Relevant bibliographies by topics / Intercultural approach of cultural diversity

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  2. Dissertations / Theses
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Academic literature on the topic 'Intercultural approach of cultural diversity'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Intercultural approach of cultural diversity"

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Mahadevan, Jasmin. "Intercultural engineering beyond stereotypes." European Journal of Training and Development 38, no. 7 (July 29, 2014): 658–72. http://dx.doi.org/10.1108/ejtd-10-2013-0107.

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Purpose – This article aims to suggest implementing an integrated approach – named intercultural engineering – at university level. Engineering today often takes place across cultures, locations and organizations. As a result, many companies have included cross-cultural training activities into their internal human resource development program. However, current practice neglects the engineering context and might enable sophisticated stereotyping. Design/methodology/approach – This article presents the case of a German bachelor study program in International Industrial Engineering and the theoretical foundations of its design. Findings – Engineering education needs to move beyond simplistic comparative cross-cultural management theory. It needs to acknowledge cultural complexity in engineering through an integrated development of competencies for utilizing the benefits of cultural diversity. Originality/value – The contribution of this article lies in providing a practical example of how to develop integrated competencies for cultural diversity in engineering, as based on latest theory.
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Tran, Quoc-Tan. "Ethically Responsible Knowledge Organization Systems: Towards an Intercultural User Interface." Zagadnienia Informacji Naukowej - Studia Informacyjne 55, no. 2(110) (October 1, 2017): 16–29. http://dx.doi.org/10.36702/zin.364.

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PURPOSE/THESIS: This paper discusses the challenges of creating a theoretic framework within the context of an intercultural and ethically responsible knowledge organization system (KOS). APPROACH/METHODS: First, the paper explores ethical and societal concerns linked to the development of KOS. Second, it illustrates a way to tackle this ethical factor by proposing an applicable architecture for intercultural interfaces which respects cultural diversity on a global scale. RESULTS AND CONCLUSIONS: The author emphasizes the importance of opening up the notion of cultural inclusiveness, to weigh not only linguistic diversity but also other cultural and social aspects, such as geography, religious affiliations, tradition, historical elements, ethnic. This kind of approach should be attentive to intersectionality and cultural interoperability. ORIGINALITY/VALUE: By addressing local circumstances, the author offers insights into essential approaches that take into account cultural diversity when designing KOS and access interfaces to knowledge.
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Tleubay, Sandugash, Gulmira Nurzhanova, Saltanat Ybyshova, Saltanat Abdigulova, Aksaule Mankesh, Toktar Kerimbekov, and Abylaikhan Ualikhanuly. "The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 148. http://dx.doi.org/10.3991/ijet.v15i17.14249.

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This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.
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Jones, Peter, Simone Rowe, and Debra Miles. "Beyond practical preparation: A critical approach to preparing social work students for international study experiences." International Social Work 61, no. 6 (March 21, 2017): 1083–94. http://dx.doi.org/10.1177/0020872817695390.

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As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.
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Holguin-Alvarez, Jhon, Eslith Aguirre Joaquin, and Isabel Menacho Vargas. "Fomento intercultural del quechua entre niños migrantes quechua hablantes y niños citadinos en Perú." Revista Brasileira de Educação do Campo 4 (July 26, 2019): e6621. http://dx.doi.org/10.20873/uft.rbec.v4e6621.

