Journal articles: 'Communication Multicultural education'

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Voevoda, Elena V. "Intercultural communication in multicultural education space." Training, Language and Culture 4, no. 2 (June 27, 2020): 11–20. http://dx.doi.org/10.22363/2521-442x-2020-4-2-11-20.

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Koriakina, Anzhelina, and Lyudmila Amanbaeva. "Premises for a Multicultural Approach to Education." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 29, no. 4 (August 10, 2021): 402. http://dx.doi.org/10.53656/str2021-4-5-multi.

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The goal of education at the present stage is development of a person able to participate in intercultural communication in modern multicultural conditions. Based on this goal, modern education should be based on the principles of a multicultural approach to education that can serve as a response to the challenges of ethnic diversity. In order to more fully disclose the value of a multicultural approach to education, we need to examine its premises. In the article, the premises for a multicultural approach to education are analyzed. It is revealed that there are some pedagogical, philosophical, and psychological premises for it.

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Nihalani, Paroo. "Globalization and Multicultural Communication." RELC Journal 39, no. 2 (August 2008): 242–61. http://dx.doi.org/10.1177/0033688208092187.

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Sharonova, Svetlana, and Nursafa Khayrullina. "Culture and Education: Social Transformation and Multicultural Communication." Sotsiologicheskie issledovaniya, no. 12 (December 2019): 146–47. http://dx.doi.org/10.31857/s013216250007741-8.

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Li, Hao. "Multicultural Communication Competence and Education in Ethnic Minority Areas of Yunnan." Theory and Practice in Language Studies 8, no. 5 (May 1, 2018): 541. http://dx.doi.org/10.17507/tpls.0805.13.

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Cultural diversity is evident throughout schools in border provinces of China, especially in Yunnan, which has the largest number of ethnic minorities. To what extent do teachers in Yunnan prepare their teaching to cater for the needs of culturally and linguistically diverse students? Findings revealed that cultural and communicative barriers exist in Yunnan's schools, resulting in the academic underachievement of minority students. This paper integrates some external issues, such as the insufficient family education and a lack of support and understanding from schools, with internal problems, such as students' and teachers' scant knowledge in multicultural communication and the stress from psychological and behavioural adjustment during the acculturation process, into a summary as multicultural communicative and educational problems. To solve these problems, theories and practice of multicultural communication competence are introduced to meet the varied needs of students in the multicultural environment, and integrate teachers with theoretical approaches for multicultural communication education. School courses need to be updated to address the needs of students from different cultural backgrounds, and this paper also provides practical ways to begin with.

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Wurzel, Jaime S., and William Holt. "Teaching aids for multicultural education." Communication Education 40, no. 3 (July 1991): 286–91. http://dx.doi.org/10.1080/03634529109378852.

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Koester, Jolene, and Myron W. Lustig. "Communication curricula in the multicultural university." Communication Education 40, no. 3 (July 1991): 250–54. http://dx.doi.org/10.1080/03634529109378848.

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Bereznaja-Demidenko, Valentina, and Edita Štuopytė. "THE ROLE OF EDUCATION IN THE INTEGRATION PROCESS OF FORCED MIGRANTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 225–34. http://dx.doi.org/10.17770/sie2018vol1.3192.

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The article deals with educational factors that involve the integration process of forced migrants. Non-formal training of multicultural communication skills is analysing as one of several educational factor of forced migrants’ integration. Moreover there is analyzed how non-formal training activities influence the emotional state and abilities of forced migrants’ minors. These results are relevant for institutions and communities that face with the multicultural communication every day. The theoretical parts of article contain the analysis of the publications made on the integration of forced migrants and multicultural communication in the integration process of the review. The empirical part of the research present how non-formal training activities influence on minors forced migrants emotional state and their preparation to the integration.

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Zhai, Shi. "ORIENTING POINTSOF MODERN POLYCULTURAL EDUCATION." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 4 (2018): 31–34. http://dx.doi.org/10.17721/2616-7786.2018/4-1/7.

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The article deals with the orienting points of multicultural education in the modern educational space. Emphasis is placed on the social upbringing of an individual in the context of cultural dialogue; education of tolerance and taking into account the reli- gious and ethnic culture of the individual; mastering the universal values of world and national culture; fostering a culture of international communication. The author focuses on the main features of multicultural education as an important way of forming certain social-educational and value-oriented inclinations, communicative and empathic skills that allow a person to carry out intercultural interaction, and to show understanding of other cultures, tolerance towards them. On the basis of the conducted research the author's vision of the essence of multicultural education of the modern personali- ty is formed, in particular purposeful socialization of the personality, which necessarily includes assimilation of samples and values of world culture, cultural-historical and social experience of different countries and peoples; formation of social-attitudinal and value-oriented qualities of a person capable of effective intercultural communication, as well as development of tolerance towards other countries, peoples, cultures and social groups; active social interaction. with representatives of different cultures while maintaining their own cultural identity. The goals, principles, functions of multicultural education in the theory and practice of educational process are considered.

