Relevant bibliographies by topics / Cultural practices and beliefs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cultural practices and beliefs'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Cultural practices and beliefs"

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Jambunathan, Jaya. "Hmong Cultural Practices and Beliefs." Clinical Nursing Research 4, no. 3 (August 1995): 335–45. http://dx.doi.org/10.1177/105477389500400309.

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Maimbolwa, Margaret C., Bawa Yamba, Vinod Diwan, and Anna-Berit Ransjö-Arvidson. "Cultural childbirth practices and beliefs in Zambia." Journal of Advanced Nursing 43, no. 3 (July 14, 2003): 263–74. http://dx.doi.org/10.1046/j.1365-2648.2003.02709.x.

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Sahin, Ezgi, and Nevin Hotun Sahin. "Cultural practices before and during pregnancy: example of Turkey." New Trends and Issues Proceedings on Advances in Pure and Applied Sciences, no. 10 (September 28, 2018): 97–103. http://dx.doi.org/10.18844/gjpaas.v0i10.3749.

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Having children is a substantial part of cultural identity in our society. From past till now, various customs, traditions and beliefs have been applied, especially during pre-pregnancy and pregnancy period in Anatolia. Some of them are still in practice and effective. However, all these practices to have children are applied generally to women, and there are few practices applied on men regarding the elimination of infertility because women are regarded as responsible for not having children in Anatolia. In this compilation, the traditional beliefs and practices applied before and during pregnancy in Anatolia are explained. National and international articles on this subject are analysed by using keywords in Google academic database. As a result, it is found that some practices negatively affect both the mother’s and child’s health. So, awareness on this subject should be raised, unhealthy practices and beliefs should be discussed and changed, and beneficial ones should be supported.Keywords: Traditional practices, intercultural nursing, traditional beliefs, pregnancy, culture.
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Dos Santos, Luis. "The Cultural Cognitive Development of Personal Beliefs and Classroom Behaviours of Adult Language Instructors: A Qualitative Inquiry." Brain Sciences 8, no. 12 (December 11, 2018): 220. http://dx.doi.org/10.3390/brainsci8120220.

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The researcher employed personal belief system (PBS) theory as the theoretical foundation for this study because it holds that teachers’ PBSs may influence their teaching behaviours, teaching styles, and pedagogies in classroom practice due to cultural influences. The purpose of this qualitative study was to explore how teachers’ personal beliefs influence how they teach and how their approach may align with or diverge from cultural expectations in a private adult learning facility for English learning in Macau Special Administrative Region, China. The participants in this study were classroom teachers in a learning community who believe in collaborating to create environments for best practices. Two main research questions guided this study: (1) What is the relationship between teachers’ personal belief systems and their classroom practice; and (2) How does a teacher’s educational experience as a K-12 student affect their pedagogy in an adult English language learning program? Three types of data collection methods were employed: interview, classroom observation, and field note taking. The findings showed that teachers utilize their personal belief systems to engage their students through interactive teaching strategies, which was counter-intuitive for both teachers and students who had been taught with Eastern teaching styles. This study contributed to personal belief system theory and broadens the understanding of the perspectives and concepts of English teaching and supervision. The beliefs of teachers influenced their understanding of teaching and their classroom practices.
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Mboho, Margaret, Christine Furber, and Heather Waterman. "Social-cultural practices and beliefs influencing maternal mortality." African Journal of Midwifery and Women's Health 7, no. 1 (January 2013): 26–31. http://dx.doi.org/10.12968/ajmw.2013.7.1.26.

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Bhakta, Ananya, and Smritikana Mani. "Cultural, Social, Religious Beliefs and Practices During Postpartum Period Among Post Natal Women in Selected Rural and Urban Health Care Settings." Indonesian Journal of Global Health Research 1, no. 1 (November 30, 2019): 1–12. http://dx.doi.org/10.37287/ijghr.v1i1.10.

