Academic literature on the topic 'Cross-cultural/racial relations'
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Journal articles on the topic "Cross-cultural/racial relations"
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Abad-Merino, Silvia, John F. Dovidio, Carmen Tabernero, and Ignacio González. "The systematic study of how subtle forms of bias related to prosocial behavior operate in racial and gender relations." Theory & Psychology 28, no. 1 (December 21, 2017): 104–21. http://dx.doi.org/10.1177/0959354317745588.
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Psychological research and theory have traditionally focused on bias and conflict between separate groups. Our central thesis is that the processes that shape hierarchical group relations within a society are distinctive and typically operate in ways that are frequently subtle rather than blatant. The challenges of detecting new subtle forms of bias are receiving considerable attention in the field of social psychology, internationally. Although explicit hostility toward minority groups seems to have faded in modern societies, cross-cultural data show that the status, resources, and the power of women and ethnic/racial minorities remain unequal. The present literature review integrates the findings of cross-cultural research showing the role of paternalistic legitimizing ideas and behavior for establishing, maintaining, and reinforcing group hierarchy and the disadvantage of members of traditionally underrepresented groups. Specifically, we explain how intergroup helping relations can be used as a mechanism to maintain social advantage in racial and gender relations. These theoretical and experimental insights help illuminate the dynamics of relations between socially linked groups and the nature of contemporary bias. We also highlight how this perspective suggests novel and productive directions for future research.
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Rahmouni, Nihad, and Yousef Abu Amrieh. "Arab Literary Representations of London: Cross-Cultural Romances as Social Spaces in Dabbagh’s Out of It and Jarrar’s Dreams of Water." World Journal of English Language 13, no. 2 (January 13, 2023): 42. http://dx.doi.org/10.5430/wjel.v13n2p42.
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This paper investigates the literary representation of London as a site of cross-cultural romance by analyzing the effects of romantic relations between Arab women and white men on their identities in the works of Selma Dabbagh’s Out of It (2011) and Nada Awar Jarrar’s Dreams of Water (2006). It aims at examining the city of London as a convenient testing ground for whether Arab women characters could mingle and cohabit with white men as a coping strategy in the Metropolis. As this paper shows, the Metropolis helps Arab women to navigate a sense of identity in these cross-cultural romances. It is within the multi-ethnic and multicultural spaces of Metropolitan London that new intimate possibilities between Arab women and white men begin to emerge, revising and interrogating long-established racial and cultural barriers and boundaries. In other words, this is an attempt to examine how these cross-cultural romances serve to tighten the rift between the two cultures and decode the city’s different spaces. Therefore, the article argues that London’s multiple spaces appear to be a prominent factor in the construction of a social space in which cultural identity can be reconstructed and redefined.
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Maiden, John. "‘Race’, Black Majority Churches, and the Rise of Ecumenical Multiculturalism in the 1970s." Twentieth Century British History 30, no. 4 (July 3, 2019): 531–56. http://dx.doi.org/10.1093/tcbh/hwz016.
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Abstract At the beginning of the 1970s, relations between the historic British churches and the new black-led churches were usually non-existent or marked by prejudices or ambivalences. This article examines the emergence, development, and significance of a cross-cultural ecumenical dialogue sponsored by the British Council of Churches. It places this in a context of both growing white liberal interest in the ‘multi-racial’ society and the increasing public assertiveness of collective black Christian consciousness. In doing so, it contributes to our understandings of religious change in the twentieth century: both in terms of perceptions of ‘secularization’ and the complex relationship between Christianity and race relations in the decades after Windrush.
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Mlambo, Nelson. "Transnationalism, Subjectivities and Spatial Relations in Jane Katjavivi’s Undisciplined Heart." Forum for Modern Language Studies 56, no. 1 (January 1, 2020): 39–48. http://dx.doi.org/10.1093/fmls/cqz060.
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Abstract This article explores the literary representations of the ‘unsaid’ and intangible connections of humanity across cultures as represented in Undisciplined Heart (2010), the memoir of the Namibian writer Jane Katjavivi. The central concerns are to examine how the author, through the act of writing, ascertains a new female identity within a culturally transforming Africa; how the fictionalization of her life is a revolutionary way of abdicating the role of silent white-female spectator in Africa; and how her story is a voice that matters in as much as it demonstrates the salient cultural relatedness and connectedness in Africa. The issues and concerns around transnational families, transculturalism, female subjectivity, agency, transnationality and multiculturalism are therefore central in this article. The guiding principles of this essay are Ubuntu (ubuntuism) and Afro-transnationalism in order to explore the sense of ‘rainbowism’ as articulated within a transnational, multiracial and multicultural literary text, Undisciplined Heart. The article brings to the fore the often overlooked presence of ‘white’ writing in postcolonial and post-independence Africa and provides some nuanced insights into the racial and cultural patterns of connectedness – the harmonious cross-cultural sense of being in an Africa that is both culturally and spatially diverse. The article also interrogates as well as problematizes the elusive and constantly changing issues of identity and belonging.
