The Dinka are a Nilotic tribe that reside in South Sudan, a country located in Northeast Africa (Gurtong, 2012). They are the largest single national grouping in South Sudan (Gurtong, 2012). The population of the Dinka is from 2.5-3 million and amounts to more than 25 collectives of diverse Dinka sections (Gurtong, 2012). Due to such diversity, yet very similar dialects among the Dinka, communication is a crucial tool for effective interaction (Gurtong, 2012). Therefore, to communicate effectively with each other there is set of general values shared between the different tribes to ensure effective communication; especially between the youth and elders (Gurtong, 2012). This report will explore the range of different contexts in which Dinka …show more content…
Primary sources that will be used in this report will be interviews from Dinka youth and elders. Secondary sources will include articles and books.

Body: 750 words

Paragraph 1: What are the expectations Dinka elders have for the youth in their community in terms of communication? And what factors contribute to the Dinka youth not upholding these expectations (250 words)

The Dinka people thrive to communicate with each other in a clear, coherent and respectful manner in a range of different contexts (Muorwel, 2015). As adults and elders are the most highly depended on individuals in the Dinka culture, it is their duty to correct poor communication among the adolescents; even amongst themselves (Dut, 2015). Thus, their expectations for how Dinkan youth communicate with each other and others, especially elders, are very high and strict (Deng, 2015). The first expectation Dinka elders have for their youth is to always speak …show more content…
Within the Dinka culture, the youth are taught to communicate in the same manner as the elders and adults (Muorwel, 2015). However, the exposure of a different culture and learning environment has altered the way they effectively practice the culturally appropriate ways of communicating (Deng, 2015). As the adults and elders have come to experience an unfamiliar difficulty with getting their youth to receive what they are being taught (Muorwel, 2015). Therefore, Dinka youth in Australia do not communicate with their elders in a manner which is acceptable in Dinka culture (Dut, 2015). Thus, Dinka youth have interpreted the teachings of their elders in a different way by also comparing it to Western culture (Muorwel, 2015). Moreover, a survey undertaken by 25 Dinka adolescents reveals that Dinka youth do not necessarily put these communication methods into practice because they have already adapted to the way of communication in Australia (Author’s Survey, 2015). However, they also admit that what their elders have taught them about appropriate communication in Dinka culture is not entirely different to that of the Western culture (Author’s Survey, 2015). Instead, the Dinka youth find themselves embracing the Western culture ‘unintentionally’ (Author’s Survey,