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Hahl, Kaisa, and Erika Löfström. "Conceptualizing interculturality in multicultural teacher education." Journal of Multicultural Discourses 11, no. 3 (January 28, 2016): 300–314. http://dx.doi.org/10.1080/17447143.2015.1134544.

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Rodríguez-Milhomens, Graciela. "Un productor multicultural. Entrevista a Alex Gómez." Dixit, no. 14 (September 5, 2015): 40. http://dx.doi.org/10.22235/d.v0i14.322.

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Es un apasionado de la documentación audiovisual. Cuando estudiaba comunicación, en la compleja Cali colombiana de los noventa, Alex Gómez comenzó a documentar diferentes realidades, diferentes culturas, diferentes estilos de vida. Los trabajos que realizó con indígenas y comunidades afrocolombianas, varios de los cuales siguen siendo emitidos en la televisión de su país, lo marcaron profundamente. Luego de trabajar en producción televisiva, estudió una maestría en educación en España y desde hace algún tiempo vive en Estados Unidos, país que le ha permitido continuar con su pasión: la comunicación intercultural. Desde su empresa, dirige documentales, con la misma tónica: comunicar la diversidad, comunicar para la diversidad, comunicar para la interculturalidad. Palabras clave: comunicación intercultural, identidad cultural, educación, producción audiovisual, documentales.He is passionate about audiovisual documentaries. Alex Gómez began to record different realities, cultures and lifestyles already when he was a media scholar in the complex city of Cali during the 1990's. He has been deeply influenced by his works on indigenous Afro-Colombian communities, many of which are still being shown on TV in that country. After working for TV in production units he undertook a Master in Education in Spain and he has been living in the United States where he can still develop his passion: intercultural communication. From his company he directs documentaries with the same spirit: communicating diversity, communication for diversity and communication for an intercultural world.Key words: intercultural communication, cultural identity, education, audiovisual production, documentaries.

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Korotkova, E. G. "DEVELOPING THE COMPETENCE OF UNIVERSITY STAFF’S PROFESSIONAL COMMUNICATION WITH INTERNATIONAL STUDENTS IN MULTICULTURAL EDUCATIONAL ENVIRONMENT." Bulletin of the South Ural State University series "Education. Educational Sciences" 13, no. 3 (2021): 80–89. http://dx.doi.org/10.14529/ped210307.

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A modern educational environment of higher professional education is becoming more multicultural. However, not all universities are able to provide a comfortable multicultural educational environment: university staff experience different issues in communication with international students. The aim of the article is to specify the term “professional communication competence of the university staff with international students” and define the forms and methods for developing this competence. The term “professional communication competence of the university staff with international students” is defined in the basis of the analysis of research literature on the topic of intercultural communication in higher education. Taking into account the principles of andragogy and the concept of humane oriented education, the forms and methods of adult learning and teaching were defined (discussions, case study, gamification). The research results can be used to design and implement the training programs to advance university staff proficiency. The novelty of the research is in the description of the forms and methods of developing the university staff’s professional communication competence in view of age-specific features in a multicultural educational environment.

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Farhaeni, Mutria. "Kajian Komunikasi Multikultural dalam Pendidikan." Cetta: Jurnal Ilmu Pendidikan 3, no. 2 (June 25, 2020): 219–40. http://dx.doi.org/10.37329/cetta.v3i2.451.

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In this paper author researcher the study of multicultural communication in education. The used method is qualitative approach which based on literature materials that to examine multicultural communication in education. From the results of this for study auther narrated in descriptive form. It can be concluded that the changing dynamics of education are clearly seen in the vision and mission, the educational objectives in Indonesia until now where have not been fully achieved thus need to be refined. The educational systems are culturally different, but as becomes cultural changes so, education changes to and vice versa the educational system will always be oriented towards cultural change. Education is the process that makes a person enter to culture and make the behaviors which their follow culture. As a complex process, of course the system that can be supported the achievement of the goals of education itself is needed. Development and competence of multicultural teachers. Teachers should understand the cultural differences that exist in students to then make it a professional educator and competent in multicultural development.

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Бессарабова and I. Bessarabova. "Approaches to the contents of multicultural education in Russia and in the USA: communicative aspect." Modern Communication Studies 2, no. 2 (April 15, 2013): 36–44. http://dx.doi.org/10.12737/370.

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The article presents the approaches to the contents of multicultural education of the Russian and American scientists in the comparative way. The author underlines that multicultural education can serve as the efficient power of the dialogic co-creation of various nations in spite of their cultural peculiarities, ensuring constructive communication of different nations and cultures.

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Wazis, Kun. "KOMUNIKASI TRANSBUDAYA PONDOK PESANTREN: KAJIAN TEORETIS DALAM PARADIGMA KONSTRUKTIVIS." LUGAS Jurnal Komunikasi 1, no. 1 (May 18, 2018): 84–96. http://dx.doi.org/10.31334/jl.v1i1.106.

