firmly established as top global competitors. Some of the explanations aboutmisunderstandings with Americans may not fit with the more developed Chinesecountries.In sum, Turning Bricks Into Jade is impressive for its rigorous research and

writing. Throughout, the authors seem to anticipate most counter-arguments andprovide rejoinders. Various audiences will find this book beneficial. It is written in alanguage and style that are easy to understand and appealing to both practitionersand academicians. Most importantly, the longer incidents provide a chance for us topeel back the various layers of culture and find out that there are deeper meaningsand issues imbedded in each case. The result is an interesting and useful book, whichcan help create a better perspective on cross-cultural dialogue.

References

Brislin, R. W., Cushner, K., Cherrie, C., & Yong, M. (1986). Intercultural interactions: A practical guide.

Thousand Oaks, CA: Sage.

Cushner, K., & Brislin, R. W. (1996). Intercultural interactions: A practical guide(2nd ed.). Thousand

Oaks, CA: Sage.

Gao, G., & Ting-Toomey, S. (1998). Communicating effectively with the Chinese. Thousand Oaks, CA:

Sage.

Ting-Toomey, S. (1988). Intercultural conflict styles: A face negotiation theory. In Y. Y. Kim, & W.

Gudykunst (Eds.), Theories in intercultural communication (pp. 213–238). Newbury Park, CA: Sage.

Ting-Toomey, S. (1994). The challenge of facework. Albany, NY: State University of New York Press.

Yang, K. S., & Ho, D. (1988). The role of yuan in Chinese social life: A conceptual and empirical analysis.

In A. Paranjpe, D. Ho, & R. Rieber (Eds.), Asian contributions to psychology (pp. 263–282). New York:

Praeger.

Leeva C. ChungDepartment of Communication Studies,

University of San Diego,5998 Alcala Park, San Diego, CA 92110, USA

E-mail address: leeva@sandiego.edu

PII: S 0 1 4 7 - 1 7 6 7 ( 0 1 ) 0 0 0 2 4 - 4

Intercultural services: a worldwide buyers’ guide and sourcebook, Gary M.

Wederspahn; Gulf Publishing Co., Houston, 2000, 346pp.

Over 30 years ago, when Gary Wederspahn began his career, the study ofintercultural communication was in its infancy. In the ensuing decades, the ‘‘field’’itself has not merely grown, but has developed in complexity, sophistication, andrecognition. As an educator and practitioner, Wederspahn is uniquely qualified tohave researched and produced this work which bridges the academic and corporatecultures. He has been a major figure in intercultural communication studies, in

Book reviews / International Journal of Intercultural Relations 25 (2001) 581–589584

training, and in various publications. He has worked outside of the US for 16 years,in seven countries including Switzerland, where he now resides.As the field has grown, so have the number of resourcesFin print, through the

Internet, in video products, off-the-shelf training programs, qualified trainers,consulting firms, and more. Were this only a ‘‘sourcebook’’ providing a compendiumof what is available, it would be most useful as a reference work. But in its design andeffect, the book provides background information, significant questions to considerfor each topic or issue, and ‘‘action steps’’ for the reader who is ready to movebeyond ‘‘awareness’’. Not only in the topics and issues that it brings together is thisbook invaluable, but especially because of the author’s years of experience and thoseof countless colleagues and clients.The title of the book and the intended readership (‘‘readers who are not familiar

with the intercultural field’’) may discourage those who teach interculturalcommunication in conventional academic settings from taking a closer look.However, the educator who does begin to read through this excellent workimmediately recognizes its value for those students who will apply their studies towork across national cultural boundaries. Similarly for the researcher, theimplications for cross-border researchFand the areas where new lines of researchmight be most relevantFimmediately suggest themselves. For decades, perhapsespecially signaled in the early vision of SIETAR (the Society of InterculturalEducation, Training, and Research), there were mutually valued linkages that joinededucation, training, and research. Gary Wederspahn’s book implicitly reaffirmsthose connections, even while emphasizing training and development.The author says that the book is ‘‘primarily for the people who locate, select, buy,

and oversee the delivery of intercultural services and products to support their cross-border operationsy[including] human resource and training managers of interna-tional corporations, governmental agencies, nongovernmental organizations, andnonprofit institutions’’. He also notes the book’s relevance for diversity managersfacing multicultural issues in the workplace, though the emphasis in the book isclearly international. However, Wederspahn begins the book with ‘‘the basics’’, asmany coming to the field from academic institutions might see it. The initial chapterlays out the purpose, design, and suggested uses of the book, but then goes on toprovide a very good review of the origins and development of the field of inter-cultural communication studies. It concludes with six pages of organizations fornetworking, publishers, and periodicals. Chapter 2, ‘‘Key Intercultural Concepts’’,gives a good, if necessarily general, review of many concepts, as well as a briefbibliography.One of the attractive features of the book is Wederspahn’s ability to appreciate the

differences across ‘‘professional cultures’’ and how the preferred terms and locationsused by many university teachers, say, and those in a corporate setting may annoythe other. This reviewer, whose years in the field are about the same as those of theauthor, has witnessed this over time. There is little indication that things havechanged much in that regard during the past 30 or 40 years. Wederspahn not onlytakes note of issues of jargon, but his own writing style and design implicitly gives usall a model from which we may learn.

