determining the form of interview to adhere. These considerations include validity, face validity, subgroup difference, interview cost, administration values and utility.
Behavioral consistency theory suggests that the best form of leadership is revealed by situational variables and that there is no leadership style that resonates well with given workplace situations. Effective leadership style appreciates identification of the type of the task, the size of the organization, the qualification of the members and the production techniques endorsed in the working environment. For instance, the leadership skills entitled in the bank is very different from those entitled for a Motor Industry. Furthermore, there would be eminent distinction between the leadership styles that would be employed by the corporate security compared to the leadership style in the parliament. This means that appropriate evaluation is required in structuring interview questions with that meet criteria of a given job (Slater, 1995).
Good leadership pertains pluralistic qualities that involve group discussions in decision-making. Apparently, group discussions value the opinions of others, thus eliminating the feeling of dishonor and disrespect. Under this theory, the model of leadership adopted determines the sustainability of the organization and subsequent success of its leaders. One of the main reasons why many CEOs fail before finishing their term is poor leadership skills. Newly recruited leaders should understand the culture of the organization, thus making endeavors of improving different means of production. Depending on the stage of leadership, competent leaders should develop insight to the staff to implement good working conditions. Further, all the sectors of the company or the organization should possess adequate human power, skills and necessary tools to maintain the good performance of the organization.
Moreover, interviews are all about assessing applicants’ motives, nourishing their needs, and valuing their recommendations. This is system of evaluation is useful in developing a workable transformational leadership in an organization. Transformational leaders makes their organizational successful by valuing its members. Their mode of leadership is founded on idealized influence, rousing motivation, rational stimulation and personal considerations. Idealized influence refers to managers who possess special traits to their associates. Managers with exemplary leadership skills are can be trusted and respected by other staff in decision-making for the company. Inspirational leaders motivate their employees to remain committed to the vision of the company. In additional, these leaders have ability to encourage and promote teamwork in increasing organizational revenues and market grounds. Rational stimulation refers to leaders who promote innovation and creativity through counteracting the norms and cultures of the organization (Fulmer, 1999).
Kotter (1990) identifies four I’s which are essential in realizing the effectiveness of the transformation leadership. They are illustrated in the flow chart below:
Idealized influence
Individualized consideration
Inspirational motivation
Intellectual stimulation
In transformation theory, the leaders should possess the following qualities:
Empowering members to give the organization the best results
Create the insight in their manner of handling responsibilities
Develop the spirit of unity within the organization
Aggressiveness in meeting the organizational goals
Help the organization to remain at par in the production line
Analysis interviews features for a realistic leadership
Leadership traits focused in this theory are:
Vision
People consider this aspect in defining great leaders in both business and non-business organization. An interview for visionary leaders should be based on quality and in-depth knowledge of the organization goals within a given duration. Such interview will determines where the company is heading and provides big picture pertaining developing the industry before anyone else do it. Besides, vision should be conveyed to all members of an organization, including the junior staff, so that they feel recognized and acceptable in the organization. This is not attained through formalizing the organizational goals, conducts and behaviors, but through passing inspirational information to the members. The ability to translate and cascade vision into people’s every day job is viewed as a critical skill.
However, this theory faces the challenge of categorizing these leadership qualities in the evolving and collective manner..
Trust and communication
People develop trust in their leaders when they realize that they conforms themselves in an honesty and empathetic manner. This forms the ground for good relationship between the leaders and the followers. Incase such cordial grounds were missing; it would be difficult for carry the task of leadership. Indeed, it is hard to accommodate people for a given task when they do not trust you. In their studies, scholars argue that person’s overall achievement in any leadership capacity is based on people’s trust upon the individual. Therefore, trust should remain as continuous nourishment without forcing it.
Communication is the most critical leadership skill. The potential to listen, read the body language, conduct a study, and provide reports and continuous exchange of information between the leaders and the followers helps to build trust in the organization. Moreover, the ability to apply different communication techniques in order to pass the intended message paves way for healthy relationship across all the classes of workers. Providing the employees with the relevant information enables them to participate actively towards realizing the companies’ goals (Burnes, 2000).
Emotional intelligence and sympathetic
Good leaders possess this important quality in facilitating attaining the organizational goals. Leaders with these characters put their own needs behind those of their people. The ability to listen to the needs of others, understanding them, and developing a rapport is an efficient way of connecting with the employer. Empathy, respect, and acknowledging individuals’ uniqueness provides reliable grounds for empowering the working environment.