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Foldy, Erica Gabrielle, and Tamara R. Buckley. "Reimagining Cultural Competence: Bringing Buried Dynamics Into the Light." Journal of Applied Behavioral Science 53, no. 2 (April 24, 2017): 264–89. http://dx.doi.org/10.1177/0021886317707830.
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Many organizations attempt to increase cultural competence as one way to foster organizational change to enhance equity and inclusion. But the literature on cultural competence is largely silent on the role of emotion, despite the strong feelings that inevitably accompany work in cross-racial dyads, groups, and institutions. We offer group relations theory as an approach rooted in the importance of emotions, especially anxiety, and offering a rich awareness of how unconscious processes, including defense mechanisms like splitting and projection, drive that anxiety. We show how this approach helps us both diagnose and address difficult dynamics, including by recognizing entrenched power inequities. We draw on examples from others’ research as well as our own research, teaching, and consulting to illustrate key concepts. Ultimately, we argue that buried emotions can create distance and inhibit change. Surfacing and addressing them can foster connection and provide a way for organizations to move forward.
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Tatum, Beverly Daniel. "Together and Alone? The Challenge of Talking about Racism on Campus." Daedalus 148, no. 4 (October 2019): 79–93. http://dx.doi.org/10.1162/daed_a_01761.
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Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.
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Magyarody, Katherine. "“Sacred Ties of Brotherhood”." Nineteenth-Century Literature 71, no. 3 (December 1, 2016): 315–42. http://dx.doi.org/10.1525/ncl.2016.71.3.315.
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Katherine Magyarody, “‘Sacred Ties of Brotherhood’: The Social Mediation of Imperial Ideology in The Last of the Mohicans and Canadian Crusoes” (pp. 315–342) This essay analyzes narrative patterns of colonist-indigenous relations within Daniel Defoe’s Robinson Crusoe (1719) and two Robinsonade texts, James Fenimore Cooper’s The Last of the Mohicans (1826) and Catharine Parr Traill’s Canadian Crusoes (1852). Within the latter texts, the multiplication of Crusoe into “castaway” groups allows for an investigation of the social collateral of reaffirming racial hierarchies via settlers’ allegiance to indigenous individuals while destroying larger indigenous communities. In The Last of the Mohicans, the hybrid Cora Munroe and the Mohican Uncas’s love for her threatens the established pattern of homosocial interracial friendship; their deaths reaffirm racial boundaries. Conversely, by depicting a “coterie” of Scotch, French-Canadian, hybrid, and Mohawk members, Canadian Crusoes self-consciously rewrites the tragedy of Cooper’s novel so that sororal love enables cross-cultural marriage. Nevertheless, Traill’s proleptic descriptions of Canadian settlement mark her narrative as an alternate history that diverges from the progressive alienation of Native communities.
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Olarieta, Beatriz fabiana, Conceição Firmina seixas Silva, and Lisandra Ogg Gomes. "infância e crianças: entre movimentos, limiares e fronteiras." childhood & philosophy 18 (August 30, 2022): 01–13. http://dx.doi.org/10.12957/childphilo.2022.69270.
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We present the dossier “Studies of Childhood: movements, limits and frontiers”, a theme discussed in the III Brazilian Congress Childhood Studies (CEI). The Congress was organized by members of the Department of Childhood Studies (DEDI) and the Graduate Program in Education (ProPEd) of the State University of Rio de Janeiro. The articles that compose the dossier review the debates that took place during the event in the fields of education, international relations, and ethno-racial issues. In this presentation, inspired by Mario Benedetti's poem “The Bridge”, we explore the power of three words to think about childhood and the relationship we establish with children: borders, strangeness and movements. How many borders do childhood and children cross into the political, cultural, social, and biological order of life? Which movements or changes do they produce, reproduce, and spread? How to destrange childhood, in the sense of challenging the actions and discursive productions that promote exclusions of various forms? Which movements – in the field of research and in society in general – are instituted to encourage the agency of childhood? Starting from the idea that both our culture and our subjectivity are constituted in the relationship between an interior and an exterior that are placed in tension, we draw on philosophy, literature, psychoanalysis, and cultural studies to explore these questions. In this dossier, the texts compose a set that dialogues with the philosophy of childhood and goes beyond conceptual and methodological limits, in the sense of making moves to understand children and childhood through their perspectives, actions, languages and positions, in an objective and subjective form.