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Promoção intercultural de quíchua entre crianças migrantes de língua quéchua e crianças da cidade no Peru Estudamos os efeitos da promoção da interculturalidade como abordagem musical pedagógica na diversidade linguística oral quéchua no início da escolaridade. Para este fim, desenvolvemos o tipo de desenho abordagem quantitativa quasi-experimental ao fim propomos o agrupamento de alunos da segunda série do ensino regular básica (grupo experimental (alto-falantes de quíchua) = 27; grupo controle (urbanos) = 26) - (X (média) = 7,6, DP (Desvio padrão) = 1,2), que concordaram em desenvolver sua diversidade intercultural através da técnica de troca de estudantes. Elaboramos um teste de múltipla execução da diversidade linguística oral (ad hoc) para a coleta de dados. Os resultados mostram que o método de pedagogia intercultural se desenvolveu através da estratégia de intercâmbio escolar: a) diversidade linguística em crianças falantes de quíchua, b) crenças e valorização em crianças da cidade; no entanto, os falantes de quéchua apreciavam muito mais suas origens andinas. Na aprendizagem da língua quéchua não houve diferenças entre os grupos, portanto o programa não teve efeitos devido às limitações temporais e curriculares. Finalmente, os falantes de quíchua conseguiram expressar significados culturais através do quíchua, graças ao ambiente intercultural desenvolvido pelo experimento de intercâmbio. Palavras-chave: Interculturalidade, Diversidade Linguística, Língua Quechua, Intercâmbio Escolar, Promoção Cultural. Fomento intercultural del quechua entre niños migrantes quechua hablantes y niños citadinos en Perú RESUMEN. Estudiamos los efectos del fomento de la interculturalidad como enfoque pedagógico musical en la diversidad lingüística oral quechua en los inicios de escolaridad. Para este fin, desarrollamos el tipo de diseño cuasi experimental de enfoque cuantitativo, planteamos la agrupación de estudiantes de segundo grado de educación básica regular (grupo experimental (quechua hablantes) = 27; grupo control (citadinos) = 26) – (X (promedio) = 7,6; D.E. (desviación estándar) = 1,2), los cuales aceptaron desarrollar su diversidad intercultural mediante la técnica del intercambio estudiantil. Elaboramos una prueba de ejecución múltiple de diversidad lingüística oral (ad hoc) para el recojo de datos. Los resultados demuestran que el método de pedagogía intercultural desarrolló mediante estrategia de intercambio escolar: a) la diversidad lingüística en niños quechua hablantes, b) creencias y valoración en niños citadinos; sin embargo, los sujetos quechua hablantes apreciaron mucho más sus orígenes alto andinos. En el aprendizaje de la lengua quechua no se evidenciaron diferencias entre grupos, por lo que el programa no surtió efectos debido a limitaciones temporales y curriculares. Finalmente, los sujetos quechua hablantes lograron expresar significados culturales a través del quechua, gracias al entorno intercultural desarrollado por el experimento de intercambio. Palabras clave: Interculturalidad, Diversidad Lingüística, Lengua Quechua, Intercambio Escolar, Fomento Cultural. Intercultural promotion of quechua among quechua-speaking migrant children and city children in Peru ABSTRACT. We study the effects of the promotion of interculturality as a pedagogical musical approach in Quechua oral linguistic diversity at the beginning of schooling. For this purpose, we developed the quasi-experimental type of quantitative approach design, we proposed the grouping of second grade students of regular basic education (experimental group (quechua speakers) = 27, control group (city dwellers) = 26) - (X (average) = 7.6, SD (standard deviation) = 1.2), who agreed to develop their intercultural diversity through the technique of student exchange. We elaborated a test of multiple execution of oral linguistic diversity (ad hoc) for the data collection. The results show that the method of intercultural pedagogy developed through school exchange strategy: a) linguistic diversity in quechua-speaking children, b) beliefs and valuation in city children; however, quechua speakers appreciated their high Andean origins much more. In the learning of the quechua language there were no differences between groups, so the program did not have effects due to temporal and curricular limitations. Finally, the quechua speakers managed to express cultural meanings through quechua, thanks to the intercultural environment developed by the exchange experiment. Keywords: Interculturality, Linguistic Diversity, Quechua Language, School Exchange, Cultural Promotion.
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Malik, Ruchika, Tanavi Madappa, and Jaya Chitranshi. "Diversity management in tourism and hospitality: an exploratory study." foresight 19, no. 3 (June 12, 2017): 323–36. http://dx.doi.org/10.1108/fs-12-2016-0058.