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An intercultural communication that occurs in a boarding school (pesantren) environment is a unique phenomenon. A number of pesantrens in Indonesia apply a pattern of multicultural education. Therefore, their students (santri) understand different culture of students who come from different cultural background. Through literature review and theoretical studies in constructivist paradigm, it can reveal a number of interesting scientific realities about transcultural communication of boarding schools in Indonesia. First, the students of different cultures understand each other and they make friends well during their study at the pesantren. Secondly, kyai has a strong influence in conveying messages of intercultural communication among santri by using pesantren symbols. Third, pesantren cultivation develops multicultural education based on Islamic teachings that understand plurality in human relations. Fourth, the boarding school environment can communicate a multicultural communication message through pesantren network, both national and international so they can build the spirit of togetherness in the diversity.

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Castaneda, Mario E., and Justin Bateh. "Strategies For Multicultural Management: Communication And A Common Set Of Values." Journal of International Education Research (JIER) 9, no. 1 (December 21, 2012): 41–46. http://dx.doi.org/10.19030/jier.v9i1.7498.

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In the last 30 years, there has been a shift towards using multicultural strategies. The constant shifts taking place in multi-ethnic, multicultural, and multinational workforces indicate that both administrators of these organizations and higher education practices must evolve to adapt to needs for changing skill sets. In the future, multicultural management practices will continue to impact the way that businesses reach out to various stakeholders. Multicultural management strategies can be effective in creating a unique work environment that embraces various attributes of the culture groups comprising the workforce. To meet these challenges, leaders must be trained and educated to develop flexibility, understanding, and acceptance of alternate values when working in foreign locations or multi-national organizations. Moreover, they should be open to new ideas. Trends indicate that multicultural management strategies will become more common based on a central language, technological enhancements of communication, and establishing new traditions based on a combination of cultural values designed to reduce conflict and increase collaboration.

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Koichumanova, Nurgul, and Zamira Abdukarimova. "SEARCH FOR BEST PRACTICES IN MULTILINGUAL EDUCATION (DEVELOPMENT OF MULTILINGUAL HIGHER EDUCATION INSTITUTIONS)." Alatoo Academic Studies 19, no. 3 (October 30, 2019): 31–37. http://dx.doi.org/10.17015/aas.2019.193.03.

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Despite the fact that in 2008 in the Kyrgyz Republic was adopted the Concept of multilingual and multicultural education, in 2014 was adopted the National Program for the Development of the State Language and improving the language policy in the Kyrgyz Republic for 2014-2020, there are currently no cardinal changes in expanding the spheres of use of the state language, primarily in public administration, paperwork and professional communication, as well as in higher education. Kyrgyz language insufficiently applied in the fields of economics, education, science and in the training of specialists.

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Sargsyan, I. "SOME APPROACHES ?? UNDERSTAND THE IDEA OF MULTICULTURAL EDUCATION!" Main Issues Of Pedagogy And Psychology 14, no. 2 (September 2, 2017): 25–29. http://dx.doi.org/10.24234/miopap.v14i2.40.

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The research is supported by the RA MES State Committee of Science, within the framework of the joint Armenian-Russian research project ? 15??-16 At present, multicultural education has become a trend ofthe times. The development of the competent and effective methodology for its implementation is an urgent necessity. This problem is acute not only in multinational countries, but also in mono national states, like Armenia, because the absence of a multicultural society leads to psychological barriers in the implementation of the dialogue of cultures, in intercultural and cross-cultural communication.

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Kivimäki, Sanna. "Multicultural and multidisciplinary courses in communication online – why on earth?" Žurnalistikos Tyrimai 2 (January 1, 2009): 49–62. http://dx.doi.org/10.15388/zt/jr.2009.2.73.

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In my article, I reflect the pedagogical challenges and potentials of internationalization, multiculturalism, multidisciplinary and the usage of ICT in higher education. I focus on online courses arranged by the Finnish University Network for Communication Sciences, which has cooperated in arranging multicultural and multidisciplinary online courses for several years. I start by reviewing several recent transition lines in university cultures. Next, I introduce the network’s courses in more detail and discuss the challenges and possibilities of this kind of education. Finally, I argue that despite all the major challenges of multicultural and multidisciplinary online courses, students can learn not merely interesting and current topics but also useful skills needed in both academic and working life. For instance, the ability to meet, recognize and negotiate differences is undoubtedly an essential competence in the globalized world. Keywords: online courses, higher education, networks, cooperation, multiculturalism,multidisciplinarity. p>

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Ningtyas, Ceria Isra. "Pembelajaran Multikultur Melalui Edutainment di Galeri Indonesia Kaya." Jurnal Manajemen dan Kearifan Lokal Indonesia 2, no. 2 (October 31, 2018): 80. http://dx.doi.org/10.26805/jmkli.v2i2.25.

