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Journal articles on the topic 'Cultural Rethinking'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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1

ULF, Christoph. "Rethinking Cultural Contacts." Ancient West & East 8 (December 31, 2009): 81–132. http://dx.doi.org/10.2143/awe.8.0.2045839.

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2

이노우에 슌. "Rethinking Cultural Sociology." Korean Journal of Cultural Sociology 3, no. 1 (2007): 275–90. http://dx.doi.org/10.17328/kjcs.2007.3.1.008.

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3

Wilcox, Felicity. "Rethinking Cultural “Logics”." TURBA 3, no. 2 (2024): 33–45. https://doi.org/10.3167/turba.2024.030205.

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Abstract In this article, the author, an Australian composer of European descent who has worked across film, television, theater, and concert music, will share aspects of her curation and compositional practice, focusing on her work with Indigenous collaborators and themes. In the fallout of the failed Australian referendum for a First Nations Voice to Parliament (October 14, 2023), she will share a series of thoughts or insights to reveal how, over the course of several decades her generation of artists has witnessed a cultural revolution that now sees First Nations creative expression as essential to any holistic concept of an Australian culture. The article will consider recent First Nations-led literature offering frameworks for respectful dealing with First Nations intellectual property, culture, and collaborators. The author will discuss how the Australian First Nations’ worldview has influenced her thinking, curating, and music making, and how First Nations collaborators have inspired and guided her own practice to its maturity.
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4

Swendson, Carol, and Carol Windsor. "Rethinking cultural sensitivity." Nursing Inquiry 3, no. 1 (1996): 3–10. http://dx.doi.org/10.1111/j.1440-1800.1996.tb00002.x.

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5

Owen, Stephen. "Rethinking Cultural History." Procedia - Social and Behavioral Sciences 2, no. 5 (2010): 7415–21. http://dx.doi.org/10.1016/j.sbspro.2010.05.106.

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6

Hardesty, Donald L. "RETHINKING CULTURAL ADAPTATION∗." Professional Geographer 38, no. 1 (1986): 11–18. http://dx.doi.org/10.1111/j.0033-0124.1986.00011.x.

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7

Kirmayer, Laurence J. "Rethinking cultural competence." Transcultural Psychiatry 49, no. 2 (2012): 149–64. http://dx.doi.org/10.1177/1363461512444673.

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Huang, Xinyu, Xiangqing Wei, and Runze Liu. "Rethinking Cultural Terminology Translation." Chinese Semiotic Studies 16, no. 1 (2020): 47–70. http://dx.doi.org/10.1515/css-2020-0002.

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AbstractJakobson’s article “On linguistic aspects of translation” proposes a tripartite division of translation as intralingual, interlingual, and intersemiotic, which offers a panorama of a semiotic approach to translation, especially to what is translation in a multileveled sense. Subsequent scholars develop the two implicit ideas in his article, named by the author as “translation as sign transformation” and “translation as sign interpretation.” While further widening the scope and enriching the perspective of Jakobson’s typology, current literature remains purely theoretical in essence. As a particular research area, cultural terminology translation could serve as the axis linking theory and practice, which becomes the primary concern for this paper. Grounded on a review of Jakobson’s division and related literature in translation semiotics, this study proposes a multileveled understanding of cultural terminology translation based on some concrete cases. Cultural terminology translation is regarded as “sign transformation” and “sign interpretation.” As sign transformation, it concerns the transformation of conceptual, linguistic, and cultural signs, while as sign interpretation, it goes from intralingual to interlingual to intersemiotic interpretation. This research concludes that cultural terminology translation is a complex sign activity calling for further investigations.
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9

AM, Olga Kanitsaki. "Comment Rethinking cultural sensitivity." Nursing Inquiry 3, no. 1 (1996): 11–12. http://dx.doi.org/10.1111/j.1440-1800.1996.tb00003.x.

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10

Swendson, Carol, and Carol Windsor. "Response Rethinking cultural sensitivity." Nursing Inquiry 3, no. 2 (1996): 118. http://dx.doi.org/10.1111/j.1440-1800.1996.tb00022.x.

