Communication Faculty Publications
Document Type
Article
Publication Date
1-30-2026
Abstract
Purpose: In response to a call to seek renewed purpose and new conceptualizations for intercultural communication education (ICE) (Dervin and Tournebise, 2013), the purpose of this conceptual paper is to critiquee limited traditional models of ICE and to propose, explain and argue for a communication-process-centered (CPC) approach to the field. The proposed CPC framework emphasizes dynamic conceptualizations of culture, identity, and interaction as fluid processes rather than static traits.
Design/methodology/approach: The paper describes anticipated learning outcomes of the CPC approach and advocates for the use of ethnographic methods in classroom teaching. It provides practical ways for applying these methods to engage in active, in situ learning instead of solely relying on theoretical observation.
Findings: The paper argues that ethnographic methods are uniquely suited to accomplishing CPC learning outcomes by fostering reflexivity and a heightened sense of ethical responsibility among both students and educators. It calls for a reexamination of intercultural competence through an interpretive perspective.
Practical implications: The CPC approach has significant implications for intercultural education, policymaking, professional training and public attitudes, shifting the focus from cultural predictability to communicative responsiveness and social justice.
Originality/value: The CPC approach brings forward a fresh perspective that dismantles essentialist views of culture and highlights the dynamic, evolving nature of intercultural communication. The application of ethnographic methods and the strong emphasis on ethical responsibility are both timely and meaningful, offering a proactive framework for navigating global diversity in 21st century multicultural education.
Recommended Citation
Chang, Yanrong, and Dora E. Saavedra. "A communication-process-centered (CPC) approach to intercultural communication education." Journal for Multicultural Education (2026): 1-12. https://doi.org/10.1108/JME-08-2025-0192
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Publication Title
Journal for Multicultural Education
DOI
10.1108/JME-08-2025-0192
Comments
Original published version available at https://doi.org/10.1108/JME-08-2025-0192