Integrity
Inspirational leaders possess tremendous levels of honesty and integrity, thus creating confidence towards the rest employers. Subsequently, they are focused as the organizational role models. Other member in the organization strives to land into their working levels. These forms of management endeavors are essential in improving the performance of the company. Leaders with a strong sense of humor, integrity and humility have an inner drive in doing what is right because they are governed by their own principles, but not expecting any form of reward (Slater, 1995).
Apparently, bad debts, which results from poor management and corruption, are avoided. When the culture of honesty and integrity in cultivated in an organization, unnecessary sacking of the employees is minimized. Theft and employees’ harassment are also eliminated. Therefore, leaders hold the core responsibility in enhancing efficient and smooth running of an organization.
Conclusion
Successful organization requires strong leaders who have the ability to control all employees in working towards a common goal. The modern world of business requires efficient and reliable working habits coupled with appropriate responsiveness to changes. Therefore, everyone has a role in ensuring that company’s goals are attained within the threshold of unity, harmony and creativity.
Good leaders should recognize the role of modern technology in running different operations within their premises. Actually, technology is core tool in research work, communication and meeting other organizational dynamics. Building coherent communication systems ensures that the data is shared efficiently, and the feedback obtained within a short time (Kotter, 1990).
Effective leadership is stemmed on three personal skills. These are technical, human, and theoretical skills. These skills have varying significance across the leadership pillars. At the lower levels, both technical and human skills are crucial for an organization. In the middle organizations, the three skills are equally essential. Conversely, high management employs theoretical and technical aspects in effecting good governance in the organizations.
Finally, leadership skills determine the amplitude and degree of competence of different companies. Therefore, good leadership should concentrate on improving the qualities of the stakeholders in order to maintain productivity.
References
Burnes. (2000). Managing Change, Prentice Hall, 3rd edn.
Fulmer. (1999). Leadership: lessons from the best, Training and Development; Retrieved on 28,
1999. Retrieved from
HYPERLINK “http://gallup.com” http://gallup.com.
Kotter, J. (1990). What Leaders Really Do, Harvard Business Review; May–June, p.103.
Retrieved from
HYPERLINK “http://nwlink.com/donclark/leader” http://nwlink.com/donclark/leader
Mumford. (2000). Leadership skills: Conclusions and future directions. Leadership Quarterly.
Retrieved from
HYPERLINK “http://mapnp.org/library/ldrship/ldrship.htm” http://mapnp.org/library/ldrship/ldrship.htm
Slater, S. (1995). Issues in Conducting Marketing Strategy Research. Journal of Strategic
Marketing, 3(4): 257–70.
Literature Review on Globalization and Culture
Literature Review on Globalization and Culture
Name
Institution
Outline of the Research
Globalization has had a significant contribution both socially and economically. Although the focus has been on the socio-economic impacts of globalization, it is important to consider globalization from the cultural point of view. This paper conducts a literature review on the cultural implication of globalization and the role of media in cultural integration.
The paper will cover the following topics
Orientalism
History of Orient
The West and American’s perception about Orient
Cultural contribution of the Orient to the West
Globalization or Glocalization
Emergence of Glocalization
Globalization as homogenization and homogenization
Chinese Cultural elements
Pop Cosmopolitanism
The concept of Cosmopolitanism and Culture
Cultural media and diversity
‘Cosmopolitans and Locals in World Culture’
Economic imperialism and westernization
Chinese cultures and Hollywood
Edward, S. (1978). Orientalism. New York: Random House. pp.1-9.
The author (Edward Said) explores the cultural differences between the West, East, and America. The cultural, social, and political differences between different parts of the world were evidenced during Siad’s visit to Beirut in the eve of the 1975-1976 civil wars. Of particular interest to the author was the Nerval and Chateaubriand Orient, which was an important European invention through exotic beings, remarkable experiences, haunting memories, and serving as place of romance. According to the author, this concept is deeply rooted among the Europeans, yet Americans, on the other hand, have little value for the Orient. From the America’s point of view, Orient is Far East (Japan and China) culturally practice that has no value in the society. On the contrary, the British and the French lead other European countries in supporting Orientalism given its long traditional association with Europe. According to the author, Orient has a special traditional influence and importance to the European countries. More specific, Orient is geographically adjacent to Europe, hence, strong interest from these Western countries. Besides, Orient was a special place for the oldest colonies given its richness and cultural greatness. This place further played a fundamental role with respect to cultural preservation, languages, European civilization. Orient, therefore, has been significant in defining the European cultural materialism. The Orient was also critical in defining the European image, doctrine, imagery, colonial styles, and colonial bureaucracies. Although both the French and the Britain were deeply involved in the Orient, there was a significant cultural and historical difference in their level of involvement. The author’s only concern is the fear for inaccuracy and distortion that arises from dogmatic and positivistic localization on the issue of Orientalism and its sub-cultures. From my evaluation, this is rich and reliable information source that comprehensively explore the topic of Orientalism, its origins, and source limitations.