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Jesuthasan, Jehanita, Richard A. Powell, Victoria Burmester, and Dasha Nicholls. "’We weren't checked in on, nobody spoke to us’: an exploratory qualitative analysis of two focus groups on the concerns of ethnic minority NHS staff during COVID-19." BMJ Open 11, no. 12 (December 2021): e053396. http://dx.doi.org/10.1136/bmjopen-2021-053396.
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ObjectiveTo gain exploratory insights into the multifaceted, lived experience impact of COVID-19 on a small sample of ethnic minority healthcare staff to cocreate a module of questions for follow-up online surveys on the well-being of healthcare staff during the pandemic.DesignA cross-sectional design using two online focus groups among ethnic minority healthcare workers who worked in care or supportive roles in a hospital, community health or primary care setting for at least 12 months.ParticipantsThirteen healthcare workers (11 female) aged 26–62 years from diverse ethnic minority backgrounds, 11 working in clinical roles.ResultsFive primary thematic domains emerged: (1) viral vulnerability, centring around perceived individual risk and vulnerability perceptions; (2) risk assessment, comprising pressures to comply, perception of a tick-box exercise and issues with risk and resource stratification; (3) interpersonal relations in the workplace, highlighting deficient consultation of ethnic minority staff, cultural insensitivity, need for support and collegiate judgement; (4) lived experience of racial inequality, consisting of job insecurity and the exacerbation of systemic racism and its emotional burden; (5) community attitudes, including public prejudice and judgement, and patient appreciation.ConclusionsOur novel study has shown ethnic minority National Health Service (NHS) staff have experienced COVID-19 in a complex, multidimensional manner. Future research with a larger sample should further examine the complexity of these experiences and should enumerate the extent to which these varied thematic experiences are shared among ethnic minority NHS workers so that more empathetic and supportive management and related occupational practices can be instituted.
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Kosma, Maria, and David R. Buchanan. "Aspects of Depression Among Socioeconomically Disadvantaged African American Young Adults." International Quarterly of Community Health Education 39, no. 4 (February 11, 2019): 199–207. http://dx.doi.org/10.1177/0272684x19829612.
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The purpose of this phronetic/pragmatic, mixed-methods study was to integrate quantitative data with qualitative data in examining the complex relations among depression, exercise, screen-viewing time, and life plans among 14 socioeconomically disadvantaged African American young adults. Based on the thematic analysis, the two emerging themes were as follows: life priorities (passing the General Educational Development [GED] test, pursuing profession/career, and being dedicated to church/ministry) and challenges in passing GED examination (e.g., difficulties with the GED test, high stress and low confidence, low interest in studying, health issues, and feelings of rejection/isolation). Based on cross tabulation, depression was highly associated with aerobic exercise and screen-viewing time (Cramer’s V = .44 and .42, respectively). Participants’ life challenges diminished the antidepressant effect of exercise and were linked to depression and excessive screen use. Two active men and a somewhat active woman experienced educational or health-related struggles, heavy screen watching, and severe depression. All three active men experienced educational challenges and severe depression. Two inactive participants reported limited screen use and limited depression, possibly because of their valued life goals (e.g., writing poetry and spiritually helping others). Contrary to the dominant cultural stereotype about African Americans being lazy, the study results show that the participants had highly similar career goals to the majority population yet faced many, significant structural barriers that interfered with their progress and thus sapped their motivation in achieving their life plans. Policy change is needed to reduce social structural barriers and racial systems of oppression in order to decrease poverty and depression.
Dissertations / Theses on the topic "Cross-cultural/racial relations"
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Keaton, Jessie C. "Experiences of United Methodist ministers serving in cross-cultural-cross-racial appointments." Available from ProQuest, 2008. http://proquest.umi.com.ezproxy.drew.edu/pqdweb?index=0&sid=12&srchmode=2&vinst=PROD&fmt=6&startpage=-1&clientid=10355&vname=PQD&RQT=309&did=1626360441&scaling=FULL&ts=1263922342&vtype=PQD&rqt=309&TS=1263922347&clientId=10355.
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Ergüner-Tekinalp, Bengü. "Forgiveness of historical and current racial offenses a study of intergroup forgiveness amoung African Americans /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/ERGUNER_TEKINALP_26.pdf.
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Weuffen, Sara. "Your stories, my stories, our stories : Power/knowledge relations and Koorie perspectives in discourses of Australian History Education." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/160409.