Book reviews / International Journal of Intercultural Relations 25 (2001) 581–589 585

Reviewing the titles of the chapters may be most useful in giving an overview ofwhat the book is about, both in terms of the subject areas and the author’s goals inbringing these together.Chapters 3 and 4, ‘‘Cross-Border Organizations’’ and ‘‘Cross-Border Roles’’,

provide a clear introduction to the process of globalization from a corporateperspective, including different stages of cross-border organizational development.He summarizes Trompenaars’ four types of corporate culture, and then discussesways in which people have viewed ‘‘intercultural synergy’’. Amidst these discussionsare very brief treatments of nearly two dozen areas of potential conflict, includingleadership style, time management, and employee evaluation. The chapter on rolesexpands upon these themes, looking at specific roles within the organization,including the home office staff. More attention is given to teamwork and the role(s)of the manager. Wederspahn includes in this chapter, as well as in some others, abrief case study for both illustration and to raise questions. As with every chapter,these chapters conclude with an extensive bibliography.The title of Chapter 5, ‘‘Foundations of Intercultural Learning’’, sounds like an

elective seminar in a university, but is actually an exceptionally clear exploration ofneeds assessment, a brief discussion of ways of learningFdidactic, participative,experientialFand the implications for training. As in other chapters, Wederspahnmoves nicely, always clearly, from issues of theory to practical considerations forimplementation. An excellent list of references and sources concludes the chapter.Chapters 6–9 discuss Intercultural Services, Products, Service Providers, and also

importantly, ‘‘Working with Suppliers’’ (Chapter 9). In each chapter there arereminders and new discoveries of what is out thereFfrom the kinds of services onemight seekFor, viewed from the other direction, the kinds of applications andprofessional work one might explore when looking for a career in this field. Who hasnot been asked: ‘‘I love this field and have this background, but what kind of work isthere for someone like me?’’. The resources in these chapters include not only bookand article references but also names of organizations and an extensive listing ofonline services. The discussion of intercultural products reminds us of how ‘‘thefield’’ has changed and grown. Along with a list of simulations and other ‘‘facilitatedproducts’’, is a discussion of self-help workbooks and CD-ROMS. More than adozen pages list these products as well as available audio and videotapes, assessmentand selection instruments, among other products. The listing of service providerspresented in Chapter 8 is even more extensive, and it follows an excellent discussionof what one must consider when choosing a provider. Chapter 9 discusses how onemight work best with the provider, once selected.The concluding chapter makes ‘‘The Case for Intercultural Services’’Fa

discussion that is valuable for the questions it raises, questions that anyone whowould make such a case must be able to answer. It is a case that must be made bothby one who might provide some kind of intercultural communication service in anycontext, but also by those in organizations who themselves are convinced of the needbut who then must convince the person who makes the final decision.The book moves from the more general to the more specific. For some of us who

identify primarily as educators or researchers, the more general introduction to

Book reviews / International Journal of Intercultural Relations 25 (2001) 581–589586

aspects of intercultural communication may seem too general, albeit appropriatelyso for the intended readership. We should be reminded however, that when we mayattempt to be helpful for international (or ‘‘cross-border’’) organizations, corporate,governmental, or NGOsFor for our students who want to be able to make thatconnectionFthen we are likely to be the ones who seem far too general in our effortsto make the connections and clumsy in our ability to talk in a language that ismeaningful and effective. In this book we have not just a superb reference work forteacher, trainer, researcher, consultant, or manager, but also a book that is a modelof relating every aspect, drawn from a lifetime of work in the field and reflectingupon the process and what it means. I am confident that this book will influence theteaching of intercultural communication just as much as it serves its readers lookingto make decisions and implement them.

John CondonUniversity of New Mexico,

Department of Communication,Albuquerque, NM 87131, USA

E-mail address: jcondon@jemez.comPII: S 0 1 4 7 - 1 7 6 7 ( 0 1 ) 0 0 0 2 5 - 6

Entertainment education: a communication strategy for social change, Arvind Singhaland Everett M. Rogers, Lawrence Erlbaum Associates, Mahwah, NJ, and London,UK, 1999

‘‘Why can one not sell brotherhood like one sells soap?’’ Wiebe once asked.Proponents of the entertainment-education strategy ask the same question aboutthe ‘‘selling’’ of media messages. ‘‘Why can we not use the media, often portrayedas visualizing and favoring anti-social messages, to promote pro-social values?’’That this can be accomplished is demonstrated through the use of entertainmenteducation.The use of entertaining and educational messages to solve social issues has been

employed for years to fight social problems such as teen-age pregnancy, HIV/AIDSprevention, and domestic violence in countries all over the world. Not only havethese new media messages and programs become popular and profitable, they haveoften had a significant impact on behavior and helped address important socialissues.In this book, Arvind Singhal and Everett M. Rogers provide a comprehensive

framework for understanding the entertainment-education approach. Entertainmenteducation is the process of purposely designing and implementing a media message toboth entertain and educate, in order to increase audience members’ knowledge aboutan educational issue, create favorable attitudes, and change overt behavior. Theauthors examine the entertainment-education strategy by tracing the history of the

Book reviews / International Journal of Intercultural Relations 25 (2001) 581–589 587