This article from David Livermore details perceptions of rudeness across cultures.

This article details rules around eating with your hands in various regions of the world. 

By clicking on each individual country, visitors on this site can navigate to etiquette practices from that particular country. This resource was developed as a collaborative project between SBS, International Education Services (IES), and Multicultural NSW. As a reminder to all users who visit this site, "cultural descriptions cannot be universally applied to all individuals within a particular culture, descriptions of dominant cultures are not representative of all individuals’ experiences." Read more here: https://culturalatlas.sbs.com.au/about. 

This article, written by Frances Akinde, provides an example of Nigerian etiquette and its cultural nuances and implications.

This book introduces 8 dimensions of culture and the ways in which they influence cross-cultural business encounters, including how etiquette differs cross-culturally.  

This activity challenges participants to reflect on how they react to particular behaviors, enabling them to step back and suspend their interpretation and judgment of others’ behaviors until after they have developed an understanding of the cultural origins of those behaviors. 

In this activity, participants examine their "inner rules," how their "inner rules" came to be, how their "inner rules" impact their assessment of others, and how these assessments impact cross-cultural communication.

Stringer, D. M., & Cassiday, P. A. (2009). My inner rules. In 52 Activities for improving cross-cultural communication (pp. 147-150). Intercultural Press. 

In this activity, participants explore their definitions of terms such as respect, prejudice, and discrimination, by communicating with one another and co-constructing and negotiating definitions and meanings to understand and "appreciate the importance of language in discussing multicultural issues, and how the process of discussing the definitions adds to the understanding of the terms."

University of Houston Center for Diversity and Inclusion (n.d.). Getting started--Respect activity. In Diversity activities resource guide (pp. 23-25). https://solarev.org/migration/wp-content/uploads/sites/6/2015/12/Diversity-Activities-Resource-Guide.pdf

In this activity, participants explore how focusing on their view of the “perfect” gift might be tinted by their own wishes and biases (self-awareness), and by exercising curiosity, they may gain insight that could be used to build empathy with their activity partner to design a more meaningful gift adapted for them.

This activity is a great icebreaker, allowing participants to shift partners every so often and exchange air greetings and conversation. 

In this activity, participants greet one another by pairing up, finding new partners, and returning to previous partners in order to "build connections with a few partners" (Stanchfield, 2018). 

Stanchfield, J. (2018, Dec. 4). Re-purposing icebreakers for reflection and review. Experiential tools. https://blog.experientialtools.com/2018/12/04/re-purposing-icebreakers-for-reflection-and-review/?mc_cid=d11ea5d7e0&mc_eid=d3a06fccb0

This activity demonstrates to participants how different cultures express values through titles of address. Participants describe the honorifics used in their own and different cultures and discuss the traits and values those honorifics highlight. 

"Participants in this jolt pretend they are attending a party and must follow the instructions on a secret Etiquette Card provided by the facilitator. Some of the behaviors the participants are instructed to do are unusual, contradictory, and confusing. A debriefing discussion that follows the “party” focuses on dealing with differences in cultural norms" (Thiagarajan & van den Berg, 2017).

Thiagarajan, S., & van den Berg, S. (2017). Mingle. In Jolts! Brief activities to explore diversity and inclusion (pp. 72-75). Bloomington, IN: Workshops by Thiagi. 

In this activity, participants explore which behaviors are areas of annoyance or frustration for them and discuss in groups their reasoning as well as what each behavior conveys to them.

In this activity, participants explore "rudeness" as a concept by assessing a list of behaviors and reflecting on their assessments with one another.