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11

Keys, Wendy. "Review: Rethinking Cultural Policy." Media International Australia 112, no. 1 (2004): 227–29. http://dx.doi.org/10.1177/1329878x0411200122.

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12

Nichols, Ryan, Henrike Moll, and Jacob L. Mackey. "Rethinking Cultural Evolutionary Psychology." Journal of Cognition and Culture 19, no. 5 (2019): 477–92. http://dx.doi.org/10.1163/15685373-12340070.

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AbstractThis essay discusses Cecilia Heyes’ groundbreaking new book Cognitive Gadgets: The Cultural Evolution of Thinking. Heyes’ point of departure is the claim that current theories of cultural evolution fail adequately to make a place for the mind. Heyes articulates a cognitive psychology of cultural evolution by explaining how eponymous “cognitive gadgets,” such as imitation, mindreading and language, mental technologies, are “tuned” and “assembled” through social interaction and cultural learning. After recapitulating her explanations for the cultural and psychological origins of these gadgets, we turn to criticisms. Among those, we find Heyes’ use of evolutionary theory confusing on several points of importance; alternative theories of cultural evolution, especially those of the Tomasello group and of Boyd, Richerson and Henrich, are misrepresented; the book neglects joint attention and other forms of intersubjectivity in its explanation of the origins of cognitive gadgets; and, whereas Heyes accuses other theories of being “mindblind,” we find her theory ironically other-blind and autistic in character.
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13

Song, David Shuang. "Rethinking Community Cultural Wealth." Harvard Educational Review 94, no. 2 (2024): 235–58. http://dx.doi.org/10.17763/1943-5045-94.2.235.

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In this essay David Shuang Song uses Bourdieusian theory and its contemporary reapplications to address theoretical problems in Tara Yosso's concept of community cultural wealth and to propose a rethinking of the influential model. He argues for redirecting attention to how agents both make exchangeable and exchange the legitimized practices and objects in a marginalized ethnic/racial community with those of the formal education system. Song illustrates this reconceptualization through a sketch of his ethnographic research on a community school in one large city's Chinatown. His approach emphasizes key Bourdieusian concepts that are sometimes missing in education research and sociology of education, resituates Bourdieusian theory as capable of offering insights into racialization and racial oppression in the United States, and offers insights for the study of community-based education projects among people of color.
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14

Aryandari, Citra. "DECOLONIZING JAVA: RETHINKING GAMELAN, BODIES, AND CULTURAL AUTHENTICITY." Paradigma: Jurnal Kajian Budaya 15, no. 1 (2025): 1–15. https://doi.org/10.17510/paradigma.v15i1.1605.

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This article critically examines the complex interactions between Javanese identity, colonial influence, and karawitan (traditional Javanese music) through an autoethnographic methodology. By introducing the innovative concept of the ‘body as archive,’ the research explores how embodied experiences function as repositories of cultural memory and resistance. It deconstructs colonial interventions in karawitan, uncovering how documentation, standardization, and systematic recording processes altered the transmission and cultural significance of the art form. The research traces the transition from oral traditions to written documentation, highlighting the commodification of Javanese artistic expressions and the emergence of cultural stereotypes. A central focus of this study is the exploration of embodied knowledge as a decolonial strategy. By emphasizing local wisdom and personal narratives, the article demonstrates how performative practices such as karawitan can serve as potent sites for cultural reclamation and identity negotiation. The analysis ultimately challenges conventional perspectives on cultural preservation, contending that evolving artistic traditions have the potential to reshape and reimagine Javanese identity in a postcolonial context.
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15

Lekas, Helen-Maria, Kerstin Pahl, and Crystal Fuller Lewis. "Rethinking Cultural Competence: Shifting to Cultural Humility." Health Services Insights 13 (January 2020): 117863292097058. http://dx.doi.org/10.1177/1178632920970580.