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Today, the multicultural education in traditional games can be packed together with information and communication technology. This can lead to greater curiosity from the younger generation to learn multiculturalism in Indonesia by using gadgets that educating also entertaining. The location of the research was conducted at Galeri Indonesia Kaya (GIK) located at Grand Indonesia Mall, Central Jakarta. The aims of this research are (1) exploring multicultural learning through edutainment in GIK and (2) explaining the multicultural communication perspective shown in GIK. This study uses a qualitative descriptive approach. Data collection techniques use the interview data and some literature review. The results of the study are as follows (1) GIK visitors are very impressed with the presentation of cultural information and experienced different ambience of multicultural learning because studying Indonesian culture now is no longer monotonous but very easy and fun. This is because delivering Indonesian cultural knowledge in GIK use many interactive applications that support multicultural learning through edutainment; and (2) GIK presents several perspectives of multiculturalism communication, ie (a) inclusive/the value of openness; (b) the value of prioritizing the dialogue actively; (c) the value of humanity; (d) the value of fairness; (e) the value of equality and fraternal brotherhood; and (f) the value of loving the homeland

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Зорина, Наталья, Natalya Zorina, Наталья Новикова, Natalya Novikova, Вадим Кортунов, Vadim Kortunov, Зоя Киреенкова, and Zoya Kireenkova. "University student education of intercultural communication: methodological aspects." Universities for Tourism and Service Association Bulletin 10, no. 1 (March 2, 2016): 60–65. http://dx.doi.org/10.12737/17738.

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The article emphasizes the importance of teachers of humanitarian disciplines in the formation of intercultural competence of students. Teaching youth communication skills in the dialogue of cultures should contribute to the development of ideas about human possibilities in the modern world, should lay the foundations of a respectful attitude to people of other religion, other nationality, other traditions. The authors analyze in detail interactive forms of teaching intercultural communication, including lectures, presentations, round tables, trainings. The article emphasizes the importance of motivation, activity, multiple experience and constructive feedback in the learning process. The professionalism of the teacher is manifested in student-centered pedagogy, the formation of learning skills, using a model of natural learning. The article examines the opportunities for inter-ethnic learning groups in teaching intercultural communication. Harmonious, friendly atmosphere of communication in the multicultural group creates conditions for understanding and acceptance of tolerance as a social value, fills its contents and brings in the student behavior. It pays attention to the difficulties that may students experience when they enter a different culture. The article presents the results of the diagnostic analyze, which determines the level of emotional intelligence as a set of emotional competencies and skills that help to cope with the demands of the environment and to resist its pressure, which helps to understand the emotions of other people and providing them facilitating support. The basic directions of development of emotional intelligence in the context of cross-cultural dialogue to enhance professional and personal effectiveness of students are also presented. The described form of working in a multicultural group gives psychotherapeutic effect both students and teachers.

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Kabanov, Alexander, Nelly Savelyeva, Natalie Nevraeva, Elena Gnatyshina, and Oksana Pinchukova. "Modern digital technologies in the professional-oriented multicultural education." SHS Web of Conferences 87 (2020): 00106. http://dx.doi.org/10.1051/shsconf/20208700106.

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In modern reality, when economic, trade, scientific and cultural ties are rapidly developing in the world, exchanges are being carried out in the scientific and technical fields, knowledge of a foreign language becomes a priority for specialists of almost all levels. The very concept of a “foreign language” is increasingly being replaced by a “language of communication” in various fields of culture, science and technology. There are many different languages in the world, and even more dialects. But the trends are such that for most people knowledge of one common language is enough. And this language does not have to be native to the interlocutors. A common language is able to unite different peoples and cultures, even absolutely opposite, into one common cause. In addition to strengthening cultural ties, the language brings together experts in science and technology. At the same time, the authors acknowledge the lack of research in modern pedagogical science devoted to identifying the potential of information and communication technologies in the process of professional foreign language training of future specialists that meet the requirements of the Russian state and society, imposed on modern specialists of different profiles, reflected in national and international documents.

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Acar-Ciftci, Yasemin. "Multicultural Education and Approaches to Teacher Training." Journal of Education and Learning 8, no. 4 (July 12, 2019): 136. http://dx.doi.org/10.5539/jel.v8n4p136.

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Turkey exposed to several mass immigration movements due to its location, is not a “transit country” anymore for immigrants, but a “target country”. Since the day that the migration flows have started, Turkey developed various policies regarding the education of immigrant children. And by the year 2016, these children have begun to be included in the Turkish education system. Research findings reveal that immigrant children face the number of challenges in their education life. These problems include communication and discrimination problems arising out of language and cultural differences. Many countries exposed to mass immigration movements in the world often use multicultural education approaches to solve the educational issues of newcomers. Therefore, comprehensive literature research is needed and that this research will be useful to see the subject as a whole. The findings of the study revealed that the three basic approaches to teacher education could be defined in six stages, each of which consists of two phases. The educators of teachers and policymakers can examine these approaches and evaluate the strengths and weaknesses of each of them based on their philosophical stances about multiculturalism.

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Achmad, Widya Karmila Sari, Wasir Talib, and Muhammad Basri. "Multicultural education based instruction for mental revolution in teaching Intercultural Communication: Indonesian university students’ Perspectives." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 145. http://dx.doi.org/10.26858/eltww.v8i1.22299.

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Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society. This study aims at exploring the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation, documentation and videoing to get data. The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.

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Artimonova, Tetiana. "THE PHENOMENON OF MULTICULTURALISM OF THE EDUCATIONAL ENVIRONMENT IN THE CONDITIONS OF DISTANCE LEARNING." Educational Discourse: collection of scientific papers, no. 30(1) (February 26, 2021): 7–17. http://dx.doi.org/10.33930/ed.2019.5007.30(1)-1.