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Purpose The hospitality and tourism industry has seen an increase in organizations operating internationally, bringing people from diverse cultural backgrounds together. The authors aim to help clarify that with a lack of awareness and understanding about diversity, many problems arise in terms of effective intercultural communication between managers and employees and employees and the customers. This paper helps in answering the questions related to the importance of cross cultural management, the intercultural issues faced by an organization, the best practices for diversity management and the future of cultural diversity. Design/methodology/approach The authors have carried out a review-based research of 60 papers relevant to the topic. The study has been restricted to secondary data consisting of research in the area of managing cultural diversity. Findings The researchers have concluded that there are different dimensions of cultural diversity and thus policies and programs to manage it have to be carefully implemented and integrated. Also, managers need to identify the current gaps in the organization in terms of diversity management to take the necessary steps for building a harmonious relationship between expatriates and the local employees. Originality/value The study addresses the complex nature of cultural diversity and the management issues of multiculturalism within the hospitality and tourism industry. The authors have made an effort to identify the best practices and programs for managing a diverse workforce which may also improve engagement and retention levels through radical inclusion of employees.
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Villacorta, Yolanda Ramírez. "La interculturalidad en la sociedad peruana y la formación del docente intercultural." South Florida Journal of Development 2, no. 2 (June 4, 2021): 2759–69. http://dx.doi.org/10.46932/sfjdv2n2-129.

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Peru is recognized as a pluricultural and multilingual country, with more than 50 original ethnic groups (Andean-Amazonian), to which we would add Afro-Peruvians and international migrants. However, the country vision has been homogenous, around the European target and the Spanish cultural heritage, hiding cultural diversity. The relations between cultures have been asymmetric, expressed in discrimination, marginalization, exclusion, on the basis dominant-dominated opposition; majority-minority. Teachers have been trained in this vision of the country and have been oriented to transmit information from the Western world and European knowledge, without assessing ancestral knowledge of cultural groups existing in the country. Currently, we seek to change that paradigm and has incorporated the proposal of the intercultural approach for relations between cultures and also for education. The classrooms are now multicultural. The new national educational policy marks an unavoidable challenge: to create a new curricular model to train intercultural teachers, reinforcing in them didactics and competences, capable of valuing and recovering knowledge of cultural diversity, to fulfill the role of educating in interculturality and forming citizens intercultural in a double dimension: to respond to the country and to act in the context of globalization.
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Gómez-Zermeño, Marcela Georgina. "Strategies to identify intercultural competences in community instructors." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 330–42. http://dx.doi.org/10.1108/jme-12-2016-0062.

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Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.
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Carolina Hecht, Ana. "An analysis of intercultural bilingual education in Argentina." Journal for Multicultural Education 8, no. 2 (June 3, 2014): 70–80. http://dx.doi.org/10.1108/jme-12-2013-0036.

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Purpose – The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities. Design/methodology/approach – The article is divided into three parts and methodologically analyzes different types of materials (national legislation, bibliography and personal research experiences). Findings – In the first section, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering five main characteristics (the neoliberal compensatory education policy, educational decentralization/regionalization, the educational category of the system, linguistic goals and teacher profiles). Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy. Originality/value – This article contributes to the field of studies on diversity in the schooling of ethnically different groups.
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Pilarska, Justyna. "Cultural Diversity as a Source of Conflict in the Focus of Non-Governmental and International Organizations: Bosnian Case Study." European Journal of Economics and Business Studies 4, no. 1 (April 30, 2016): 116. http://dx.doi.org/10.26417/ejes.v4i1.p116-128.

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The article tackles the issue of cultural diversity as a phenomenon present in many multicultural communities that encompass representatives of different ethnic, national or religious traditions. Bosnia-Herzegovina provides an example of one of such communities, subject to analysis within the framework of this paper. The author firstly concentrates on the issues related to terminology of “cultural diversity” and “non-governmental organization”, their specificity and interpretations. Then, an Introduction to Bosnian multiculturalism is made, displaying its local features, followed by a presentation of various NGO’s activities with reference to Bosnian war and its aftermath. The focus is on the regional organizations that make the effort to reconstruct the multicultural bond, revealing its educational potential. The final analysis considers intercultural aspects of such approach to cultural differences that can become a point of reference in educational projects oriented at cross-cultural learning and intercultural dialogue. The latter, in turn, could contribute to the process of shaping constructive attitudes to representatives of the culturally diverse traditions.
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Dissertations / Theses on the topic "Intercultural approach of cultural diversity"

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Uludag, Ayten. "Den monokulturella mångkulturen i förskolan : En studie ur ett interkulturellt perspektiv om pedagogers tankar och uppfattningar kring ett kulturfrämjande arbete inom den mångkulturella förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19055.