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Healthcare and social services providers are deemed culturally competent when they offer culturally appropriate care to the populations they serve. While a review of the literature highlights the limited effectiveness of cultural competence training, its value remains largely unchallenged and it is institutionally mandated as a means of decreasing health disparities and improving quality of care. A plethora of trainings are designed to expose providers to different cultures and expand their understanding of the beliefs, values and behavior thus, achieving competence. Although this intention is commendable, training providers in becoming competent in various cultures presents the risk of stereotyping, stigmatizing, and othering patients and can foster implicit racist attitudes and behaviors. Further, by disregarding intersectionality, cultural competence trainings tend to undermine provider recognition that patients inhabit multiple social statuses that potentially shape their beliefs, values and behavior. To address these risks, we propose training providers in cultural humility, that is, an orientation to care that is based on self-reflexivity, appreciation of patients’ lay expertise, openness to sharing power with patients, and to continue learning from one’s patients. We also briefly discuss our own cultural humility training. Training providers in cultural humility and abandoning the term cultural competence is a long-awaited paradigm shift that must be advanced.
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16

Sakuma. "Rethinking Cultural Awareness Toward Nature." Pacific Coast Philology 50, no. 1 (2015): 64. http://dx.doi.org/10.5325/pacicoasphil.50.1.0064.

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17

Spencer, Vicki A. "Rethinking cultural and political nationalism." Politics, Groups, and Identities 2, no. 4 (2014): 666–73. http://dx.doi.org/10.1080/21565503.2014.970561.

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18

Stanbridge, Alan. "Jim McGuigan,Rethinking cultural policy." International Journal of Cultural Policy 16, no. 1 (2010): 80–81. http://dx.doi.org/10.1080/10286630902974045.

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19

Warf, Barney. "Comments On “Rethinking Cultural Adaptation”." Professional Geographer 39, no. 1 (1987): 65–66. http://dx.doi.org/10.1111/j.0033-0124.1987.00065.x.

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20

Belfiore, Eleonora. "Book Review: Rethinking Cultural Policy." European Journal of Communication 20, no. 3 (2005): 402–4. http://dx.doi.org/10.1177/026732310502000312.

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21

Demshina, Anna Yu. "Cultural heritage in design." Vestnik of Saint Petersburg State University of Culture, no. 4 (61) (2024): 31–36. https://doi.org/10.30725/2619-0303-2024-4-31-36.

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Modern design often refers to the interpretation of objects of tangible and intangible cultural heritage. A successful design product can become not only a way to demonstrate the connection between eras, but also a way to form a communicative field for rethinking and representing the contexts of understanding cultural heritage. Such projects should consider not only copyright, the opinions of representatives of diverse cultures, but also be based on respect for cultural monuments. This is not about limiting interpretation, but about the need for careful work with the rethought original source. If we talk about the forms of interpretation, we can highlight a number of approaches: reconstruction, citation, stylization, deconstruction, an appeal to the figurative-emotional, narrative-value aspects of the monument, the author’s rethinking. In specific projects, several forms are most often used simultaneously. Using the example of the "Restavratsia" project, the experience of joint work of artists, designers, representatives of state institutions, the museum and scientific community in the study and rethinking of cultural heritage is considered.
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22

de Royston, Maxine McKinney, Carol Lee, Na’ilah Suad Nasir, and Roy Pea. "Rethinking schools, rethinking learning." Phi Delta Kappan 102, no. 3 (2020): 8–13. http://dx.doi.org/10.1177/0031721720970693.

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The COVID-19 pandemic and social unrest offer an opportunity to clarify what learning is and rethink how to design and assess a “good” school. Schools — online, hybrid, or in-person — should foster learning for all students. Yet, too often, schools paradoxically act as both drivers of equity and reproducers of inequities, both inviting and foreclosing certain types of learning. Maxine McKinney de Royston, Carol Lee, Na’ilah Suad Nasir, and Roy Pea argue that a good school takes an expansive understanding of learning and recognizes learning as fundamentally cultural and rooted in human systems of power and ideology.
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23

Blaikie, Andrew. "Book Review: Rethinking Cultural Policy, Cultural Citizenship: Cosmopolitan Questions." Sociology 40, no. 2 (2006): 387–90. http://dx.doi.org/10.1177/0038038506062041.