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Belief is the state of mind in which a person thinks something to be the case, with or without there being empirical evidence to prove that something is the case with factual certainty. In developing countries, over 60% of maternal deaths occur during the postpartum period. This period is also greatly influenced by different types of socio-cultural beliefs & practices that increases the risk for poor maternal and child health. A study was conducted to identify and analyse the cultural, social, religious beliefs and practices during postpartum period among postnatal women in Erashal BPHC & Medical College & Hospital of West Bengal. A comparative survey design was adopted in this study. A non probability purposive sampling technique was used to select 120 postnatal women from rural Erashal BPHC & 160 from urban Medical college & hospital as study subject. A valid & reliable Structured Interview schedule(r-0.85,0.90)was used to collect data from the postnatal women who were admitted for delivery and staying postnatal ward. The findings showed that the harmful beliefs regarding maternal, baby care, breast feeding & family planning aspect were present among women during postpartum period(R-75%,U-54%) Harm less beliefs regarding maternal care& breast feeding aspect were present in postpartum period(R-31% U-42 %). Beneficial beliefs regarding separation aspect were present in postpartum period(R-79%,U-90%).The practices were seen in post partum period(R-52%,U-21%).There was a significant difference in belief among rural & urban women as evidenced by ‘t’ test(t-11.38 at df 278 at p<0.05) . There was a significant difference in practice among rural& urban women (t-6.85 at df278 at 0.05 level).Significant relationship(r-0.35 , 0.28 at p<0.05) was seen between beliefs &practices during postpartum period in both area. There was a significant association (χ2-5.36, 10.56 at p<0.05) between religion with beliefs in both area. The significant association was seen between family type with beliefs in rural (χ2-4.41 at p<0.05) but not in urban. The study concluded that, a concerned matter of issue can be raised to prevent the practices contrary with harmful beliefs by counselling and evaluation of views of the mothers during reproductive period. Keywords: beliefs and practices, postpartum period, postnatal women, rural and urban settings
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Cooper Brathwaite, Angela, and Manon Lemonde. "Health Beliefs and Practices of African Immigrants in Canada." Clinical Nursing Research 25, no. 6 (July 26, 2016): 626–45. http://dx.doi.org/10.1177/1054773815587486.

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A purposive sample of 14 immigrants living in Ontario, Canada, participated in two focus groups. The researchers used semi-structured interviews to collect data and five themes emerged from the data: beliefs about diabetes were centered on diverse factors, preserving culture through food preferences and preparation, cultural practices to stay healthy, cultural practices determined number of servings of fruit and vegetables per day, and engaging in physical activity to stay healthy. Findings indicated how health beliefs and cultural practices influenced behavior in preventing type 2 diabetes (T2D). Future research should focus on other high-risk minority groups (South Asian, Caribbean, and Latin American) to examine their health beliefs and cultural practices and use these finding to develop best practice guidelines, which should be incorporated into culturally tailored interventions.
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Yasmin, Chompa Mousumi. "Muslim Cultural Practices in Nepal." Patan Pragya 6, no. 1 (December 31, 2020): 1–14. http://dx.doi.org/10.3126/pragya.v6i1.34205.

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The purpose of this study is to analyze the cultural practice of Muslims in Nepal. Culture is a shared beliefs, arts, attitudes, values, and socially transmitted behavior patterns of a group or organization. Muslim culture generally includes all the practices which have developed around the religion of Islam, Muslims are rich in culture like other religions in Nepal and they developed a stronger identification with the Nepali state. This paper is based on both primary and secondary data sources followed descriptive method under qualitative approaches.
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Johnston, Judith R., and M. Y. Anita Wong. "Cultural Differences in Beliefs and Practices Concerning Talk to Children." Journal of Speech, Language, and Hearing Research 45, no. 5 (October 2002): 916–26. http://dx.doi.org/10.1044/1092-4388(2002/074).

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Sporadic observations of non-Western culture groups have made it clear that the large literature on child-directed talk primarily describes Western parent-child interaction patterns. The current study used a survey instrument to contrast the childrearing beliefs and related verbal interaction practices of Chinese and Western mothers of preschoolers. Stepwise regression procedures indicated that culture differences in ratings for 6 belief statements and 5 interaction patterns accounted for 66–67% of the total variance. Discriminate functions derived from the regression analyses identified members of the two culture groups with 94–95% accuracy. The findings call into question the advice commonly given to parents of children with language delay and point to specific areas where practices more harmonious with Chinese culture could be recommended.
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Sahoo, Madhulika, and Jalandhar Pradhan. "Reproductive Healthcare Beliefs and Behaviours Among Displaced Tribal Communities in Odisha and Chhattisgarh: An Analysis Using Health Belief Model." Journal of the Anthropological Survey of India 70, no. 1 (April 29, 2021): 87–102. http://dx.doi.org/10.1177/2277436x211005922.