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Today’s challenges require the rethinking of role and importance of the phenomenon of the multicultural educational environment, which acquires conceptual forms, and the continuous development of digital information and communication technologies and their active use in education accordingly affect the forms, methods, means, importance of distance education and its prospects. The article considers educational theories of distance learning as a tool for the effective functioning of a multicultural educational environment.

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Frainšic, Michal, and Ludmila Fialová. "Multikulturní výchova prostřednictvím sportu a tělesné výchovy." Studia sportiva 8, no. 2 (December 15, 2014): 86–96. http://dx.doi.org/10.5817/sts2014-2-9.

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The articel is focused on application of sport and physical education in multicultural education. The aim of the study is to introduce this problematic and indicate opportunities for inovation and development of this topic. We mention some important theories and approaches. We also refer to the present situation in the Czech Republic and results of research. Sport can help integrate people, support their cooperation and communication, which is crucial. The teachers‘ role in multicultural education is not easy, it requires much experience and education.

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Bohatyryova, Galina, Viktoriia Pishchanska, Olena Botvinko-Botiuk, Iryna Zozulia, and Nataliia Kostrytsia. "Multicultural education as a new trend in pedagogy." LAPLAGE EM REVISTA 7, no. 1 (May 17, 2021): 552–62. http://dx.doi.org/10.24115/s2446-6220202171856p.552-562.

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Ukraine is now actively experiencing mass immigration movements due to its location. For immigrants, it is rather a "transit country" on the EU route, but often it is in our country that the transit route ends. Research shows that immigrant children face several challenges in their educational lives. Among them are communication problems and discrimination that arise due to linguistic and cultural differences. Many countries experiencing immigration movements around the world often use multicultural approaches to education to address the educational issues of foreigners. That is why there is a need for a comprehensive study of the literature, and this study, in particular, will be useful for considering the topic as a whole. The results of the study showed that three main approaches to education could solve the problem of the integration of foreign children into Ukrainian society. Research methods are comparative analysis, generalization, systematization, synthesis, analogies, classification, grouping, correlation, and cluster analysis.

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Devita, Glauco. "Inclusive approaches to effective communication and active participation in the multicultural classroom." Active Learning in Higher Education 1, no. 2 (December 2000): 168–80. http://dx.doi.org/10.1177/1469787400001002006.

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Briones, Elena, and Laura Lara. "Teaching ethics in the university through multicultural online dialogue." Comunicar 24, no. 47 (April 1, 2016): 99–107. http://dx.doi.org/10.3916/c47-2016-10.

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This paper presents the results of an international collaboration on ethics teaching for personal and professional values within the area of formal higher education using new communication technologies. The course design was based on the dialogic technique and was aimed at clarifying the students’ own values, defining their own positions related to ethical dilemmas, developing argumentative strategies and an ethical commitment to their profession and contribution to society. The online dialogue between heterogeneous groups of students based on their cultural background –the main innovation of this training– was possible thanks to the technological and administrative support of the participating universities. To analyze the effect of this innovative training we employed a quasi-experimental design using a control group, i.e., without the option of online dialogue with students from another culture. University students from Spain (University of Cantabria) and Chile (Universidad Autónoma de Chile) participated in this study. The positive results, which included better scores and positive assessments of both debate involvement and intercultural contact by students who participated in the new teaching program, support the main conclusion that the opening of international dialogue on moral dilemmas through new communication technologies contributes significantly to improve ethics training in higher education. En este trabajo se presentan los resultados de una colaboración internacional para la formación ética centrada en valores personales y profesionales dentro de la educación formal superior empleando las nuevas tecnologías de la comunicación. La formación diseñada basada en la técnica dialógica pretende que el estudiante clarifique sus valores, se posicione ante dilemas éticos y desarrolle estrategias argumentativas, así como un compromiso ético con su profesión y contribución a la sociedad. La principal innovación de esta formación es la incorporación del diálogo online entre grupos de estudiantes heterogéneos por su origen cultural, esto fue posible gracias a la colaboración de dos universidades y al apoyo tecnológico y administrativo aportado por las mismas. Para analizar el efecto de esta formación innovadora se ha empleado un diseño cuasi-experimental con grupo control, en el que se formaba en valores pero no existía la posibilidad de un diálogo online con estudiantes de otra cultura. En este estudio participaron estudiantes de la Universidad Autónoma de Chile y de la Universidad de Cantabria (España). Entre los resultados obtenidos destacamos las mejores calificaciones y positiva valoración de la participación en los debates y del contacto intercultural por parte de los estudiantes que siguieron la formación más innovadora. Estos resultados permiten concluir que la apertura internacional del diálogo gracias al uso de las tecnologías de la comunicación contribuye de forma significativa a la formación ética en la educación superior.

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Roberts, Joni R., and Carol A. Drost. "Internet Reviews." College & Research Libraries News 79, no. 8 (September 5, 2018): 461. http://dx.doi.org/10.5860/crln.79.8.461.

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King, Kelly M., and LaTonya Summers. "Predictors of Broaching: Multicultural Competence, Racial Color Blindness, and Interpersonal Communication." Counselor Education and Supervision 59, no. 3 (September 2020): 216–30. http://dx.doi.org/10.1002/ceas.12185.