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24

Broude, Gwen J. "Rethinking the Couvade: Cross-Cultural Evidence." American Anthropologist 90, no. 4 (1988): 902–11. http://dx.doi.org/10.1525/aa.1988.90.4.02a00080.

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25

Oboler, Suzanne. "Rethinking Our Political and Cultural Paradigms…" Latino Studies 5, no. 1 (2007): 1–2. http://dx.doi.org/10.1057/palgrave.lst.8600243.

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26

Huber, Richard M. "Contending Viewpoints: Rethinking American Cultural Studies." Journal of American Culture 24, no. 3-4 (2001): 37–42. http://dx.doi.org/10.1111/j.1537-4726.2001.2403_37.x.

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27

Gill, Karamjit S. "Rethinking the cross-cultural interaction architecture." AI & SOCIETY 21, no. 4 (2007): 639–47. http://dx.doi.org/10.1007/s00146-007-0102-9.

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28

Cerulo, Karen A., Vanina Leschziner, and Hana Shepherd. "Rethinking Culture and Cognition." Annual Review of Sociology 47, no. 1 (2021): 63–85. http://dx.doi.org/10.1146/annurev-soc-072320-095202.

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Paul DiMaggio's (1997) Annual Review of Sociology article urged integration of the cognitive and the cultural, triggering a cognitive turn in cultural sociology. Since then, a burgeoning literature in cultural sociology has incorporated ideas from the cognitive sciences—cognitive anthropology, cognitive psychology, linguistics, neuroscience and philosophy—significantly reshaping sociologists’ approach to culture, both theoretically and methodologically. This article reviews work published since DiMaggio's agenda-setting piece—research that builds on cross-disciplinary links between cultural sociology and the cognitive sciences. These works present new ideas on the acquisition, storage, and retrieval of culture, on how forms of personal culture interact, on how culture becomes shared, and on how social interaction and cultural environments inform cognitive processes. Within our discussion, we point to research questions that remain unsettled. We then conclude with issues for future research in culture and cognition that can enrich sociological analysis about action more generally.
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29

Chouhy, Gabriel. "Rethinking neoliberalism, rethinking social movements." Social Movement Studies 19, no. 4 (2019): 426–46. http://dx.doi.org/10.1080/14742837.2019.1697663.

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30

Peng, Suhao. "Treating International Students Beyond Teaching Cultural Differences?" Critical Internationalization Studies Review 2, no. 1 (2022): 18–19. http://dx.doi.org/10.32674/cisr.v2i1.5318.

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31

Vakhitova, Tatiana Vadimovna. "Rethinking conservation: managing cultural heritage as an inhabited cultural landscape." Built Environment Project and Asset Management 5, no. 2 (2015): 217–28. http://dx.doi.org/10.1108/bepam-12-2013-0069.

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Purpose – The purpose of this paper is to suggest an approach to cultural heritage management as an inhabited cultural landscape in a context of urban planning. Design/methodology/approach – The paper provides a review of academic literature on the topic of cultural heritage conservation. Findings – This paper supports an approach to management of cultural heritage as a cultural landscape, defining it as a multivalent social phenomenon with tangible and intangible dimensions, spatial, and temporal scales. The cultural landscape approach continues the discourse on heritage values and emphasises the importance of recognition of social value and hence a wider stakeholder participation in the process of heritage management. This approach allows enhancing both intangible and tangible dimensions of cultural heritage and, therefore, encourages a more inclusive consideration of diverse cultural heritage values (encompassing social and environmental categories, e.g. well-being, health). Originality/value – The proposed cultural landscape approach to heritage management, as a culturally significant, inhabited, and changing landscape, enables a more comprehensive view on the interrelations of cultural heritage with other social and environmental categories and enhances the understanding of different values of cultural heritage. This approach could be particularly useful for strategic development at city planning level and in large construction or infrastructural projects.
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Hopkins, A. G. "Rethinking Decolonization." Past & Present 200, no. 1 (2008): 211–47. http://dx.doi.org/10.1093/pastj/gtn015.