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The modern healthcare system often experiences difficulties in understanding and providing care to indigenous communities. This is mainly because of the cultural distance between mainstream healing methods and indigenous health belief systems. The Lancet series (2006) on indigenous health discussed the integration of Western and traditional health practices and identified the importance of this integration for betterment of the human world. To understand what health and health care signify to tribal communities in India, it is necessary to examine the whole social system and the beliefs and behaviours related to their culture that provides meaning to people. This study examines the traditional medicinal practices and socio-cultural healthcare beliefs and behaviours of diplaced tribal communities in Odisha and Chattisgarh. The current study has used the health belief model (HBM) to examine the perceived susceptibility and severity of diseases among tribal communities, pertaining to their reproductive healthcare beliefs and practices.
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Dissertations / Theses on the topic "Cultural practices and beliefs"

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Lori, Jody Rae. "Cultural Childbirth Practices, Beliefs and Traditions in Liberia." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/193885.

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Over 500,000 maternal deaths occur globally each year. Over half of these deaths take place in sub-Saharan Africa. The purpose of this study was to understand the sociopolitical and cultural context of childbirth in Liberia including practices, beliefs and traditions that influence maternal health, illness and death. The concepts of vulnerability, human rights related to reproductive health, gender-based violence and war trauma within the theoretical perspectives of global feminism provide the framework for this study. Critical ethnography was used to study 10 cases of severe maternal morbidity and eight cases of maternal mortality. Data collection included participant observation, field notes and semi-structured, in-depth interviews with 54 women, family members and community members. Three major themes derived from the data were Secrecy Surrounding Pregnancy and Childbirth; Power and Authority; and Distrust of the Healthcare System. The interpretive theory, Behind the House, generated from data analysis provides an effective way of understanding the larger social and cultural context of childbirth and childbirth related practices, beliefs and traditions in Liberia. It defines the complexity and challenges women in Liberia face in their reproductive health. This interpretive theory moves beyond the biomedical understanding of birth by contextualizing childbirth as a social as well as a biological process. This study provides a starting point for more relevant, sensitive and culturally congruent public health programs and policies to address maternal morbidity and mortality in this population.
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Burgh, Hugo de. "The beliefs and practices of Chinese regional television journalists." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343543.

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Abuidhail, Jamila. "Rural Jordanian mothers' cultural health beliefs, knowledge and practices of postnatal care." Thesis, Glasgow Caledonian University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494576.

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Cultural beliefs, knowledge and practices have been found to be interlinked factors that have led to increased maternal and infant mortality and morbidity during postpartum period (Thompson 2003). In Jordan, despite being one of the most modem countries in the Middle East, postpartum (postnatal) care services are still under-utilised by Jordanian rural mothers (MOH 2004). Postpartum (postnatal) care is the aspect of reproductive health care that has received limited attention in research to date. This is particularly true in the Jordanian rural areas. The aim of this study is to explore, analyse and critique the postnatal cultural health beliefs, knowledge and practices of rural Jordanian mothers. These issues are approached from a critical ethnographic perspective. Based on this theoretical framework, the cultural health beliefs, knowledge and practices of 13 rural Jordanian postpartum mothers from four rural areas of the Mafraq Govenorate were studied.
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Massingham, Lester Charles. "The essence of marketing : a cross-cultural inquiry into prevailing beliefs and practices." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/5770/.

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This doctoral research constituted a cross-cultural inquiry into the contribution of professional marketing education to marketing practice. The essence of marketing, as a collective term, contains the essential ingredients to enable marketing to become a viable system for business; namely, marketing orientation, marketing planning and marketing training connected by the management of change. The Chartered Institute of Marketing Diploma programme was selected as the educational vehicle through which sample surveys were conducted at pre-course, pre-examination and post- qualified stages of respondents' career development. Cross-cultural distinctions and symmetries were examined and accounted for by national culture, experience base and by size of employing organisation in the countries of the United Kingdom, Nigeria, Malaysia, Singapore and Hong Kong, so that an insightful understanding could be achieved between belief and practice. Perceptual gaps were discovered and proposals through the research surveys made to help to bridge the gap between the ambitions of the individual for change and the adoption of integrated marketing by the respective employing organisations. The research is distinguished by the use of innovative techniques for perceptual mapping to enable cross-cultural positions to be visualised and thereby to be more fully appreciated.
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Civitillo, Sauro [Verfasser], Linda [Akademischer Betreuer] Juang, Maja [Akademischer Betreuer] Schachner, and Axinja [Gutachter] Hachfeld. "Teachers’ cultural diversity beliefs and culturally responsive practices / Sauro Civitillo ; Gutachter: Axinja Hachfeld ; Linda Juang, Maja Schachner." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1219514802/34.

