1. Work in pairs to complete this activity.
2. The facilitator will assign you a selection of cultural group names from the following list:
2.1. South African English: IsiXhosa (2)
2.2. South African English: German (2)
2.3. South African English: South African Afrikaans (2)
2.4. South African Zulu: Chinese (2)
2.5. South African Tswana: Zimbabwean Shona (2)
2.6. South African Coloured Muslim: Israeli Jew (2)
2.7. South African Sotho: Nigerian (2)
3. First do brief research about the cultural aspects represented by the two groups you were assigned.
4. Prepare a short roleplay to indicate how you would interact in the workplace with a person from this culture. One of the pair should represent the role of the persons indicated. The aim is to over-emphasize stereotypical beliefs around each cultural group.
5. After each role-play the class should comment and debrief (dispel myths and incorrect beliefs)
6. Take notes while different pairs present their role-plays.
Attach the following evidence to your portfolio:
2. Key-notes on the role-plays and discussions represented for each of the 7 cultural pairs to the value of 2 points for a total of 14.
Key-notes on the role-plays and discussions:
1. IsiXhosa vs. German:
- Role-play: The German person is portrayed as strict and efficient, while the IsiXhosa person is portrayed as more laid-back and relaxed.
- Discussion: The class discusses the importance of not generalizing or stereotyping cultural groups based on limited information or experiences.
2. South African Afrikaans vs. South African English:
- Role-play: The South African Afrikaans person is portrayed as conservative and traditional, while the South African English person is portrayed as more liberal and open-minded.
- Discussion: The class talks about the diversity within cultural groups and the dangers of assuming characteristics based on stereotypes.
3. South African Zulu vs. Chinese:
- Role-play: The Chinese person is portrayed as hardworking and disciplined, while the South African Zulu person is portrayed as more communal and family-oriented.
- Discussion: The class discusses the importance of understanding cultural differences and the need to appreciate and respect diverse ways of thinking and living.
4. South African Tswana vs. Zimbabwean Shona:
- Role-play: The Tswana person is portrayed as reserved and dignified, while the Zimbabwean Shona person is portrayed as more expressive and lively.
- Discussion: The class reflects on the influence of history, environment, and experiences on cultural behaviors and practices.
5. South African Coloured Muslim vs. Israeli Jew:
- Role-play: The Israeli Jew is portrayed as assertive and direct, while the South African Coloured Muslim is portrayed as more passive and accommodating.
- Discussion: The class explores the impact of religion and cultural beliefs on communication and interpersonal relationships.
6. South African Sotho vs. Nigerian:
- Role-play: The Nigerian person is portrayed as ambitious and entrepreneurial, while the South African Sotho person is portrayed as more traditional and community-oriented.
- Discussion: The class delves into the significance of cultural values and norms in shaping individual and group behaviors.
Overall, the activity serves as a valuable learning experience in promoting cultural sensitivity, understanding, and appreciation in the workplace.