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33

Kislali, Hidayet, Mihalis Kavaratzis, and Michael Saren. "Rethinking destination image formation." International Journal of Culture, Tourism and Hospitality Research 10, no. 1 (2016): 70–80. http://dx.doi.org/10.1108/ijcthr-05-2015-0050.

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Purpose – This paper aims to contribute to conceptualization of destination image (DI) and shed light on the overlooked socio-cultural aspects of tourism along with recent technological changes. It endeavours to develop a framework to conceptualize DI formation considering socio-cultural, political, historical and technological influences. Design/methodology/approach – Unlike the orthodoxy in tourism research, tourism phenomenon is approached from a wider social science perspective. To cast light on the progress in DI research, a critical literature review is followed by evaluation of the well-known DI formation frameworks in tourism literature. Seminal articles, cornerstones of DI studies, are critically discussed in this paper. While stressing the prominence of these studies, their shortcomings are also examined. Findings – The paper introduces a novel framework of DI formation that helps bring DI research further through a wider socio-cultural perspective. The framework incorporates holistic characteristics of DI and the contemporary technological environment. Originality/value – This paper proposes a nuanced and more holistic understanding of DI. While most of the previous studies overlooked socio-cultural, historical, political, economic and technological factors, they have been explicitly addressed in the framework proposed in this paper.
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34

Oliver-Frauca, Laia. "Rethinking urban parks: Public space and cultural diversity." Documents d'Anàlisi Geogràfica 48 (September 15, 2006): 214–17. https://doi.org/10.5565/rev/dag.1113.

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35

Spinner-Halev, Jeff, and Bhikhu Parekh. "Rethinking Multiculturalism: Cultural Diversity and Political Theory." Contemporary Sociology 31, no. 2 (2002): 192. http://dx.doi.org/10.2307/3089515.

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36

Grant, Barbara, and Catherine Manathunga. "Supervision and cultural difference: rethinking institutional pedagogies." Innovations in Education and Teaching International 48, no. 4 (2011): 351–54. http://dx.doi.org/10.1080/14703297.2011.617084.

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37

Cardoza, Anthony L. "Rethinking modern Italy after the cultural turn." Journal of Modern Italian Studies 13, no. 4 (2008): 541–49. http://dx.doi.org/10.1080/13545710802407790.

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38

Forrest, Tara. "Rethinking television: Alexander Kluge’s cultural magazine programmes." International Journal of Media & Cultural Politics 1, no. 1 (2005): 97–102. http://dx.doi.org/10.1386/macp.1.1.97/3.

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39

Mathur, B. P. "Rethinking Development: India’s Cultural Ethos as Foundation." Indian Journal of Public Administration 65, no. 1 (2019): 29–44. http://dx.doi.org/10.1177/0019556118822023.

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According to the development model India has adopted, development is viewed in narrow terms of economic development and, more particularly, GDP growth. This is largely due to our blind imitation of Western philosophy, which is based on materialistic values, and has given birth to current ruling economic ideology of free markets and competition, where earning money and accumulating wealth is considered primary goal of life. In its practical operation, this model creates serious socio-economic problems, such as ecological devastation, economic inequality, culture of consumerism, unemployment and social Darwinism. In India today, most components of social and economic well-being of people, such as education, health, employment and a healthy agricultural and industrial base, are in dismal state, indicating that our existing policy has failed. This calls for a fundamental rethink of our development policy. There is a need to embrace a more human-centric model of development, based on our cultural and civilisational ethos, which is ethico-spiritual and is deeply concerned with the problem of human welfare, social good and well-being of people. There is a need to redefine our development goals as creation of a happy, healthy and prosperous society.
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40

Conquergood, Dwight. "Rethinking ethnography: Towards a critical cultural politics." Communication Monographs 58, no. 2 (1991): 179–94. http://dx.doi.org/10.1080/03637759109376222.