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Over the past decade, popularised notions and approaches to the teaching and learning of Australia’s history have been overwhelmingly researched and written by non-Indigenous academics. This research challenges dominant non-Indigenous curriculum and research agendas by exploring how, why, and to what degree Koorie, and by extension Aboriginal and Torres Strait Islander perspectives, are taken up for the development and implementation of school-based curriculum aligned to the Year Nine Australian Curriculum: History. The research is guided by Michel Foucault’s poststructural theory to examine a range of discourses identified by year nine history teachers and three Koorie Elders in Ballarat and Greater Shepparton. It is supplemented through Martin Nakata’s ground breaking work on Indigenous Standpoint Theory to acknowledge and highlight the cross-cultural/racial power/knowledge relations of peoples who are involved in the research. It is a timely response to the 2013 mandatory implementation of the Australian Curriculum: History in Victorian state schools. The research builds upon academic research (see Clark, 2006; Harrison & Greenfield, 2011; Mackinlay & Barney, 2011; 2014b) about how teachers may engage critically with Aboriginal and Torres Strait Islander specific content. It contributes significantly to a field of research that has not received much attention over the past eleven years. The research is a striking contribution to understandings of Australian cross-cultural/racial research and education practices. It argues that teachers are not necessarily insensitive to cross-cultural/racial relations operating in Australia; rather, that more rigorous and comprehensive teacher education programs are required for the integration of Koorie perspectives on Australian history. The research clearly demonstrates that stories from local Koorie communities offers up a wealth of knowledge that may be drawn upon to reform curriculum agendas towards shared-history understandings of Australia’s history. Ultimately, it advocates for a more nuanced and mature conversation about contemporary cross-cultural/racial education practices in Australia.Doctor of Philosophy
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Rumney, Suzanne Jane. "No place for a white woman? An exploration of the interplay of gender, race and class on power relations experienced by white western women in cross-cultural settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/482.
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‘What happens when the discourses we inhabit contrast strongly with or are in direct conflict with the discourses which swirl around us?’ asks feminist activist and academic Lekkie Hopkins (2009, pp. 75-76). More particularly, how does a life writer interact with the discourses that swirl around her? The advice given in guides on memoir and autobiographical writing creates an illusion that life writers not only have the freedom to write what they like but that, somehow, they have a moral duty to do so. Life writers can ‘challenge our society’s enormous untruthfulness,’ writes David Parker (cited in Helen, 2006, p. 326). Other authors urge life writers to stand by the courage of their convictions and question the status quo to arrive at new answers and a truth that is different from that ‘embedded ideology masquarading as common knowledge’ (Forche & Gerard cited in Helen, 2006, p. 321). Lynne Bloom warns that ‘no matter what their subjects think …nonfiction writers defending the integrity of their work should not…expose their material either to censorship or to consensus’(cited in Helen, 2006, p. 344). However, in contrast to these carefree injunctions to memoirists to be truth-seekers, Drusilla Modjeska acknowledges the difficulties implicit in life writing and warns in her fictionalised biography, Poppy, that ‘there is conformity and dependence in our freedom.’ She refers to a ‘an intellectual freedom [that is] institutionally hobbled, or fashion bound’ (1990, p. 5). The ongoing tension between an espoused freedom of speech and moral duty as a writer to write fearlessly and honestly to create a ‘truth’ that seeks new answers and the intellectual hobbling caused by embedded and fashion bound discourses is the underlying theme of this essay. Despite an initial determination to follow the advice of these life-writing experts, I have found that in producing a fictionalized memoir in Australia today, exposure to a certain degree of intellectual hobbling is an inevitable part of the process and that challenging the status quo embedded in powerful discourses can be a perilous business. The pressure to conform to the consensus, resulting in a significant amount of external and internal censorship, has been difficult to resist.
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Jorgensen, Melanie-Ann. ""Detaching from food" : the relationship between disordered eating and styles of attachment within a multi-racial student sample." Thesis, 2004. http://hdl.handle.net/10413/1979.
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A growing body of research has explored the prevalence of eating disorder pathology within
the ethnically and culturally diverse South African context. The purpose of this study was to
examine the presence and severity of eating disorder symptoms within a multi-racial, female
student sample. In addition to this, the pathogenic role of the family was considered and
framed in terms of attachment theory. Thus, a secondary aim was to explore the relationship
between disordered eating and participants' membership to an attachment style and /or
dimension. A questionnaire survey was administered to a convenience sample of 127 first year, female, university students. The sample included 39 (30.71%) Black, 5 (3.94%) Coloured, 29 (22.83%) Indian and 54 (42.52%) White women. Levels of disordered eating were measured
by the Eating Disorder Inventory 1 (EDI 1). Attachment styles were determined by means of
the Close Relationship Questionnaire (CRQ) and attachment dimensions were calculated by
means of the Adult Attachment Scale (AAS).
