Rona Tamiko Halualani

Moving the discourse on identities in intercultural communication: Structure, culture, and resignifications

In this essay, we seek to provide a focused critique of theories of identity within intercultural communication literature. In addition, we propose ways of revising/extending identity theorizing in the field through the use of alternative communication‐based frameworks or theoretical lenses that give the construct, “identity,”; a more dynamic and multi‐faceted re‐reading; and finally, we offer empirical examples of the use of such alternative frameworks in three brief case studies drawn from the three authors’ individual works. This essay will therefore surface both the structural constraints as well as the subjective re‐creative processes involved in the constructing, construing, performing, and negotiating of identities. Ultimately, we seek to show how the concept, “identity,”; might be engaged more adequately taking into consideration its cultural, historical, and political embeddedness in multiple contexts using the lens of communication.

“Critical” Junctures in Intercultural Communication Studies: A Review

This literature review foregrounds the critiques, moves, and junctures that have specifically retheorized culture and communication from a critical intercultural communication perspective, and set the stage for a fifth “moment” in the field of intercultural communication. Likewise, the historically specific moments when various scholars dared to question, confront, and wrestle with definitions and theoretical formations of culture and intercultural communication are delineated. Such a review will elucidate the role a critical perspective has played in the field of intercultural communication, and the crucial research questions, stances, and directions that arise from such a perspective for future intercultural communication studies.

“Where Exactly is the Pacific?”: Global Migrations, Diasporic Movements, and Intercultural Communication

Abstract This essay examines the relationship between globalization and the diasporic movements of cultural groups as manifested in their communication practices of identity. I argue that diasporic groups dynamically reconstitute their understandings of cultural tradition, authenticity, and identity in line with their diasporic contexts and experiences. I frame my argument around two different diasporic Pacific Islander groups Tongans and Hawaiians—each situated in a particular kind of diasporic/global movement with specific historical, political, and economic dimensions. Qualitative in-depth interviews were conducted with each of these groups in this study.

Rethinking “Ethnicity” as structural–cultural project(s): notes on the interface between cultural studies and intercultural communication

Abstract This essay contributes yet another perspective, both metatheoretical and methodological, to the dialogue about examining the relationship between ethnicity and communication. This essay argues for a reconsideration of ethnicity in terms of cultural studies and its emphasis on the interrelationship between structural and interactional aspects of identity. Our analyses of ethnicity should be framed as structural–cultural projects, each with its own nuances, terms, and politics. By discussing my own research as an example, I discuss metatheoretical issues and methodological questions that might lead us to deeper cultural analysis on ethnicity and identity formation. This writing represents a starting point from which more discussion about potential alliances between cultural studies and intercultural research can be drawn.

Between the Structural and the Personal: Situated Sense-Makings of “Race” This research was supported by a grant from the MOSAIC Multicultural Center at San Jose State University.

Using a critical intercultural communication perspective and cultural studies interviewing method, this study traces individuals’ subjective sense-makings of diversity through the trope of “race.” Such sense-makings represent the key (and taken-for-granted) locus of the structural and personal where social actors live out the constructions of diversity and race in deeply felt ways. Our study reveals how individuals articulate and understand race via raceless diversity encodings (whereby race is seemingly stripped of its power inequalities, and all racial/ethnic groups are made equal) and racial pivoting (whereby participants both discursively pull away from and move toward race to suit their individual experiences).

Identifying Key Intercultural Urgencies, Issues, and Challenges in Today's World: Connecting Our Scholarship to Dynamic Contexts and Historical Moments

In the next section of the discussion, the participating scholars elaborate on their views of the most pressing intercultural urgencies, issues, and challenges that we face in todays world. The discussants identify both historically persistent and newly emerging challenges and crises that greatly impact our worlds communities, their health and well-being, the environment, war and violence, oppression, domination, resistance, and political consequences far into the future. It is clear that the perceived “intercultural urgencies” reach deep within and far beyond specific relational episodes and communicative moments. These scholars delineate the many trajectories for much-needed examination, analysis, critique, and intervention.

Defining and Communicating What “Intercultural” and “Intercultural Communication” Means to Us

In order to engage in our larger discussion, we needed to share our definitions, framings, and theorizings of what “intercultural” and “intercultural communication” mean to us and how we inflect these based on our own experiences, identities, and perspectives. Discussants break down how they understand the notion of “intercultural” behind commonly used and circulated terms in our scholarship.

In/visible dimensions: framing the intercultural communication course through a critical intercultural communication framework

This article highlights how course material on ‘culture’ and ‘intercultural communication’ faces a distinctive challenge in crafting an engaged power‐focused positionality for students. I discuss the importance of incorporating a ‘critical intercultural communication perspective and practice’ into an upper‐division diversity/intercultural communication course in the US academic context.

Our Role as Intercultural Scholars, Practitioners, Activists, and Teachers in Addressing These Key Intercultural Urgencies, Issues, and Challenges

As the finale, the participating scholars connect their discussion of key intercultural urgencies, issues, and challenges to our role as intercultural scholars and the pathways for engagement. We all inhabit different and multiple roles for addressing and confronting such urgencies—as researchers, practitioners, activists, teachers, and community members with macro and micro modes of agency, influence, and impact. Discussants grapple with how to envision these roles in contemporary society and actuate meaningful change for multiple constituencies and communities around us.

Mapping diversity efforts as inquiry

In this essay, we discuss the importance for a higher education institution to participate in self-inquiry, or a reflexive practice of identifying where a university is with regard to establishing an embedded campus structure grounded in diversity in terms of values, principles, objectives and goals, outcomes and resource allocations. This process involves taking stock of and mapping current diversity efforts and then analysing such mappings to identify the current status of inclusive excellence at that institution. We refer to this process of inquiry as ‘mapping diversity efforts’ and highlight its value for locating a higher education institutions ‘actual’ – not projected – engagement with, and implementation of, diversity efforts. This essay traces a multi-step effort in creating, designing and implementing the mapping of diversity efforts at San José State University; such an effort represents a promising practice for diversity in higher education.