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.
Chang et al. (Thu,) studied this question.