Barrier Effects

After my last blog demonstrated the ways that culture diffuses, I now want to consider the role of ‘barrier effects’ on the spread of culture.

“When a cultural item diffuses, it typically does not keep spreading forever and ever; instead it tends to spread outwards from its place of origin, encounter one or more barrier effects – things that inhibit cultural diffusion – and stop spreading” (Heatwole, 2006).

Cultural barrier effects can either be physical or social in terms of their characteristic.

Physical Barriers

Physical barriers are natural or environmental factors that inhibit the spread of culture. Examples include: oceans, deserts, mountain ranges, dense forests etc. To encourage students to understand the effect physical barriers may have on a culture I would introduce them to the task that follows. I would provide them with a map that details environmental factors such as terrain type and key physical features such as mountains, rainforest, desert etc. On the map I would then pin point several cultural origins and encourage the students to note (using colour coding) how far the various cultures might diffuse and why, taking into consideration any physical barriers that might interrupt it. 

Social Barriers

On the other hand social barriers are those characteristics that differentiate human groups and often limit interaction between them, again inhibiting the spread of culture. Examples include: language, religion, history of conflict between communities etc. A good case study to introduce students to would be to discuss how Islam often acts as a social barrier in many Middle Eastern countries, and how it can discourage the adoption of certain styles of western dress and music etc.

 

Traditionally it is the social and physical barriers discussed above that have tended to isolate cultural regions for the most part. However, these barriers are becoming increasingly overwhelmed by modern means of communication and therefore giving way to processes such as globalisation, westernisation and homogenisation that are overall leading to a global decline in cultural diversity. In light of this, my blog will go on to consider each of these processes in turn and look at their relationship with global culture.

Finally, a quick task to get students to consider how interlinked the world is becoming would be to encourage them to bring in a couple of items in from home (food, decorative items, music etc). In groups the students must then put their items on to the table and look at where they were manufactured. They should then plot this information on an empty map, using an Atlas to help them where necessary. A more detailed explanation of this task can be found on the National Geographic website at: http://education.nationalgeographic.com/archive/xpeditions/lessons/10/g68/culture.html?ar_a=1

Heatwole. C.A., (2006) Culture:Ageographical Perspective. Found at: http://www.p12.nysed.gov/ciai/socst/grade3/geograph.html#geo and cult

More information on cultural barriers can be found at: http://www.ehow.com/info_7888574_cultural-barriers.html