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Walaszczyk, Ludmiła. "Culture education-based model for the modern organisation." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 153–66. http://dx.doi.org/10.15503/jecs2021.2.153.166.

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Aim. The aim of the research is to support the organisation’s management through raising awareness on cultural diversity in the multicultural environment, and presenting a complex model covering the cultural issues in the multicultural organisation. Methods. The model has been developed based on the research carried out between 2018 and 2021 in the Cultural Risk in the Organisation in the Globalisation Era – Competences vs. Reality project. The author used literature review and a survey questionnaire as research methods. To develop the model for staff management at a multicultural organisation, a survey questionnaire directed to 154 staff members of multicultural organisations in five countries (Poland, Italy, Latvia, Cyprus, and the UK) was used. Results. As a result of the analysis, the following key areas have been identified: cross-cultural awareness, understanding different cultures, stereotypes, communication, teamwork, leadership and hierarchy, learning styles, and qualities in the workplace. The improvement of the staff in the aforementioned areas makes them more aware of the cultural diversity in organisations and of different cultural risks that may occur. Conclusions. There is a strong need for a continued consideration and improvement of the awareness regarding cultural diversity, as it is an element of modern and changing economy which may influence the continuity of every organisation. Cognitive value. Key topics related to competences for mitigating cultural risks were identified. They were used as elements of the complex model which can be used at a multicultural organisation in the process of training the staff in the area of cultural diversity.

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R’boul, Hamza. "Alternative theorizing of multicultural education: an Islamic perspective on interculturality and social justice." Journal for Multicultural Education 15, no. 2 (July 5, 2021): 213–24. http://dx.doi.org/10.1108/jme-07-2020-0073.

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Purpose This paper aims to discuss the possibility of embracing an Islamic perspective on interculturality and social justice as an underlying system of multicultural education. While western thought continues to dominate the education scholarship, advancing an alternative epistemology can ameliorate the scope of multicultural education by considering other relevant elements. In particular, interreligious relations have not been researched extensively in terms of managing cultural capital in schools. This paper argues that Islamic ethics provide a system of justice and rules of conduct that satisfy the principles of multicultural education. Design/methodology/approach Classical texts (Qu’ran and Hadith) are analyzed to explore the Islamic perspective on interculturality and social justice. While the plurality of interpretations is remarkable, the aim is to examine these texts on the basis of ethical and humanistic orientation. Findings Islamic ethics are commensurate with intercultural empathy and multicultural education. While some verses are interpreted as evidence of the religious legitimacy of enmity and hostility towards non-Muslims, they are decontextualized readings isolated from the verses’ historical contexts. Practical implications This paper proposes considering Islamic ethics as a foundation of multicultural education. Because Islam promotes social justice, teachers and students are encouraged to take action and never tolerate any act of oppression. Teachers should pay attention to conflicts that may arise from theological differences among students. Originality/value This paper offers a new perspective that has been sidelined and not considered in Modern issues. Because multicultural education recognizes the necessity of appreciating all cultures, Islam delivers a similar framework that is based on peaceful intercultural communication and social justice.

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Kartikawati, Dwi. "The Implementation of Multicultural Educational Communication within the Islamic Education and Character Development (IECD) Subject at Elementary Schools in Indonesia." International Journal of Multicultural and Multireligious Understanding 6, no. 2 (April 28, 2019): 256. http://dx.doi.org/10.18415/ijmmu.v6i2.693.

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In the educational sector, effective communication is a crucial instrument to inculcate multicultural values. One of the methods involves integrating these values into the Islamic Education and Character Development (IECD) subject in elementary schools. This research focused on how to implement this method in SD Badan Perguruan Indonesia (BPI) in Bandung, Indonesia by using a qualitative case study approach with an intensive focus on how and why the subject matter was urgently conducted. The research data were collected by interviews, field observations, literature study and the use of educational communication and Stephen R. Covey’s theory of habit as theoretical frameworks. Research results showed that the implementation of multicultural educational communication integrated into IECD by involving educational communication elements, i.e. teachers, learning materials and media as well as students could be attained by developing characters and habits of the students so that they always uphold good moral values, discipline, awareness, humanity and honesty both at school and in the society.

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Harris, Kathleen C. "Collaboration Within a Multicultural Society." Remedial and Special Education 17, no. 6 (November 1996): 355–62. http://dx.doi.org/10.1177/074193259601700606.

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The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers of culturally and linguistically diverse students who are at risk of failing in school.

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Grobelna, Aleksandra. "Intercultural Challenges Facing the Hospitality Industry. Implications for Education and Hospitality Management." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 101–17. http://dx.doi.org/10.1515/joim-2015-0023.