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Civitillo, Sauro [Verfasser], Linda P. [Akademischer Betreuer] Juang, Maja [Akademischer Betreuer] Schachner, and Axinja [Gutachter] Hachfeld. "Teachers’ cultural diversity beliefs and culturally responsive practices / Sauro Civitillo ; Gutachter: Axinja Hachfeld ; Linda Juang, Maja Schachner." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1219514802/34.

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Westhues, Anita Kay. "Beliefs and Practices Related to Community Water Sources: "The Specialness of Springs"." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1959.

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The practice of gathering water from community springs in Kentucky constitutes a rich and complex research setting for the study of folklore beliefs and practices. Local knowledge construction, nostalgia as an evaluative process, contested views about purity and impurity, the protection and retention of a “public commons,” and the crisis which ensues when infrastructure maintenance and the delivery of safe drinking water are no longer guaranteed to communities, are all relevant to this vernacular practice. My thesis explores these topics, informed by fieldwork I conducted in nine Kentucky counties, which included formal and informal interviews with individuals who have used springs, as well as participant observation of spring sites. Roadside water sources are used by the public for drinking water, and are vestiges of the public commons. In addition to gathering water, these sites allow us to gather and study folkloric practice and knowledge. Historically, community springs were utilized before public water systems were implemented, providing a critical source of water for travelers, or for those who did not have private access to a reliable water source. Yet today, even with the presence of municipal water systems, many people still gather water from springs. My thesis integrates archival/historical library research, participant observation, and oral history narratives collected in 2016 as part of a Kentucky Oral History Commission Project Grant, in order to illuminate two fundamental research questions: Why do people prefer to get water from springs today? And what cultural meanings are constructed through the continued engagement with this tradition? I examine the historical use of these resources, their relationship to the implementation of municipal water systems, and how localized knowledge about water purity is formed and put into practice in this region. I also explore the use of nostalgia, collective memory, and narrative for constructing place and landscape, as well as theorize on how springs function as public commons resources today. I also use photographs to convey ethnographic knowledge distinct from the written word, providing an opportunity to convey sensory information about the spaces I describe in my research.
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Solomon, Julia 1950. "Prenatal and postpartum health care beliefs and practices of Arab women." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278338.

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The purpose of this study was to describe the prenatal and postpartum health care beliefs and practices of Arab student wives in a small Southwestern university town. The study also explored whether temporary migration to the United States altered or complicated any of the traditional beliefs and practices. The sample consisted of five Moslem Arab women (all from different regions of the Middle East) who had experienced at least one pregnancy prior to the interview. An ethnographic method was used in guiding questions which dealt with beliefs and practices during the prenatal and postpartum periods. Analysis of data showed the importance of upholding traditional beliefs regarding pregnancy, and beliefs in religion and God, which determine the health of the pregnancy and the postpartum period, the importance of following advice of mothers, and the support system of female family members during the postpartum period.
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Jeong, Hyunjeong. "Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271836/.

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The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by the MTAI scale. A strong relationship between accommodation and preparedness for disabilities was found. Most of the barrier factors to practicing inclusive education were considered substantial obstacles, but more so for South Korea teachers than US teachers. University coursework was the least preferred method for improving inclusive practices according to teachers in both countries. Based on the outcomes of the two nations' teachers' beliefs about inclusion, the author suggests that supportive practices, including collaboration between educators, professional development, partnerships with parents and families, and peer supports, be implemented within the two countries for the upkeep of inclusive practices.
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Muraya, Phyllis Njjoki. "Issues of African traditional cultural beliefs and practices and psycho-spiritual health in a Christian setting." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/312303/.

