Relevant bibliographies by topics / Cultural relevancy

Contents

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

Academic literature on the topic 'Cultural relevancy'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Cultural relevancy"

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Abi-Hashem, Naji. "Revisiting cultural awareness and cultural relevancy." American Psychologist 70, no. 7 (2015): 660–61. http://dx.doi.org/10.1037/a0038984.

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Gerdes, Ellen V. P., and Teresa VanDenend Sorge. "Building Humans and Dances: Exploring Cultural Relevancy as Teaching Artists." Journal of Dance Education 15, no. 2 (April 3, 2015): 72–76. http://dx.doi.org/10.1080/15290824.2015.990636.

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Williams, James Herbert, Wendy F. Auslander, Mary de Groot, Adjoa Dionne Robinson, Cheryl Houston, and Debra Haire-Joshu. "Cultural Relevancy of a Diabetes Prevention Nutrition Program for African American Women." Health Promotion Practice 7, no. 1 (January 2006): 56–67. http://dx.doi.org/10.1177/1524839905275393.

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Towns, J., R. Croff, E. Francoise, A. Pruitt, and J. Kaye. "CULTURAL RELEVANCY FOR SUSTAINING OLDER AFRICAN AMERICAN ENGAGEMENT IN COGNITIVE HEALTH RESEARCH." Innovation in Aging 2, suppl_1 (November 1, 2018): 687. http://dx.doi.org/10.1093/geroni/igy023.2555.

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Nixon, C., G. Flynn, M. Murphy, L. Fenlason, and S. Shields. "Cultural relevancy in capacity building: Community education to address the malnutrition spectrum." Annals of Global Health 81, no. 1 (March 12, 2015): 44. http://dx.doi.org/10.1016/j.aogh.2015.02.611.

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Lee, Hae Ok, Katherin Lee, and Ginger C. V. Kohlman. "Reliability, Validity, and Cultural Relevancy of the Korean Version of the POMS." Journal of Korean Academy of Nursing 29, no. 5 (1999): 1147. http://dx.doi.org/10.4040/jkan.1999.29.5.1147.

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Smith Kondo, Chelda. "Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy." Anthropology & Education Quarterly 50, no. 2 (February 17, 2019): 135–50. http://dx.doi.org/10.1111/aeq.12285.

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Anthonysamy, Lilian, Koo Ah Choo, and Hew Soon Hin. "INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY." Malaysian Journal of Learning and Instruction 18, Number 1 (January 31, 2021): 29–64. http://dx.doi.org/10.32890/mjli2021.18.1.2.

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Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.
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Tavener-Smith, Kieran. "Contemporary youth resistance culture: viability, relevancy and pragmatism." Critical Arts 28, no. 1 (January 2, 2014): 51–56. http://dx.doi.org/10.1080/02560046.2014.883688.

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Norris, Kristopher. "Toxic Masculinity and the Quest for Ecclesial Legitimation." Journal of the Society of Christian Ethics 39, no. 2 (2019): 319–38. http://dx.doi.org/10.5840/jsce2019102111.

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This essay analyzes masculinity as an ecclesial strategy for maintaining cultural and political power. It begins by examining the masculine theology promoted by the German Christian Movement that gave religious justification for Nazism’s violence against those who did not conform to their masculine norms. Drawing on conceptions of ‘legitimation crisis’ and masculinities studies, it argues that the masculine theology of the German Christians, predicated on a desire for social and political relevancy, shares a similar logic with current American evangelical masculinity. In conclusion, it turns to Dietrich Bonhoeffer for resources of ecclesial resistance to these masculine temptations for cultural relevancy and political power.
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Dissertations / Theses on the topic "Cultural relevancy"

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Fredwest, Janice M. "Popular Library: Rethinking the Cultural Relevancy of the American Public Library." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277140389.

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Kutufam, Doreen Vivian. "Gendering of health communication campaigns in Ghana cultural relevancy and social identity /." Related electronic resource:, 2007. http://proquest.umi.com/pqdweb?did=1375538411&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD.

