As students participate in corporate communication classes, they may, on occasion, use the term culture to make sense of their experiences. The authors use Mino's idea of a learning paradigm to shift the emphasis away from teaching traditional theories of culture and use student-centered experiences to teach culture as an expressive practice. Using instances drawn from their own classrooms, the authors show how students can recognize the value of understanding their role in creating culture each time they choose how to act, how to evaluate others' behavior, and whether to label what is going on as cultural.
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