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Are there vestiges or elements of African traditional cultural beliefs and practices that affect the psychological and spiritual well-being of African Christian students in Tangaza University College (TUC)? If there are, how best can pastoral carers work with the affected students to help them deal with the issues and regain congruence? These questions, arising out of our practice in the Student Life Ministry in TUC, are the puzzles I set out this study to try to resolve. Our experience was that some of the students were presenting issues in counselling and spiritual direction emanating from unresolved conflict between their African backgrounds and the Christian faith. Observation was that the issues did not surface easily and when they did the carers were not sure how best to help the clients. I thus felt a need to find out what cultural issues affect the students, how the issues manifest in their lives and how best the pastoral care team could work with those affected to help the issues surface and be resolved. This is an original research designed as an inductive case study and to collect data, a multi-dimensional approach including focus discussion groups with students and members of the SLM, depth interviews with SLM members, selection of some vignettes of counselling and spiritual direction and practitioner observation - were used. The main finding is that there indeed are elements of African beliefs and practices that impinge on the psychological and spiritual wellbeing of some of the African Christian students in TUC. However, not all the students experience such dissonance as some have developed a synthesis between their two world views. Those who have not are embarrassed about and reticent in disclosing the issues thus the need for the pastoral carers to help them to integrate their traditional culture with their Christian faith. Clinical experience has shown that by combining two counselling models – the Rogerian Person-centred and Albert Ellis’s Rational Emotive Behaviour Therapy, underpinned in a dialogical, theological paradigm, counsellors and spiritual guides can help the affected students not only to talk about the issues but also to work through them to re-gain equilibrium and enjoy greater fullness of life.
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Books on the topic "Cultural practices and beliefs"

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Pokarna, K. L. Social beliefs, cultural practices in health and disease. Jaipur: Rawat Publications, 1994.

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Shamanism: A cross-cultural study of beliefs and practices. Jefferson, N.C: McFarland & Co., Inc., Publishers, 2008.

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Fara, Patricia. Sympathetic attractions: Magnetic practices, beliefs, and symbolism in eighteenth-century England. Princeton, N.J: Princeton University Press, 1996.

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Project, Community Religions, ed. Sikh women in England: Their religious and cultural beliefs and social practices. Stoke on Trent: Trentham Books and the Community Religions Project, 2005.

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Akajiobi, G. O. Traditional life, cultural beliefs, customs and practices of the people of Awka-Etiti: Past and present. Enugu [Nigeria]: Cecta Nig. Ltd., 2006.

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Islamic approaches to patient care: Muslim beliefs and healthcare practices for caregivers. Beltsville, Md: Amana Publications, 2011.

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Kall, Kann. Respect and rights: The values, beliefs and cultural practices which effect child participation in the life of Cambodian children. Phnom Penh: Save the Children, 2008.

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Houlbrook, Ceri. The materiality of magic: An artefactual investigation into ritual practices and popular beliefs. Philadelphia: Oxbow, 2015.

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The global Muslim community at a crossroads: Understanding religious beliefs, practices, and infighting, to end the conflict. Santa Barbara, Calif: Praeger, 2012.

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Hinduism: Beliefs and practices. Brighton: Sussex Academic Press, 1997.

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Book chapters on the topic "Cultural practices and beliefs"

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Yimyam, Susanha. "Breastfeeding Beliefs and Practices Among Employed Women: A Thai Cultural Perspective." In Infant Feeding Practices, 125–40. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6873-9_8.

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Liamputtong, Pranee. "Infant Feeding Beliefs and Practices Across Cultures: An Introduction." In Infant Feeding Practices, 1–20. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6873-9_1.

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Young, Maia J., and Rakesh Sarin. "Fostering Meaning, Social Connection, and Well-Being Through Hindu Beliefs and Practices." In Cross-Cultural Advancements in Positive Psychology, 87–100. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8950-9_5.

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Mohr, Christine, and Gustav Kuhn. "How Stage Magic Perpetuates Magical Beliefs." In Mind Reading as a Cultural Practice, 93–106. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39419-6_5.

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Yang, Fang-Ying. "Learners’ Epistemic Beliefs and Their Relations with Science Learning—Exploring the Cultural Differences." In Science Education Research and Practices in Taiwan, 133–46. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-472-6_6.

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Rassool, G. Hussein, and C. Sange. "Islamic Belief and Practices Affecting Health Care." In Cultural Competence in Caring for Muslim Patients, 88–103. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35841-7_7.

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Donaldson, Cathron, Sara Clancey, and Maureen Russell. "Understanding Navajo Parents’ Beliefs About Cradling and Early Mobility Practices." In Parents and Caregivers Across Cultures, 45–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35590-6_4.

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Al-Krenawi, Alean. "The Impact of Cultural Beliefs on Mental Health Diagnosis and Treatment." In Culture, Diversity and Mental Health - Enhancing Clinical Practice, 149–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26437-6_9.