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Brooks-Cleator, Lauren. "Physical Activity for Aboriginal Older Adults: A Scoping Study and a Case Study." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31591.

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In Canada, out of the total Aboriginal populations, the older Aboriginal adult populations continue to increase and suffer disproportionately poor health compared to non-Aboriginal seniors. Despite these facts, there is a dearth of research concerning Aboriginal older adults, especially regarding their engagement with physical activity. My thesis is written in the publishable paper format and is comprised of two papers. Using a scoping study methodology in paper one, I demonstrate that intersecting factors such as colonialism, social inequities, and physical activity practices that are rooted in Western ideals and do not address Indigenous older adults’ needs, all contribute to Indigenous older adults’ lack of participation in physical activity. Using a case study approach in paper two, I demonstrate how Elders In Motion, a program offered by the Northwest Territories Recreation and Parks Association (NWTRPA), shows a shift in physical activity programs becoming more respectful of older Aboriginal adults’ cultures and communities; however, while the staff at the NWTRPA has made a strong effort to adapt a southern-based program for northern communities in the NWT, there are several program features that reaffirm colonial practices and support Westernized ideas of physical activity. Taken together, the papers in this thesis make apparent that physical activity programs and research concerning physical activity for older Aboriginal adults continue to be embedded in colonial practices. As a result, there is a demonstrated need for program development and research in this area to work towards reducing health disparities and challenging colonial practices.
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Vorreyer-Hedges, Anita L. "Rape Risk Reduction Materials: How Do University Students of Color Perceive the Cultural Relevancy of These Materials?" UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/325.

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Few studies have investigated how race and ethnicity influence people's beliefs about rape, or what impact these beliefs have on what and how we teach college students in efforts to raise awareness about rape. The purpose of this study was to gain understanding of how students of color perceive the cultural relevance of materials commonly used on campuses for rape risk reduction education. Participants were African American and Hispanic students at a mid-sized state university. Focus group sessions and interviews were conducted with 23 student participants. Students reported that they found the rape risk reduction materials culturally relevant; however, other revisions of the materials were necessary if the materials were to connect with students. Data analysis, based on the construction of grounded theory and the use of educational criticism, revealed three recurring themes-the influence of popular culture on student perceptions of social situations, the role of racial and ethnic identity development within a global context, and developmental influences on students' ways of constructing knowledge. Therefore, rape risk reduction efforts must be culturally sensitive and developmentally appropriate, and take into consideration the influence of popular culture in order to connect with students.
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Skon, Jane. "Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874.

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Von, Ancken Johan. "Culturally Relevant Curriculum and Instruction in a Culture of Care." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7596.

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This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. Our school district has spent significant resources attempting to address the deficiencies that exist within its lower performing schools. A variety of curriculum specialists have addressed challenges these largely Title 1 schools are facing, with little to moderate improvement shown over the course of several years. Selected literature over the past ten years was reviewed to gain insight into developments and discussions that have materialized around the notions of culturally relevant (curricular/pedagogical) leadership in schools. My component of this project was guided by the question: How is cultural diversity addressed in curriculum so as to be relevant to the success of traditionally marginalized students (students of color and/or those from communities of low socio economic status)? Insights from the literature reviewed suggest that Appreciative Inquiry as a more holistic approach to cultural relevancy creates greater opportunity for deliberate and intentional building of relationships of respect and responsibility, giving rise to social consciousness and not just improved test performance.
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Lesher, Teresa M. "Information literacy instruction for Kuwaiti students and the role of cultural relevance." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6804.