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41

David Meyer and Dale Walde. "Rethinking Avonlea: Pottery Wares and Cultural Phases." Plains Anthropologist 54, no. 209 (2009): 49–73. http://dx.doi.org/10.1179/pan.2009.54.209.005.

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42

Nadan, Yochay. "Rethinking ‘cultural competence’ in international social work." International Social Work 60, no. 1 (2016): 74–83. http://dx.doi.org/10.1177/0020872814539986.

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Cultural competence is today a prominent concept and aspiration in all aspects of international social work. In this article, I argue that the common understanding of ‘cultural competence’ from the so-called essentialist perspective is inadequate, and even risky, when working in an international context. Drawing on examples, I suggest that a more constructive and reflective view of cultural competence be adopted in order to meet the challenges of international social work in the contemporary world, and to better equip ourselves as ethical and anti-oppressive practitioners and educators.
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43

Parekh, B. "Rethinking Multiculturalism: Cultural Diversity and Political Theory." Ethnicities 1, no. 1 (2001): 109–15. http://dx.doi.org/10.1177/146879680100100112.

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44

Smagorinsky, Peter. "Rethinking protocol analysis from a cultural perspective." Annual Review of Applied Linguistics 21 (January 2001): 233–45. http://dx.doi.org/10.1017/s0267190501000149.

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Some form of verbal report — that is, a research participant's concurrent or retrospective verbal account of thought processes during problem-solving activities — has been used throughout this century as the data base from which psychologists have developed theories of human mentation. Newell and Simon (1972) and Ericsson and Simon (1980, 1993) have provided extensive justification for use of one such method, protocol analysis, to investigate cognition from an information processing (IP) perspective. They have characterized protocol analysis as a methodology capable of providing evidence of the cognitive processes used when people attend to information stored in short term memory (STM) in order to solve problems. Cultural-historical activity theory (CHAT), with its concern for the mediation of human development by culturally- and historically-grounded signs and tools based on the work of Vygotsky (1987), Leont'ev (1981), and others, suggests a different view of protocol analysis. In this chapter I outline a CHAT perspective that accounts for protocol analysis along three key dimensions: (a) the relationship between thinking and speech from a representational standpoint; (b) the social role of speech in research methodology; and (c) the influence of speech on thinking during data collection. The purpose of this discussion is to illustrate how use of verbal reports can be viewed through a CHAT lens and to identify alternative assumptions necessary to use it from a CHAT perspective.
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45

Groce, NE. "Disability in cross-cultural perspective: rethinking disability." Lancet 354, no. 9180 (1999): 756–57. http://dx.doi.org/10.1016/s0140-6736(99)06140-1.

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46

Rhoads, Robert A. "Rethinking cultural borders: A response to comments." International Journal of Qualitative Studies in Education 10, no. 1 (1997): 39–44. http://dx.doi.org/10.1080/095183997237395.

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47

Omer-Sherman, Ranen. "Rethinking Eliot, Jewish Identity, and Cultural Pluralism." Modernism/modernity 10, no. 3 (2003): 439–45. http://dx.doi.org/10.1353/mod.2003.0068.

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48

Ray, William. "Rethinking Reading: The Novel and Cultural Stratification." Eighteenth-Century Fiction 10, no. 2 (1998): 151–70. http://dx.doi.org/10.1353/ecf.1998.0005.

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49

Singer, Brian C. J. "Cultural versus Contractual Nations: Rethinking Their Opposition." History and Theory 35, no. 3 (1996): 309. http://dx.doi.org/10.2307/2505452.

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50

Khan, Rimi. "Rethinking cultural capital and community-based arts." Journal of Sociology 49, no. 2-3 (2013): 357–72. http://dx.doi.org/10.1177/1440783313481745.

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