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Abstract Hospitality organizations which are increasingly operating internationally create real challenges for their employees and managers to interact and effectively work with people from different cultural environments. Many problems may relate to intercultural communication between managers and employees as well as between employees and hotel guests from different cultural backgrounds. Therefore, the issue of intercultural communication has recently had an increasing reach in the hospitality industry. Cultural awareness, sensitivity and understanding of cultural differences should be perceived as a critical issue for business success. Therefore, the following questions still need answers from both academics and the business: What kind of challenges does the hospitality industry face in view of the multicultural diversity of its markets? What kind of managers’ skills and abilities, particularly in the case of entry-level managers, are strongly needed today to manage effectively multicultural hospitality workforce? And how may educational programs influence intercultural competence development of tourism and hospitality students to interact effectively in a multicultural environment. The aim of the study is to show that cultural diversity of hotel employees and guests may create unique challenges of cross-cultural service encounters, which may provide an opportunity for service differentiation. The research problem is to find answers to the questions: how may the challenges that emerge from cross-cultural interactions become a source of hotel competitiveness and how may the educational process contribute to the intercultural competence development, to recruit employees who will be able to operate successfully in a multicultural hospitality environment. The study problem is discussed in the context of literature review and the previous research conducted in the hospitality setting. Implications for practitioners and educators are also delivered.

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Freedman, Kerry, and Meihui Liu. "The importance of computer experience, learning processes, and communication patterns in multicultural networking." Educational Technology Research and Development 44, no. 1 (March 1996): 43–59. http://dx.doi.org/10.1007/bf02300325.

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Rasimin, Rasimin. "PENGEMBANGAN KARAKTER MULTIKULTURAL MAHASISWA DALAM PEMBELAJARAN CIVIC EDUCATION (Studi Pada Mahasiswa Jurusan KPI Fakultas Dakwah IAIN Salatiga)." INJECT (Interdisciplinary Journal of Communication) 1, no. 2 (December 28, 2016): 145. http://dx.doi.org/10.18326/inject.v1i2.145-164.

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Multicultural was resulted from the effect of intersection of individual right among society or civil right in state. Multicultural as the base essence is able to resist the violence existence. This research used Research and Development (R&D) method. This research showed that: (a) the modernization progress in Salatiga influenced the shifting of social life in the students social environment. (b) Communication and Broadcasting of Islam Department (KPI) of Dakwah Faculty positively appreciated model of multicultural character development in civic education learning because it was regarded as innovative model and appropriate with the environment of social society of students. (c) Model of multicultural character development was effective to develop the awareness of tolerant among students. (d) Lecturers were able to deliver civic education material using this model. (e) The supremacy of this model was in the learning objective, affective aspect became the main target, while cognitive and psychomotor aspect became proponent factor.

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Rasimin, Rasimin. "PENGEMBANGAN KARAKTER MULTIKULTURAL MAHASISWA DALAM PEMBELAJARAN CIVIC EDUCATION (Studi Pada Mahasiswa Jurusan KPI Fakultas Dakwah IAIN Salatiga)." INJECT (Interdisciplinary Journal of Communication) 1, no. 2 (December 28, 2016): 145. http://dx.doi.org/10.18326/inject.v1i2.645.

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Multicultural was resulted from the effect of intersection of individual right among society or civil right in state. Multicultural as the base essence is able to resist the violence existence. This research used Research and Development (R&D) method. This research showed that: (a) the modernization progress in Salatiga influenced the shifting of social life in the students social environment. (b) Communication and Broadcasting of Islam Department (KPI) of Dakwah Faculty positively appreciated model of multicultural character development in civic education learning because it was regarded as innovative model and appropriate with the environment of social society of students. (c) Model of multicultural character development was effective to develop the awareness of tolerant among students. (d) Lecturers were able to deliver civic education material using this model. (e) The supremacy of this model was in the learning objective, affective aspect became the main target, while cognitive and psychomotor aspect became proponent factor.

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Lee, Christy R., Timothy R. Levine, and Ronald Cambra. "Resisting compliance in the multicultural classroom." Communication Education 46, no. 1 (January 1997): 29–43. http://dx.doi.org/10.1080/03634529709379071.

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Sanchez-Reilly, Sandra, Elaine Wittenberg-Lyles, Jeanette Ross, and Grace Varas. "Communication, Interdisciplinary Care, and Multicultural Education: The Core of Palliative Care Teaching (P3)." Journal of Pain and Symptom Management 39, no. 2 (February 2010): 321. http://dx.doi.org/10.1016/j.jpainsymman.2009.11.007.

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Kartikawati, Dwi, Djudjur Luciana Rajagukguk, and Yayu Sriwartini. "Penanaman Nilai-Nilai Multikultural yang Dipengaruhi oleh Kompetensi Komunikasi Guru di Sekolah Dasar Inklusi Trirenggo, Yogyakarta." Jurnal Antropologi: Isu-Isu Sosial Budaya 21, no. 2 (December 16, 2019): 168. http://dx.doi.org/10.25077/jantro.v21.n2.p168-176.2019.