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This study identifies the components of an instructional programme for information literacy that is culturally relevant to Kuwaiti students. It discusses culturally relevant education, instruction for information literacy, the provision of library and information skills instruction in Kuwait, and its characteristics as an independent nation, and as a Gulf, Arab, Islamic, and developing country. The study further tests the effect of cultural relevance on instruction for information literacy for Kuwaiti students with an experiment of comparative instruction. The control group received Western-oriented instruction for information literacy and the experimental group received instruction that substituted Kuwaiti cultural referents for some of the Western-oriented referents. The aims of instruction for both groups were basic levels of proficiency as described in Information Literacy Standards for Student Learning, and the main vehicle of instruction was the Big SixTM information problem solving strategy. The only difference in instruction between groups were the images in the Big SixTM transparencies used for overhead projection, the examples used in class to discuss various information problems and the corresponding images that represented the examples. The study measured the information problem solving achievement of 126 fourth- and eighth grade students with a pre- post-test, the recall of the Big Six strategy with a post-test, and student attitudes with a questionnaire. The analyses revealed that, overall, there is a significant difference in the mean achievement scores in information problem solving and the recall of the Big Six strategy between students who received culturally relevant instruction and those who received instruction that was not culturally relevant. Examined separately, males' scores were significantly higher in the group that received culturally relevant instruction, while females responded equally well to both types of instruction. In addition, the study found a strong correlation between the attitudes of students in the control and experimental groups, and between males and females within groups.
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Britton, Garth Murray, and garth britton@netspeed com au. "On Reading Lines in Shifting Sands: making organisational culture relevant." The Australian National University. College of Business and Economics, 2007. http://thesis.anu.edu.au./public/adt-ANU20071105.161653.

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Despite the ubiquity of the term ‘organisational culture’ in both popular and scholarly management literature, it remains an ambiguous concept, whose practical application is recognised as being far from universally successful. Models which seem to be preferred by practitioners are often criticised as being static or mechanistic, while more dynamic scholarly approaches tend to discount the possibility of deliberately influencing organisations at the cultural level. This dissertation, instead of focussing on culture as some sort of objective or unchanging attribute of an organisation, treats it as a phenomenon emerging from social interaction and individual sense-making. It draws on, and extends, George Kelly’s Personal Construct Psychology to build a framework for understanding the production of meaning by individuals in their social context, and how this contributes to the establishment of the collective boundaries between which cultural effects are observed. This framework is applied to the case of a business school attached to a large university, which is first absorbed into its Commerce Faculty, and then dissolved into a new Department, as the overall university structure is modified. Grounded Theory methodology is used to develop an approach to the description of the cultural interaction and changes that occur, and to generate theory that goes some way to explaining how and why they do. The theory gives insight into how latent cultural distinctions become, or are made, salient and the different means by which divisions may be resolved or superseded, sometimes resulting in conflict. Implications are explored for the management of organisations undergoing change, particularly where this involves merging or restructuring organisational units, and for the training and development of managers who are to be involved in such activities. ¶ At a theoretical level, building on a constructivist and processual ontological base, the dissertation makes contributions to the understanding of behaviour in organisations and draws on pragmatic epistemologies such as those advanced by George Herbert Mead. It brings concepts from psychology, sociology and management disciplines to bear on the problem of cultural interaction, and suggests that integrating them in this way may enhance their value in this context. ¶ By focussing on culture as a phenomenon produced at the interface of collective constructions, the dissertation proposes that it be viewed as fundamentally dynamic once eloquently described as ‘multiple cross-cutting contexts’ – but, nevertheless, explains how it may be recognised more through its apparent intractability than its fluidity. Whilst rejecting managerialist approaches which would suggest that culture and, through it, people, can be manipulated at will to reliably produce desired effects, the dissertation suggests ways in which insight into cultural interactions might be generated for those who are participating in them, and options developed to influence these interactions that might otherwise not have been available. It therefore has potentially valuable implications for management practice.
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Smith, Peter B. "Towards studies of organizational behaviour with greater local relevance." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101027.