Robertson, R. (1994). Globalization or Glocalization? Journal of International Communication. 1(1). pp.33-52.
The author explores the concept of globalization from the cultural point of view. According to Robertson, globalization is no threats to local identities, but a tool for strengthening of local identities as it allow people to overtly express their unique cultural identities when it appears to be threatened. Glocalization emerged as a new kind of globalization. No matter whether it is Japanese cartoons, African folk music, or Chinese martial art, local culture expressions usually become strengthened to meet the need of international market or transnational environment. It is of great importance to acknowledge and respect cultural differences and only by fully understanding and utilizing the uniqueness of local cultures would any global movie maker to have a finger in the pie of international media arena. Robertson asserts that Globalization does not mean homogenization, but rather entails both homogenization and heterogenization. In Robertson’s view, many people tend to consider globalization increasingly stronger and gradually overwhelming or dominating others, but the those who think that way do not really see the concept of globalization as inherently homogenizing. For instance, in spite of cultural differences, certain types of media contents have a universal appeal. No matter where people live, there are things they appreciate in common, what is important is to be aware of this nature and find the balance of universality and cultural diversities. When utilizing “Chinese elements”, the objective would be to reach a perfect fit between aesthetic scope of local culture and the international aesthetic taste. The process for movies to transcend cultures relies upon the understanding of audience that are from different nationalities, different countries, and differ culture backgrounds.
Jenkins, H. (2004). Pop Cosmopolitanism: Mapping Cultural Flows in an age of Media Convergence. Berkeley: University of California Press. pp.152-172.
Jenkins has a feeling that locals’ diversity happens to be the principle that allows all locals to stick to their respective cultures. There can be no cosmopolitans without locals. Cosmopolitans transcend regional boundaries and limitations of certain social classes, and enables people to perceive things from a global and perspective. It also allow locals to learn to observe the customs, traditions, and values of different countries and societies, understanding that one’s own culture is just one of the many diversified cultures in the world. Jenkins discourses in Pop Cosmopolitanism that global convergence is giving rise to a new pop cosmopolitanism, cosmopolitans embrace cultural difference. The direction of transnational flows is not unilateral: they flow to one another. In such a way, cultural media resources have been allocated globally in a complementary manner. Today, foreign media agencies have been working together with their Chinese counterparts to take advantage of powerful local media platforms to cater to Chinese consumers and have achieved a win-win situation. At the same time, Chinese culture is being spread to the world more than ever, through international media products and services distributed by global media providers.
Hannerz, UIf. (1990). ‘Cosmopolitans and Locals in World Culture’, in M. Featherstone (ed) Global Culture, London: Sage.
Hannerz believes that globalization is not just a new word for economic imperialism or cultural Westernization. The direction of transnational flows is not unilateral: they flow to one another. In such a way, cultural media resources have been allocated globally in a complementary manner. Foreign media agencies have been working together with their Chinese counterparts to take advantage of powerful local media platforms to cater to Chinese consumers, a partnership that has proved beneficial to all the parties. At the same time, Chinese culture is being spread to the world more than ever, through international media products and services distributed by global media providers. The adaptation to local cultures in media is significant for Hollywood to cater to Chinese market, which should be encouraged to ensure that people from all over the world can share the fruit of human civilization and cultural heritage; the treasure of artworks in media forms from countries such as China should be made available through international collaboration, so that they can be better preserved and presented to the world. The bottom line, however, would be to respect local identities and be fully aware of what a great part they play. The Chinese culture is an integral part in the world culture that cannot be bypassed nor ignored, even though the world is yet to capture the entire essence of it, it can still feel its richness and profoundness. The adaptations of Chinese elements by Hollywood does not only bring commercial success, but also ushers the prelude of the fusion of Chinese culture into the world. This being the beginning, Hannerz believes that what Hollywood has brought is just a tip of the iceberg, and the best is yet to come.
References
Edward, S. (1978). Orientalism. New York: Random House. pp.1-9.
Hannerz, UIf. (1990). ‘Cosmopolitans and locals in world culture’, in M. Featherstone (ed) Global Culture, London: Sage.
Jenkins, H. (2004). Pop Cosmopolitanism: Mapping Cultural Flows in an age of Media Convergence. Berkeley: University of California Press. 152-172.
Robertson, R. (1994). Globalization or Glocalization? Journal of international Communication. 1(1). 33-52.