It was found that Black students had higher mean scores on seven of the eight EDI 1 subscales
than their Indian and White peers. There were significant differences noted on the EDI
1 sub-scales of Bulimia (p < .01), Perfectionism (p < .05), and Interpersonal Distrust (p < .05). White participants scored highest on the Body Dissatisfaction sub-scale. A negative
relationship was indicated between the eight EDI 1 sub-scales and the secure attachment
dimension (Close). A positive relationship was found between the eight EDI sub-scales and
the two insecure attachment dimensions (Depend and Anxiety). Significant differences were found between the race groups in terms of the classification of participants into three
attachment styles /dimensions.
This research supports previous findings with regard to high levels of eating disordered
pathology among Black women. Furthermore, support of a relationship between disordered
eating and participants' attachment in close relationships was indicated. In particular, the
psychological struggles implicated in disordered eating such as feelings of inadequacy and
worthlessness, mistrust of others, and difficulty with emotions, were found to be significantly
associated with unhealthy or insecure attachment patterns that reflected difficulty with trust
and dependency in close relationships.Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.
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Deka, Ankita. "RACIAL DISPARITIES IN SELF REPORTED HEALTH AND HEALTH CARE UTILIZATION. DOES PRIMARY CARE MATTER?" 2012. http://hdl.handle.net/1805/3044.
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Indiana University-Purdue University Indianapolis (IUPUI)A significant body of literature has accumulated in the last decade that provides evidence of the growing health care disparities among racial and ethnic groups in the United States. The literature suggests that Black adults share a disproportionate burden in death, disability, and disease. In 2002, the Institute of Medicine report, Unequal Treatment, showed that racial-ethnic disparities in health cannot be entirely attributed to problems of health care access, clinical performance, or patients’ personal characteristics. Many studies have shown that institutional and individual level discrimination that Blacks face in the health care system impacts their health status. This study used secondary data analysis to examine how primary care experience impacts self-reported health status and health care utilization among Black adults. Data were from the Medical Expenditure Panel Survey (MEPS) implemented by the Agency for Healthcare Research and Quality (AHRQ). Specifically, MEPS Panel 10 (2005-2006) and Panel 11 (2006-2007) data were used in the analyses. The final sample comprised of N=15,295 respondents ages 18 and over. Logistic regression analyses were carried out using Stata Statistical Software, version 11. The study results reflect the disparities among Blacks and Whites on self-reported health and health care utilization. Blacks were 15% less likely to report good health status compared to Whites and had 0.11 less expected office-based doctor visits. Respondents who had better primary care experience had 0.05 times higher expected office-based doctor visits than respondents who did not have good primary care experience. Health care Social Workers should advocate for structural changes in health policy that will take into account the historical marginalization and contemporary inequities that continue to encompass the lives of many Black Americans.
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Ip, Eugene Yiu-Chung. "Marginalization of social work practise with ethno-racial minorities in mainstream human service organizations in a Canadian setting : a critical exploratory study of systemic issues." Thesis, 2010. http://hdl.handle.net/10500/3751.
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The thesis is a qualitative study from critical theory perspectives to enhance
understanding of how systemically mainstream organizations marginalize social work
practice with ethno-racial minorities. It also explores strategic implications for systemic
change based on field research findings. Ten social workers from Edmonton – the
provincial capital city of Alberta, Canada - participated in investigative dialogues for the
thesis field research. These research participants’ workplace stories lend themselves to
explore three questions: what does marginalization of practice with ethno-racial
minorities look like in mainstream organizational settings; what is there to understand
about it as a systemic issue and what the research findings imply for change strategies.
A critical analysis of dialogic data thematically identifies everyday work issues
that describe how practice with ethno-racial minorities is kept at the operational and
service-delivery fringe of individual workplaces. These thematic findings point to
broader issues of the mainstream human service organization sector. These broader
issues further highlight how the practice marginalization of concern in this thesis is a
systemically constructed issue. These broader issues are mainstream benevolence, social
work as an employment regime, multicultural service delivery as a thrill and clientization
of ethno-racial minorities.