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Theories of organizational behaviour mostly originated in North America. In testing their applicability elsewhere, attention must be given to differences in local environments and in the values of local employees. Within Latin America, the prevalence of high collectivism and power distance are particularly important. Employees’ attachment to their organization has been shown to differ within collectivistic cultures. The argument is illustrated by two Latin American studies. Firstly, the ways in which managers handle work events within Mexico, Colombia, Brazil, Chile and Argentina are compared. Secondly, cross-national work problems of employees from these countries are surveyed. The results emphasize the need to take account of variability within the region, and the need to use measures that capture locally important issues.
Las teorías del comportamiento organizacional se han originado principalmente en América del Norte. Al probar su aplicabilidad en otras regiones culturales, debe prestarse atención a las diferencias en los ambientes y en los valores de los empleados locales. Dentro de Latinoamérica, la prevalencia de altos niveles de colectivismo y distancia al poder es particularmente importante. En ese sentido, se ha demostrado que el apego de los empleados hacia su organización difiere dentro de las culturas colectivistas. El argumento se ilustra por dos estudios latinoamericanos. En el primero, se compara la forma en que los gerentes manejan los eventos laborales dentro de México, Colombia, Brasil, Chile y Argentina. En el segundo, se examinan los problemas laborales transnacionales de los empleados de estos países. Los resultados enfatizan la necesidad de utilizar medidas que capturen aspectos localmente importantes.
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Lan, Yu-ling. "Exploring Taiwanese undergraduates' self-concepts : validity and cultural relevance /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7547.

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Books on the topic "Cultural relevancy"

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Burton, Dawn. Cross-cultural marketing: Theory, practice and relevance. Abingdon, Oxon: Routledge, 2008.

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Mukerji, Anath Bandhu. Relevance of Sankalia to cultural geography in India. Delhi: Association for Geographical Studies, 1990.

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Disappearing church: From cultural relevance to gospel resilience. Chicago: Moody Publishers, 2016.

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The courtyard house: From cultural reference to universal relevance. Surrey, UK, England: Ashgate, 2009.

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Culturally relevant pedagogy: Clashes and confrontations. Lanham, Md: Rowman & Littlefield Education, 2011.

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E, Vijayalakshmi, and International Centre for Ethnic Studies., eds. Cultural minorities of Sri Lanka: Their growth, achievements, and relevance today. Colombo: International Centre for Ethnic Studies, 2005.

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Teaching science in culturally relevant ways teaching science in culturally relevant ways: Ideas from Singapore teachers. Singapore: World Scientific, 2015.

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Gaĭdabrus, N. V. Smysl zhizni cheloveka v uslovii︠a︡kh globalʹnykh problem sovremennosti. Penza: Izdatelʹstvo PGUAS, 2011.

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Die Relevanz von Werthaltungen im internationalen Vergleich. Frankfurt am Main: P. Lang, 1991.

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Winn, Maisha T. Writing instruction in the culturally relevant classroom. Urbana, Ill: National Council of Teachers of English, 2011.

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Book chapters on the topic "Cultural relevancy"

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Embree, Lester. "Everyday Relevancy in Gurwitsch and Schutz." In The Schutzian Theory of the Cultural Sciences, 109–21. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13653-0_12.

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Wang, Peng. "A relevancy approach to cultural competence in translation curricula." In American Translators Association Scholarly Monograph Series, 271–99. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/ata.xix.13wan.

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Dahir, Mohamed. "Between Cultural Literacy and Cultural Relevance." In Handbook of Theory and Research in Cultural Studies and Education, 1–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01426-1_22-1.

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Dahir, Mohamed. "Between Cultural Literacy and Cultural Relevance." In Handbook of Theory and Research in Cultural Studies and Education, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-01426-1_22-2.

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Dahir, Mohamed. "Between Cultural Literacy and Cultural Relevance." In Handbook of Theory and Research in Cultural Studies and Education, 73–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-56988-8_22.

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Gimmler, Antje. "The Relevance of Relevance for Research Ethics." In Cultural Studies of Science Education, 15–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50921-7_2.

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Dunkley, Fiona. "Cultural relevance of psychosocial support." In Psychosocial Support for Humanitarian Aid Workers, 93–110. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315201450-7.

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Sasamoto, Ryoko. "Onomatopoeia and the Showing–Saying of Japanese Culture." In Onomatopoeia and Relevance, 151–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26318-8_6.

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Chenowith, Natasha H. "Culturally Relevant Pedagogy and Cultural Scaffolding in Literacy Education." In Pump It Up, 129–32. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-612-5_23.

