Intercultural Dialogues in Third Spaces: A Study of Learning Experiences of Museum Visitors

Bodo (2012) called for the need of museum exhibitions to create “third spaces” where individuals can cross the boundaries of belonging (both physical and psychological) to engage in intercultural dialogues. The imaginary cultural space of museum has propelled us into a realization that we are in an era where interculturality, transculturalism, and the eventual prospect of identifying a cosmopolitan citizenship can become a reality. Predicated on a five-month ethnography work at a provincial museum in British Columbia, Canada, this research explores the following questions: how have cultural and historical museum exhibitions put us in contact with the other and foster an understanding of the other? And how has transculturalism led to the establishment of a cosmopolitan citizenship? This study lends support to the potentiality of a cultural and historical museum transforming into “third spaces” where visitors may actively engage in exploration of complex multitudes of cultural identities and cosmopolitan citizenship. The findings of this study contribute to the literature on “third spaces” and transculturalism by providing an empirical study of learning experiences of visitors in museums. It reaffirms the notion of transculturalism by proposing a new humanism in recognition of the other, and in expressing oneself in a conscious subjective manner with cultural empathy. From a practical perspective, it suggests that in order to encourage international visitors to cross the cultural and psychological boundaries and engage in dialogues, the museum professionals may design interactive programs in a creative manner. It also suggests that museum administrators improve their services to more diverse groups of visitors to enhance inclusiveness.

The Confines of News Universalism

News outlets remain predominantly segmented by national boundaries, despite the spectacular development of a range of technologies offering the potential to overcome many of the barriers to transnational news circulation. Likewise, national and local outlooks on the news are persistent even for matters of worldwide magnitude and interest. This article argues that the facts related to newsworthy events should be more systematically paired with the scientific knowledge that is required to describe them accurately. Because facts and scientific knowledge should transcend cultural, social and political differences, they could constitute the basis for a limited but fundamental core of news universalism supported by global news agencies and other international news sources.

Transcultural Communication for a Polycentric World

In the era of digitized and globalized 24/7 communication, the one-way vertical flow of media and mediated culture from the West to the East has given way to multiple and horizontal flows, in which Asian countries are playing an increasingly significant role. This is having a profound impact on transcultural communication in a polycentric world. Although the United States and some other western countries still maintain their leading position in the field of global media and communication hardware and software. This article suggests that new actors, harnessing the potential of digital globalization, have emerged in the past decade and provide new avenues for transnational communication. Such changes, it argues, warrant a re-evaluation of how we define the global in terms of media and communication. Focusing on the growing global influence and digital presence of China and other Asian countries, the article suggests that the ascent of Asia contributes to further internationalizing of media and its study.

#StopAsianHate: Understanding the Global Rise of Anti-Asian Racism from a Transcultural Communication Perspective

The rise of anti-Asian racism during the COVID-19 pandemic has been a global phenomenon. This article aims to develop a transcultural communication perspective to examine the global rise in anti-Asian violence. It discusses the intersection of global and local factors underlying the rise of anti-Asian racism in Canada, namely (1) the historical and ongoing impacts of settler colonialism (2) the flaws of Canadian multiculturalism, and (3) the insider/outsider dichotomy adopted by mass media’s framing of the pandemic. By explicating these structural factors from a transcultural communication perspective, this article argues that politicized transcultural discussions on white supremacy are urgently needed for initiating constructive conversations over anti-Asian racism worldwide.

European Film Commissions as Transcultural Promoters and Mediators

This article investigates transcultural communication taking film commissions as case study. Film commissions are non-profit organisations looking to attract audiovisual productions to their areas and supply these audiovisual productions with services free of charge. Although relatively recent and little studied, film commissions are spreading fast worldwide. Combining the political economy approach with the most recent production studies, the article contends that film commissions can stimulate transcultural phenomena on three levels. First, they act as intermediaries between the audiovisual production and the host area. Second, they encourage collaboration between different production cultures. Third, they incentivise brand-new collaboration between the audiovisual production and the tourist sector.

Transcultural Competence Model: An Inclusive Path for Communication and Interaction

The impact of transnational migration and globalization on human society, along with emerging multiple identities, calls for reconceptualization of the meaning of cultural competence and a shift toward transcultural competence—a mode of being and learning in which humans communicate and interact among cultures in a very diverse and dynamic environment. Embracing transculturalism perspective calls for integration of new concepts and approaches in communication and education that promote active participation, adaptation, and interaction. To this end, this essay examines the holistic model for developing transcultural competence that involves inquiry, framing, and positionality that challenge our taken-for-granted frames of references and expand our worldviews. The study also explores how educators and learners develop cognitive, emotional, and social qualities, engaging in dialog and critical reflection that informs our actions as the catalyst for positive social change and transformation. Implementing this holistic perspective toward transcultural education can create an inclusive environment for communicating, interacting, and learning without opposing cultural, national, and ethnic binaries.