In consideration of these sector-wide issues, implied change strategies reveal
three thematic directions for systemic transformational change: (i) continued dialoguing
involving concerned social workers and ethno-racial minority community leaders, (ii)
community social work to build and foster coalitionary activist work and organizations,
and (iii) participatory research involving a community sharing concern of the practice
marginalization issue so as to build a strong knowledge-base to support and empower broad-base activist endeavour to effect change about mainstream human service
organizations.Social Work
D. Phil. (Social Work)
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Haenga-Collins, Maria. "Closed Stranger Adoption, Māori and Race Relations in Aotearoa New Zealand, 1955-1985." Phd thesis, 2017. http://hdl.handle.net/1885/132619.
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This thesis is based on the oral histories of social workers, birth parents, and adopted people who have personal experience of ‘closed stranger adoption’ in relation to New Zealand Māori. Viewed collectively their histories, and my own analysis, demonstrate the legislative sleight of hand and societal illusions, which bound all parties involved in an uncomfortable and contrived silence. Between 1955 and 1985, over 80,000 children in New Zealand were adopted. The majority of these adoptions were under the state-sanctioned practice of closed stranger adoption. While exact numbers remain unknown, it is widely accepted that a significant proportion of these adoptions involved children of Māori ancestry who were placed into white homes. Although the era of closed stranger adoption, which is now widely viewed as an indefensible social experiment, has been well documented, there still remains very little scholarship and analysis of the adoption of Māori children and their birth parents, during this period. When Māori experience of adoption is discussed, it is usually assumed that the subject is whāngai adoptions. However, closed stranger adoption is almost the antithesis of whāngai, the only similarity being that a child is cared for by people other than their birth parents. This thesis highlights the inextricable links between closed stranger adoption practices, the relevance of ‘race’, and ongoing colonial processes and structures in New Zealand, arguing that while the history of closed adoption begins formally with the passing of the Adoption Act 1955, the wider issues of degradation, disregard and devaluing of Māori people and values that are manifest in this particular policy and practice can be understood as a continuation of the policies and practices of colonisation. The manipulation of identity, the silencing and erasure of self to fit roles described and prescribed by others, the forced assimilation, the infantalising, the expectation of gratitude, and the inter-generational trauma, are all practices of colonisation that are reproduced in the closed stranger adoption of Māori children into white families. Meanwhile, New Zealand publicly maintained the illusion of a progressive, egalitarian society, with an enviable record of race relations. This thesis argues that the impact of closed stranger adoption was particularly onerous for Māori resulting in ruinous long-term, intergenerational consequences on Māori family values, kinship ties, and social organisation. The most debilitating effect for many Māori adoptees has been the inability to trace their Māori parent, and thereby access knowledge of their whakapapa. Many Māori adoptees grieve their unknown whakapapa and feel ‘inauthentic’ and invisible as Māori as a result. However, the silence surrounding the adoption, and more recently the out-of-home care, of Māori children is slowly starting to be addressed. Through the use of testimony, historically contextualised, this thesis provides a space where the burden of holding singular, personal stories of grief and dislocation can be shared. Making private testimonies public, provides a powerful, amplified voice, which requires a wider societal response. This thesis is based on a Māori-centred research approach and incorporates poetic transcriptions in the (re)telling of the narratives.
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Conradie, Catharina. "Enkele riglyne vir opvoedkundige-sielkundige terapie binne verskillende kulture." Diss., 1995. http://hdl.handle.net/10500/17922.
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Text in AfrikaansDie doel van hierdie ondersoek was om: 1. Die struikelblokke wat in terapie binne verskillende kulture voorkom, te ontleed. 2. Verskillende Westerse en nie-Westerse terapeutiese benaderings se toepassing op multikulturele terapie te ontleed. 3. Bestaande riglyne en modelle vir multikulturele terapie daar te stel, ten einde 'n model vir relasieterapie te ontwerp. 4. Ondersoek in te st el na die doeltreffendheid van relasieterapie op kliente uit verskillende kulture. Daar is 'n idiografiese model vir Opvoedkundige-Sielkundige terapie binne verskillende kulture ontwerp. Die model is enersyds gebaseer op 'n Iiteratuurstudie en andersyds op die beginsels van relasieterapie as Opvoedkundige-Sielkundige benadering. Die resultate het die volgende getoon: 1. Hindernisse in Opvoedkundige-Sielkundige terapie met persone uit verskillende kulture kan oorbrug word. 2. V erkryging van kulturele kennis oor die klient asook selfondersoek deur die terapeut vergemaklik multikulturele Opvoedkundige-Sielkundige terapie. 3. Aan die hand van die model vir relasieterapie binne verskillende kulture kan doeltreffende multikulturele terapie uitgevoer word. 4. Die model bied riglyne vir terapie binne verskillende kulture.