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Marcondes, Carlos H. "Implementing Culturally Relevant Relationships Between Digital Cultural Heritage Objects." In Metadata and Semantic Research, 123–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71903-6_13.

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Conference papers on the topic "Cultural relevancy"

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November, Nancy, Sean Sturm, and 'Ema Wolfgramm-Foliaki. "Critical Thinking and Culturally-Sustaining Teaching: Developing the Historical Literacy of Māori and Pasifika Undergraduates in Aotearoa/New Zealand." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11179.

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In this paper, we explore critical thinking in the context of developing culturally-sustaining historical literacy in Māori and Pasifika students at a large, multicultural university in Aotearoa/New Zealand. Critical thinking and culturally-sustaining historical literacy might seem like an odd couple insofar as critical thinking tends to be associated with liberal Western (academic) culture. Students can resist developing their critical thinking, not least because culturally-sustaining ‘critical being’ is a threshold concept, requiring a flexible, yet clearly structured pedagogical approach. But the development of critical being is vital to culturally-sustaining teaching because of the role the associated skills and dispositions play in supporting cultural autonomy and voice. We talked with nineteen teachers of a range of ethnicities from across the historical disciplines at the University of Auckland to document the pedagogical strategies they used to develop the critical thinking skills of their Māori and Pasifika students in a culturally-sustaining way: fostering peer dialogue that draws on personal experience; practising perspective-taking; drawing on popular culture for its contemporary and cultural relevance; drawing on one’s culture in choosing relevant topics; and creating learning spaces conducive to critical being.
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Mamedov, Fuad Teyub oglu. "ABOUT THE VALUE OF SPIRITUAL CULTURE FOR THE SUSTAINABLE DEVELOPMENT OF HUMANKIND." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-159-168.

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The article reveals the fundamental importance of people's “spiritual” culture for sustainable development and the relevance of international cooperation in order to ensure global human security. The author emphasizes the importance of scientific understanding of culture as an integral social system and the expediency of using cultural methodology and expertise for making correct political decisions. The article describes the necessity of spreading universal cultural knowledge in society, additional cultural education and enlightenment for the formation of highly cultured people as the main driving force of human development.
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Hamann, Kerstin, Ronan L. H. Wilson, Bruce M. Wilson, and Maura A. E. Pilotti. "Causal Attribution Habits and Cultural Orientation as Contributing Factors to Students’ Self-Efficacy: A Comparison Between Female Students in the United States and Saudi Arabia." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12790.

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In the present research, we examined the extent to which explanations of desirable or undesirable outcomes (grades) can account for the self-efficacy of female college students from two societies with dissimilar cultural traditions: The United States of America, which is characterized by a dominant individualistic culture, and the Kingdom of Saudi Arabia, which has a dominant collectivist culture. A matched-pairs design (N=560; 280 matched pairs) was used to ensure that students’ self-efficacy levels were equated between cultural groups. We found cultural differences in the choice of explanations and in the extent to which explanations contribute to self-efficacy values. These findings are relevant to the development of curricula and instructional methods that are intended to prepare students from different cultures for academic success.
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Kasunic, Anna, Jessica Hammer, and Amy Ogan. "Cultural Relevance in MOOCs." In L@S 2015: Second (2015) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2724660.2728700.

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Sahar, Rafidah, and Nur Nabilah Abdullah. "Conceptualising Doctoral Supervision in Malaysia as a Small Culture." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.2-2.

