International relations and intercultural learning look at very different things when studying the distribution of power.
Those working within the field of intercultural learning understand that the parameters of power relations are culturally determined. Geert Hofstede, a pioneer in intercultural learning, famously included power distance in his Dimensions of National Culture. He describes power distance as “the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally.” From this perspective, to understand how power is culturally defined is to examine its acceptance from those at the receiving end.
Therefore, in order to fully understand the place power relationships have in a society, the theories of intercultural learning generally note that one must examine the nature of power distance in all levels of life, not just at the top.
In a certain society, is power concentrated in just a few people? Do subordinates in the workplace feel uncomfortable when asked for their opinions or suggestions? If the answers are ‘yes,’ then it is very possible that this culture has a high power distance, or that inequality is generally accepted. On the other hand, do the workers of a certain society expect to be asked for their input? Do they place more value on what people accomplish than on their social position? If the answer is ‘yes,’ then the culture could have a low power distance, or that inequality is minimized.
In the field of intercultural learning, understanding a society’s level of power distance
means examining the practices and beliefs of a culture. How to greet, shake hands, bow, dress and use formal language greatly contributes to the way power is perceived by a culture.
In contrast, the primary concerns of a person with a background in international relations studying culture and power would involve determining the type of government, and analyzing official documents such constitutions, the kinds of freedom the government grants people or companies, and the influence key individuals or departments have within the government. Simply put, the person with a background in international relations understands power in terms of official characteristics created from a specific, upper level of a society: the government.
The first Greek Constitution: An IR perspective looks at power in an official, top-down sense.
In summary, those in the field of international relations traditionally understand power from a top down approach, focusing on governments and leaders to understand power relations. On the other hand, those in the field of intercultural learning understand power from a bottom up approach, focusing on common, everyday cultural norms. While it is important for AFSers to understand the type of formal power relationships a particular state has developed, it is more relevant for them to learn about the day-to-day power relationships as described by the theories and concepts of ICL. These theories can help guide AFS participants in knowing how to greet people, behave properly in school, and interact with their host families, etc.
Paul Edinger is a strategic operations intern for the Intercultural Learning department at AFS International, where he works to facilitate the implementation of ICL strategy throughout the AFS Network. His time at AFS began in April of 2011 with the Development and Branding department and he continues in 2012 as an intern for ICL. Prior to joining AFS he taught English, Spanish and computer literacy courses to Guatemalan and Salvadoran immigrants to the United States while obtaining his B.A. in International Studies with a concentration in Latin America. He completed minors in Anthropology, Political Science, Latino Studies, and Spanish Language Studies.