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Lee, Carol D. "Don’t Believe the Hype: Reality Rules." In Language and Cultural Practices in Communities and Schools, 248–55. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429486708-15.

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Rashed, Mohammed Abouelleil, and Werdie Van Staden. "Dangerous Liaisons: Science, Tradition, and Qur’anic Healing in the Dakhla Oasis of Egypt." In International Perspectives in Values-Based Mental Health Practice, 313–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_36.

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AbstractThis Chapter presents the case of a Qur’anic healer in the Dakhla Oasis of Egypt. It identifies the values that the healer is seeking to promote and the cultural influences on his beliefs and practices. The Chapter demonstrates the interplay of traditional practices and scientific concepts and methods, and concludes by considering implications for the development of mental health services in communities such as the Dakhla Oasis.
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Conference papers on the topic "Cultural practices and beliefs"

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.
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Aldhafri, Said. "PREDICTING HIGH SCHOOL STUDENTS’ ACADEMIC SELF-EFFICACY BELIEFS USING CULTURAL AND RELIGIOUS PARENTING PRACTICES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0694.

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Robert, Sam. "Linguistic and Cultural Shifts of the Aranadan Tribe in Kerala." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-3.

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Language and cultural shifts are the major causes of endangerment of any community, which begins from minor switching of practices and verbal repertoires and ends with a whole change of community, and finally culminates in the community losing its own identity. Language shift usually takes place in a bilingual or multilingual speech community. It is a social phenomenon, whereby one language replaces another in a given society due to underlying changes in the composition and aspirations of the society. This process transitions from speaking the old to the new language. This is not fully a structural change caused by the dynamics of the old language as a system. The new language is adopted as a result of contact with another language community. The term language shift excludes language change which can be seen as an evolution, and hence the transition from older to newer forms of the same language. Contact between two or more cultures often leads to different sociological processes such as acculturation, cultural change, cultural genocide, and cultural shift. Cultural shift occurs when a community gives up its own socio-cultural practices like customs, rituals and traditional beliefs, and is characterized by changes in cultural symbols, rules of behavior, social organizations, or value systems. It differs from the process of cultural change in which a community’s culture can evolve independently. Shifts may take place at the level of an individual speaker who gradually forgets or shifts to another language and consequently this language spreads to an entire community. This phenomenon can be seen among the Aranadans, a primitive tribal community found mainly in the Malappuram district and in other Northern districts such as Kasargode and Kannur of Kerala, owing to their irreverence towards the preservation of their own language and culture. The socio-ecological, psychological and educational factors impact their language and cultural shifts. This paper illustrates and clarifies the reasons for the language and cultural shifts of the Aranadan tribal community.
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Nandy, Paromita. "Ratiocinate the Sociocultural Habits of Bengali Diaspora Residing in Kerala: A Linguistic Anthropology Study." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-2.

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The paper alludes to the study of how humans relocate themselves with cultural practice and its particular axiom, which embrace the meaning and value of how material and intellectual resource are embedded in culture. The study stimulates the cultural anthropology of the Bengali (Indo-Aryan, Eastern India) diaspora in Kerala (South India) that is dynamic and which keeps changing with the environment, keeping in mind a constant examination of group rituals, traditions, eating habits and communication. Languages are always in a state of flux, as are societies, and society contains customs and practices, beliefs, attitudes, way of life and the way people organize themselves as a group. The study scrutinizes the relationship between language and culture of Bengali people while fraternizing with Malayalee which encapsulates cultural knowledge and locates this in the interactions among members of varied cultural groups across time and space. This is influenced by that Bengali diasporic people change across generations owing to cultural gaps and remodeling of language and culture. The study investigates how a social group, having different cultural habits, manages time and space of a new and diverse sociopolitical situation. Moreover, it also investigates the language behaviour of the Bengali diaspora in Kerala by analyzing the linguistic features of Malayalam (Dravidian) spoken, such as how they express their cultural codes in different spatiotemporal conditions and their lexical choice in those situations.
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Narongraksakhet, Ibrahem, and Mohd Afandi Salleh. "Conflicts of Religious Believes and Cultural Practices Among Muslims." In International Conference on Ethics in Governance (ICONEG 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.47.