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Research on doctoral supervision in the field of Intercultural Communication has traditionally been applied to cross-cultural comparison, particularly across national systems and cultural boundaries. However, recent years have witnessed that such comparison is being challenged and re-analysed in light of potential risk of over generalisation and stereotyping in its observation. In this research, we consider the relevance of small cultures (Holliday 1994, 1999) as an alternative approach to conceptualise doctoral supervisory practice as a dynamic on-going group process through which its members make sense of and operate purposefully within particular contexts and shared behaviours. Narrative-based qualitative research was designed to generate and analyse the data. The participants were a purposive sample of six recently graduated PhD students at a Malaysian public university. One-on-one narrative interviews were conducted with the students to gather their supervisory narratives. Analyses of the students’ transcripts were completed using a holistic-content approach (Lieblich et al. 2008). Findings reveal a distinct set of behaviours and understandings that constitute the cultures of supervisory practice in the Malaysian university context. Through the notion of small cultures, this research proposes that cultures of PhD supervision can be best understood through an analysis of shared norms, behaviours and values between students and supervisors during supervisory practice. This research hopes that the move from a focus on large culture (i.e. Malaysianness per se) to a focus on the meaning-making process between students and supervisors from different backgrounds can assist education practitioners such as PhD supervisors to avoid stereotyping and overgeneralising.
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Mouli, T. Sai Chandra. "Towards Understanding Identity, Culture and Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-8.

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Knowledge of self is at the core of all human endeavours. In the quest identity assumes significance. It acquired greater relevance and respect on account of Postcolonial concerns. ‘Class’ emerged as the basis of a person’s identity. Subsequent to liberation of colonies from alien rule, postcolonial concerns gained ground. Focus on indigenous ways of life adds new dimension. Social, cultural, psychological and economic structures became the basis of one’s own view of identity. These dynamics are applicable to languages that flourished, perished or are on the verge of extinction. In India, regional, linguistic, religious diversity add to the complexity of the issue in addition to several subcultures that exist. Culture is not an independent variable. Historical factors, political developments, geographical and climatic conditions along with economic policies followed do contribute to a larger extent in fixing the contours of a country’s culture. Institutional modifications also sway the stability of national culture. Cultural transmission takes place in diverse ways. It is not unidirectional and unilateral. In many countries culture models are passed on from one generation to another through recitation. The learners memorize the cultural expressions without understanding meaning or social significance of what is communicated to them. Naturally, this practice results in hierarchical patterns and hegemony of vested elements. This is how norms of ‘high’ and ‘low’ are formed and extended to written works and oral/folk literatures respectively. This presentation focuses on the identity, culture and language of indigenous people in Telugu speaking states of Telangana and Andhra Pradesh in South India.
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Orestova, Vasilisa, Dmitry Khoroshilov, and Elena Belinskaya. "TRANSFORMATION OF COPING IN THE SOCIAL SITUATION OF TRANSITIVITY: CROSS-CULTURAL ASPECT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact066.

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"In the modern world, when the situation of social transitivity is, in fact, a complex difficult situation, it is relevant to turn to the study of coping methods that are characteristic and specific to this situation. A special role in the study of coping in a transitive society can be played by turning to cross-cultural studies that allow us to trace the transformations of coping in the context of modernization society. The article presents the results of a thematic analysis of narratives and free-form interviews of respondents from Russia and Uzbekistan, which allow us to conclude that the transformation of coping strategies in the process of modernizing traditional culture goes along the path of individualization, which is expressed as the need to take individual responsibility for solving difficult situations, and in the formation of a flexible repertoire of coping strategies that correspond to an individualistic, rather than a receding traditional collectivist culture. The study allows not only to understand individual strategies of perception, categorization and affective assessment of difficult life situations by representatives of different cultures, but also makes it possible to interpret them in the broader context of studying coping processes in a situation of social uncertainty and variability."
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Ovodova, Svetlana. "Representation of Cultural Traumas in Contemporary Public Discourse: “New Frankness” of Meta-Modernism." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-04.