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This research focused on the urgency of teachers’ communication competence in inculcating multicultural values at elementary schools, in this case, the inclusive elementary school of Trirenggo, Yogyakarta. Communication skills are an essential competency for teachers as stated in the Regulation of the Minister of Education No. 16 of 2007 dated May 4th, 2007. Teachers, as communicators, are the main factor in establishing effective communication in the learning process. In this case, a teacher with excellent communication skills would substantially determine a school’s success in the implementation of multicultural values. In order to analyze the subject, this study used a qualitative method, and the data were collected from three respondents from the inclusive elementary school of Trirenggo, Yogyakarta. The results indicated that teachers’ communication competency which consisted of three aspects, i.e. motivation, knowledge, and skills, was urgently required in order to achieve teaching goals. A competent teacher would significantly be able to establish a positive atmosphere and influence among students, thus, enable them to effectively inculcate the designated values. At this school, the multicultural values were integrated into teaching subjects, students’ assessment, specified learning methods, character development, and regular group activities.

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Cibangu, Sylvain K. "Oral Communication and Technical Writing: A Reconsideration of Writing in a Multicultural Era." Journal of Technical Writing and Communication 39, no. 1 (January 2009): 79–105. http://dx.doi.org/10.2190/tw.39.1.f.

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Черкашина, Татьяна, and Tatiana Cherkashina. "The Instrumental Skills of Intercultural Communication: Linguistics Dialogue." Scientific Research and Development. Modern Communication Studies 7, no. 1 (February 2, 2018): 31–36. http://dx.doi.org/10.12737/article_5a65a0977126f7.12585553.

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The idea of dialogue in education is considered in the context of the multicultural format of its functioning; the dialogue is characterized as a form of subject-subject interaction; the dialogue of consciousnesses interpreted as “dialogue of cultures”; it is stressed that high school in its quest to form the students‘ culture dialog-style interface is in the beginning. The article presents the system in stages work to create an effective author’s text in relation to intercultural dialogue.

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Цымбалюк, Е., and E. Cymbalyuk. "Mechanisms of Intercultural Interaction in the Education Space of the Republic of Moldova." Scientific Research and Development. Modern Communication Studies 8, no. 1 (February 19, 2019): 36–39. http://dx.doi.org/10.12737/article_5c5a8ca55b1aa3.98278460.

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The article addresses language policy in the Republic of Moldova and their realization in the context of communication between representatives of multicultural and plurilingual community. The author analyses the system of teaching the state language (Romanian) and the languages of ethnic and cultural communities represented in Moldova (Russian, Ukrainian, Bulgarian, Gagauz), considers issues of training educators for universities and schools of the country and realization of new curricula aimed at forming the ability to provide effective communication in the intercultural space.

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Martindale, Vivian Faith. "Moving Mountains in the lntercultural Classroom." Ethnic Studies Review 25, no. 1 (January 1, 2002): 56–65. http://dx.doi.org/10.1525/esr.2002.25.1.56.

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Today many Alaska Natives are seeking a higher education; however due to subtle differences in communication styles between the Native Alaskan student and Euro-American instructor, both students and educator frequently experience communication difficulties. This paper examines the differences in non-verbal communication, the assumption of similarities, stereotyping, preconceptions, and misinterpretations that may occur between Alaska Native and Euro-American cultures. University classrooms are becoming increasingly multicultural, and one teaching style may not be effective with all students. Those involved with education need to promote flexibility and awareness of cultural differences in order to achieve successful communication in the classroom.

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Yuk, Myungsin, Myeugsin Park, and Youngock Liem. ""The Meditating Effect of Communication Ability on the Relationship Between Multicultural Education Attitude and Multicultural Competency of Early Childhood Teachers"." Journal of Humanities and Social sciences 21 12, no. 4 (August 31, 2021): 1479–92. http://dx.doi.org/10.22143/hss21.12.4.105.

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Shkarlet, Valeriia. "Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 168–75. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-168-175.

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The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

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Martín-Barbero, Jesús. "The explosion of narratives and the multiplication of readings." Comunicar 15, no. 30 (March 1, 2008): 15–20. http://dx.doi.org/10.3916/c30-2008-01-002.

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Multicultural society today is much more than just ethnic diversity. It is important to recognize that heterogeneity is composed by a wide array of factors such as literacy, oralities and audiovisual and digital culture. This article argues that current technocultural transformations in communication can alter the persistent monopolic hierarchies of public expression and thought. These transformations in turn are allowing individuals and communities, especially in Latin America, to introduce everyday oral, sound and visual cultures into new languages and new writings that give substance to contemporary communicational ecosystems. Reconociendo que una sociedad multicultural hoy es mucho más que una mera diversidad étnica, una heterogeneidad compuesta por la cultura letrada, las oralidades, la cultura audiovisual y la digital, en este texto se sostiene que las actuales transformaciones tecnoculturales de la comunicación, al trastocar las aún persistentes jerarquías y monopolios de la expresión y el conocimiento, están posibilitando a los individuos y a las colectividades, sobre todo latinoamericanas, insertar sus cotidianas culturas orales, sonoras y visuales en los nuevos lenguajes y las nuevas escrituras que sustancian los ecosistemas comunicacionales contemporáneos.

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Kalbfleisch, Pamela J., and Andrea B. Davies. "Minorities and mentoring: Managing the multicultural institution." Communication Education 40, no. 3 (July 1991): 266–71. http://dx.doi.org/10.1080/03634529109378850.

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Journal articles on the topic 'Communication Multicultural education'

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