The purpose of this investigation was: 1. To analyse impediments appearing in therapy within different cultures. 2. To analyse the application of different Western and non-Western therapeutic approaches on multicultural therapy. 3. To bring about existing guidelines and models for multicultural therapy, in order to design a model for relation therapy. 4. To examine the effectiveness of relation therapy on clients from different cultures. A model was designed for multicultural Educational Psychological therapy. The model is based on a study of literature as well as the principles of relation therapy as an Educational Psychological perspective. The results have shown the following: 1. Obstacles in educational psychological therapy with persons from different cultures can be bridged. 2. Attainment of cultural knowledge of the client as well as introspection by the therapist facilitate multicultural educational psychological therapy. 3 . The model for relation therapy within different cultures can be utilised effectively for therapy 4. The model offers guidelines for multicultural therapy.
Psychology of Education
M. Ed. (Voorligting)
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Lloyd, Jacqueline. "Exploring perspectives of parents on challenges of parenting children born from interracial relationships : a gestalt field perspective." Diss., 2010. http://hdl.handle.net/10500/4345.
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The phenomenon of interracial couples who are also parents is on the increase in South Africa, since one in every four marriages is interracial. An empirical study was undertaken to conduct applied, exploratory, descriptive, evidence-based research to describe the perspectives of interracial parents as related to Gestalt Theory, parenting challenges and strategies towards a sense of self and cultural identity of their children.
A qualitative approach utilizing an open ended questionnaire and semi-structured interviews with six interracial parent couples was transcribed and analysed.
The study concluded that interracial parent couples’, in respect of dealing with societal-non-acceptance of themselves and their “mixed” children, utilize several strategies including avoidance and focusing on the positive; that certain aspects play a vital role in the formation of their children’s sense of self and cultural identity such as religion or faith and both parental identities.The implication of this research is that despite the challenges there are no marked effects on their children’s identity and that interracial parenting strategies must be sound.Social Work
M.A. Diac. (Play Therapy)
Books on the topic "Cross-cultural/racial relations"
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Lyght, Ernest S. Many faces, one church: A manual for cross-racial and cross-cultural ministry. Nashville: Abingdon Press, 2005.
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Bryant, Brenda K. Counseling for racial understanding. Alexandria, VA: American Counseling Association, 1994.
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Racial barriers in counselling: The case of a black South African. Braamfontein: Skotaville Publishers, 1988.
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Quest for inclusiveness: Firsthand perspectives on cross-racial and cross-cultural ministry in the United Methodist Church. San Antonio, Tex: John Wesley Press, 2005.
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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.
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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.
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Peng, Samuel S. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, DC: U.S. Dept of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1995.
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DeeAnn, Wright, Hill Susan 1951-, and National Center for Education Statistics., eds. Understanding racial-ethnic differences in secondary school science and mathematics achievement. Washington, D.C: U.S. Dept of Education, Office of Educational Research and Improvement, 1995.
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Race experts: How racial etiquette, sensitivity training, and new age therapy hijacked the civil rights revolution. Lanham, Md: Rowman & Littlefield, 2002.
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Race experts: How racial etiquette, sensitivity training, and new age therapy hijacked the civil rights revolution. New York: Norton, 2001.
Find full textBook chapters on the topic "Cross-cultural/racial relations"
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Hoberman, John. "Medical Education and the Challenge of Race." In Teaching Health Humanities, edited by Olivia Banner, Nathan Carlin, and Thomas R. Cole, 111–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.003.0007.
Full textAbstract:
Medical curricula in the United States have never addressed the racial dimension of American medicine in an adequate, let alone systematic, way. Medical schools have instead marginalized race and ethnicity as unnecessary for medical education. This chapter argues that medical students should understand the breadth and depth of the health crises in American minority communities. Many medical schools have implemented so-called cultural competency courses that are supposed to improve the interracial and cross-cultural medical relationships future doctors will have with their patients. The consensus is that this type of instruction has proven to be inadequate to its task. In fact, much “cultural competency” instruction actually excludes the examination of black–white relationships and other cross-cultural encounters and the racial scenarios that arise in medical settings. Medical students should be informed about the ways in which cross-racial relationships (doctor–patient and doctor–doctor) can go wrong and have dysfunctional effects on medical treatment. In addition, these often superficial, episodic, and underfunded activities tend to focus on patient behaviors while leaving unexamined the racial belief systems of medical students and doctors. The chapter offers two strategies for pedagogy to address these issues: interpersonal relations within the medical culture and the racial dimension of diagnoses and treatments within the medical subdisciplines that medical students study. Medical students should be aware of these habits of thought and how they can affect the diagnosis and treatment of minority patients. The chapter ends by describing the author’s initial course offering on the topic.