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ROJAS-MÉNDEZ, José I., Jutatip JAMSAWANG, and Gina M. PIPOLI. "BELIEFS, GLOBAL ATTITUDE AND ACCEPTANCE OF COMPARATIVE ADVERTISING: ETIC DIMENSIONS FOR CROSS-CULTURAL RESEARCH." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.04.06.04.

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Ümarik, Meril, and Larissa Jõgi. "Negotiated professional identities of academics in the context of structural reform and innovation at the university." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9453.

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This paper discusses the results of a qualitative narrative study that focuses on academics´ professional identity and teaching practice at the university during the structural reform at Tallinn University, Estonia. The aim of the research is to understand how professional identity is formed in relation to the development of teaching practice in the frame of interdisciplinary projects introduced as an innovation at the university. The central research question is: How does the continuously changing university context, suggested teaching approaches and innovative projects affect professional identity, beliefs, and teaching practice of academics? The empirical data consists of 48 narrative interviews with academics from different study fields. The empirical data was analyzed using qualitative content analysis with narrative coding. The presented narratives indicate that on the institutional level the entrepreneurial cultures are more visible than collegial cultures. On the individual level there are slow, but meaningful changes in teaching practices, as well as beliefs, understandings and professional identities of academics.
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Briška, Ilze, and Gunta Siliņa-Jasjukeviča. "Cultural Aspects of Sustainable Development in Teacher Education." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.06.

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Education for sustainable development (ESD) cannot be realized without a teacher, who thinks systematically and critically, reflects cultural and sustainable values, is authentic, self-conscious, creative, self-confident, and communicative. The aim of this study is to analyze the cultural aspect of sustainable development (SD) in education and to interpret the opportunities and risks for successful development towards the sustainability in teacher education and through the findings to make connections to general education. To reach the goal, qualitative research was conducted. The data was obtained through interviews; teacher educators were asked to share their beliefs, expectations, and experiences about the incorporation of SD into teacher education. The data were proceeded by hermeneutic analysis of text. As a result of the analysis, various combinations of study content and methods related to the cultural aspects of SD in teacher education practice were generalized. The research results identified possibilities for the development of SD through cultural aspects in teacher education.
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Castelao-Lawless, Teresa, and William Lawless. "Informing Science (IS) and Science and Technology Studies (STS): The University as Decision Center )." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2416.

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Students of history and philosophy of science courses at my University are either naive robust realists or naive relativists in relation to science and technology. The first group absorbs from culture stereotypical conceptions, such as the value-free character of the scientific method, that science and technology are impervious to history or ideology, and that science and religion are always at odds. The second believes science and technology were selected arbitrarily by ideologues to have privileged world views of reality to the detriment of other interpretations. These deterministic outlooks must be challenged to make students aware of the social importance of their future roles, be they as scientists and engineers or as science and technology policy decision makers. The University as Decision Center (DC) not only reproduces the social by teaching standard solutions to well-defined problems but also provides information regarding conflict resolution and the epistemological, individual, historical, social, and political mechanisms that help create new science and technology. Interdisciplinary research prepares students for roles that require science and technology literacy, but raises methodological issues in the context of the classroom as it increases uncertainty with respect to apparently self- evident beliefs about scientific and technological practices.
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de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.

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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.
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Reports on the topic "Cultural practices and beliefs"

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Choi, Young Mi. An Investigation of the Cultural Values and Beliefs in English Textbooks in Korea. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1714.

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Arnold, Samuel. The Cultural Trombone: A Contemporary View on National Performance Practices. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.119.

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Kang, Keebom. DoD Inventory Management Cultural Changes and Training in Commercial Practices. Fort Belvoir, VA: Defense Technical Information Center, March 1998. http://dx.doi.org/10.21236/ada343285.

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Ahonsi, Babatunde, Salisu Ishaku, Araoyinbo Idowu, and Ayodeji Oginni. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in Nigeria. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1017.

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Nackerud, Rurik-Rory. Architectural and Philosophical 'Makerspace' Redesign Impact on Teacher Beliefs and Practices: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6966.

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Wenzel, Marcus. Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5504.

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Khan, M. E., Deepthi Varma, Isha Bhatnagar, Anvita Dixit, and Martha Brady. Attitudes, beliefs, and practices of providers and key opinion leaders on emergency contraception in India. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1050.

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Ahonsi, Babatunde, Salisu Ishaku, Araoyinbo Idowu, and Ayodeji Oginni. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in Nigeria: Key findings. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1065.

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