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The prerequisites for this study are criticism of postmodernism by theorists and philosophers of culture, and the actualisation of metamodernism as one of the most popular theories of postmodernism. The relevance of the study is determined by the appearance of a ‘new sensitivity’ having arisen from geopolitical events of the 2000s. Metamodernism theory authors declare the new structure of sensation to be different from the dominants of postmodernism and modernism. The article describes the transformation of the representation of cultural traumas in public discourse with the consideration of ideas of metamodernism and a new frankness. The article covers the methodological capabilities for using postmodernism and metamodernism discourses for analysing the principles of representation of cultural trauma within public discourse. Distinguishing features of new frankness are highlighted. Immortal Regiment action is analysed as an example of actualisation of personal experience and family history in public discourse. The concept of ‘new frankness’ increases the role and significance of the witness. The examples of works of contemporary mass culture and media resources are used to trace the actualisation of the witness’s narrative of cultural trauma. Warmth, depth, and affect, characteristic of metamodernism, actualise the demand for plausibility and personal experience of an event. An indirect effect of these hypotheses consists in that narratives on cultural trauma are multivariate as manifested in criticism of the conventional image of a historic event. Re-evaluating historical events from different points of view triggers mechanisms of latent trauma, potentially making almost any historical event a cultural trauma. The study resulted in the revelation of accentuation of sensitivity in narratives of cultural traumas, as opposed to manners prevailing in modernism and postmodernism discourses, i.e. practices of stigmatisation, suppression, and the commodification of cultural traumas.
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Chengcheng Zhang and Fei Wang. "Investigation on relevance between test score and cultural background." In 2010 2nd International Conference on Industrial Mechatronics and Automation (ICIMA 2010). IEEE, 2010. http://dx.doi.org/10.1109/icindma.2010.5538073.

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Markina, E. D. "ANALYSIS OF THE DIRECTIONS OF RURAL DEVELOPMENT BASED ON THE DIVERSIFICATION OF THE RURAL ECONOMY IN THE CONDITIONS OF CIVILIZATIONAL TRANSFORMATIONS." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS Volume 2. DSTU-Print, 2020. http://dx.doi.org/10.23947/interagro.2020.2.19-23.

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The relevance of this topic is that the current situation in the world is characterized by globalization - a rapid increase in the intensity of economic, political, cultural contacts between countries of all regions of the world and increased interdependence between them. Constructive international interaction is necessary for the further development of human society: the problems of poverty, security, and the environment can be solved only if fruitful cooperation is achieved among all members of the world community. This is also relevant for Russia - especially in terms of security, strengthening mutually beneficial economic and cultural ties.
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Reports on the topic "Cultural relevancy"

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Arundell, Ralph G. US and UK Military Cultural Relevance for Future Warfare. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada501097.

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Gentry, Bill, Sarah Stawiski, Regina Eckert, and Marian Ruderman. Crafting your career: Cultural variations in career­-relevant relationships. Center for Creative Leadership, November 2015. http://dx.doi.org/10.35613/ccl.2015.1007.

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Dee, Thomas, and Emily Penner. The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21865.

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Buichik, A. G. THE RELEVANCE OF THE POSITIONING OF THE RESTORED CULTURAL HERITAGE OBJECTS BY MEANS OF WEB PROJECTING. Modern Science: Actual Problems of Theory and Practice №3, March 2019. http://dx.doi.org/10.18411/buichik-ag-doi-3.

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Diamond, Alex, and Jhonatan Astudillo. Industrias creativas culturales en Panamá: Diagnóstico del sector y relevancia económica. Inter-American Development Bank, August 2017. http://dx.doi.org/10.18235/0000793.

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Montellano, B. O. de. Culturally relevant science: An approach to math science education for Hispanics. Office of Scientific and Technical Information (OSTI), November 1996. http://dx.doi.org/10.2172/503536.

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Lagos-Montoya, Gregory. La Relevancia de la Competencia Lexico-cultural del Lector en La Casa de los Espiritus: Desde un Acercamiento Hermeneutico. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7133.

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Montellano, B. O. de. Culturally relevant science: An approach to math science education for hispanics. Final technical report. Office of Scientific and Technical Information (OSTI), November 1996. http://dx.doi.org/10.2172/594546.

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Ortiz de Montellano, B. Culturally relevant science: An approach to math science education for Hispanics. Final technical report. Office of Scientific and Technical Information (OSTI), November 1996. http://dx.doi.org/10.2172/584961.

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Fields, Matthew W. Identification of Molecular and Cellular Responses of Desulfovibrio vulgaris Biofilms under Culture Conditions Relevant to Field Conditions for Bioreduction. Office of Scientific and Technical Information (OSTI), June 2006. http://dx.doi.org/10.2172/896800.

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