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Dorn-Medeiros, Cort M., Jeffrey K. Christensen, and Ian Lertora. "Mondays With Mac." In Cases on Cross-Cultural Counseling Strategies, 284–304. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0022-4.ch014.
Full textAbstract:
The purpose of this chapter is to “paint a picture of the counseling process” through rich description of how the Multicultural and Social Justice Counseling Competencies (MSJCC) can be applied through a model and stance of cultural humility, rather than a blanket state of achieving “cultural competence” in cross-cultural counseling. The mission of this chapter to convey the critical nature of accounting for the first author's (“counselor”) positions of privilege, including positions of racial, age, socioeconomic status, and legal status privileges, over the client (“Mac”), and recognizing how cultural humility needs to be evoked within the counselor in order to apply tenants of the MSJCC as well as the counselor's interpersonal and relational-cultural approach to counseling and facilitating client growth and healing.
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Dorn-Medeiros, Cort M., Jeffrey K. Christensen, and Ian Lertora. "Mondays With Mac." In Research Anthology on Racial Equity, Identity, and Privilege, 25–40. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4507-5.ch002.
Full textAbstract:
The purpose of this chapter is to “paint a picture of the counseling process” through rich description of how the Multicultural and Social Justice Counseling Competencies (MSJCC) can be applied through a model and stance of cultural humility, rather than a blanket state of achieving “cultural competence” in cross-cultural counseling. The mission of this chapter to convey the critical nature of accounting for the first author's (“counselor”) positions of privilege, including positions of racial, age, socioeconomic status, and legal status privileges, over the client (“Mac”), and recognizing how cultural humility needs to be evoked within the counselor in order to apply tenants of the MSJCC as well as the counselor's interpersonal and relational-cultural approach to counseling and facilitating client growth and healing.
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Campbell, Kelly, Tiffany L. Brown, and Brandyn-Dior McKinley. "Predicting Infidelity in the Context of Race and Ethnicity." In The Oxford Handbook of Infidelity, 28—C2.P201. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197502891.013.2.
Full textAbstract:
Abstract This chapter describes the intrapersonal, relational, and environmental predictors of infidelity across the major racial/ethnic groups in the United States including African, Asian, European, Latin, and Native Americans. It also reviews cross-cultural research on the topic of race/ethnicity and infidelity. It begins by defining key terms and identifying the predictors of infidelity that apply across racial/ethnic groups. In addition, historical, societal, and cultural factors that influence individuals’ intimate relationship beliefs and practices are highlighted throughout to help contextualize the underlying motivations for infidelity. Several theoretical frameworks including social exchange and interdependence, symbolic interaction, intersectionality, and bioecological are used to advance the discussion. It concludes by identifying the limitations of extant work and providing directions for researchers and practitioners.
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PINA-CABRAL, JOÃO DE. "Charles Boxer and the Race Equivoque 1." In Racism and Ethnic Relations in the Portuguese-Speaking World. British Academy, 2012. http://dx.doi.org/10.5871/bacad/9780197265246.003.0006.
Full textAbstract:
Charles Boxer's Race Relations in the Portuguese Colonial Empire, 1415–1825, which came out nearly half a century ago, has found a readership beyond the circle of those interested in the history of Portuguese overseas expansion. Boxer was perfectly conscious, as he produced it, of the impact his essay would have. He found in the discourse of race an instrument of mediation that allowed him to continue to develop his favoured topics of research in the United States in the 1960s and 1970s. The response to Boxer's book points to the highly charged atmosphere that continues to surround all debates concerning ‘race’ and, in particular, those that compare North American notions of race with those that can be observed elsewhere in the world. This chapter attempts to shed new light on what caused such a longstanding cross-cultural misinterpretation.
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Harrison, Laura. "Introduction." In Brown Bodies, White Babies. NYU Press, 2016. http://dx.doi.org/10.18574/nyu/9781479808175.003.0001.
Full textAbstract:
Opening with a brief exploration of the television series “Army Wives,” the introduction relates the theme of surrogacy presented in the drama to the foundational topics of this book; namely, it illustrates the changing perception of surrogacy in American culture. Our understanding of reproduction has always been informed by social rules and expectations, and these norms influence how individuals go about imagining the possibilities for family formation. The contemporary technologies that separate conception, pregnancy, and parenthood seem to offer new ways to think about reproduction, and thus much more agency to the individual to create families that may flaunt cultural norms. Considering terms such as “cross-racial gestational surrogacy,” “traditional surrogacy,” “reproductive technologies” and more, the introduction establishes the core themes of the text, relating these terms and technologies to the traditional, nuclear family within the United States.