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In the context of world globalization, Sweden has today become a multicultural society, where many different cultures, religions, values and approaches are trying to co-exist. When the Swedish government's integration policy was put into effect, one sought to open the way for a more peaceful coexistence between majority and minority people. The intention was that everyone, through mutual interaction, would learn to come together and learn to respect each other's differences. It was suggested that an intercultural approach should permeate all education, including preschool activity. There are particular guidelines for a culture and tradition promotion work within the preschool in the new revised curriculum (Lpfö 98, rev. 2010), These guidelines are intended for preschool teachers, where the intention is to strengthen each child’s traditional and cultural identity (Skolverket 2010).The purpose of this study is that from an intercultural perspective examine preschool teachers’ thoughts, views and notions around a cultural promotion work within the multicultural preschool. Six preschool teachers were interviewed from two multicultural preschools. The questions have been based on preschool teachers' thoughts, views and notions around a culture and tradition of promotion work in the meeting with children within multicultural preschools. The results show that some preschool teachers, whether consciously or unconsciously, relate themselves ethnocentric to a culture and tradition promotion work. The multicultural work is primarily related to a language promotion work. Intentions exist but seem to be too weak for an intercultural approach and the reason seems to be, among other things, the monocultural norm and approaches in stronghold within the preschool, the lack of knowledge of other cultures and unclear guidelines in the governing documents of work approach.
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Freville, C. Benjamin. "Pastoral care and cultural diversity." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Boulanger, Charlotte, and Laura Pazzaglia. "Leading Cultural Diversity: Strategies & Skills." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26278.

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Today’s business world is facing a continual increase of globalization that opened the borders of nations. Organizations see in multicultural teams and cultural diversity a way to respond to this phenomenon. Cultural diversity in multicultural teams is a new challenge for leaders. Indeed, they need to develop new strategies and skills to include individuals coming from different cultures in order to ensure the proper functioning of the team and achieve effectiveness. The purpose of our thesis – labeled “Leading Cultural Diversity: Strategies and Skills” – is to find out, through interviews and conversations with actual leaders, which strategies and skills are necessary in global organizations. The findings might be applied in other fields where cultural diversity plays an important role.
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MOHANNAK, Kavoos. "Diversity in Managing Knowledge: A Cultural Approach." 名古屋大学大学院経済学研究科附属国際経済政策研究センター, 2011. http://hdl.handle.net/2237/14920.

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al-Rifaei, Abd-Alelah H. al-Nehar. "Cultural diversity and intercultural discourse in the shorter fiction of Joseph Conrad." Thesis, University of Glasgow, 1991. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731961.

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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.

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This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.
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Welikala, Thushari Champa. "Cultural scripts for learning in an intercultural higher education context : a narrative approach." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006674/.

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Strömbäck, Linn, and Lovisa Oldaeus. "A Native Speaker Norm Approach vs. an Intercultural Approach in the English K-3 classroom in Sweden." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33488.

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In a world that is becoming more cosmopolitan, pedagogical approaches, particularly those that focus on diversity of cultures, have become paramount. As a result, this study attempts to gain insight into what pedagogical approaches K-3 teachers in Sweden use during their English lessons, and whether these approaches are more native speaker or interculturally focused and why that is. Initially, this degree project presents an overview of previous research made on the Native Speaker norm approach and the Intercultural approach. The findings show that the Native Speaker norm approach is more commonly used than the Intercultural approach. However, as English is a language used worldwide, the teaching of it should include content relatable to non-native speakers as well. Nevertheless, the Intercultural approach is relatively new and teachers still need the training and the tools to implement it. This paper builds on the content from interviews of three K-3 teachers and one assisting principal in different parts of Sweden. The main conclusions of this study are that (I) the teachers predominantly use a Native Speaker norm approach due to tradition; (II) the teachers lack training and knowledge of how to implement an Intercultural approach and, consequently, they do not know how to use it; (III) the teaching materials provided by the schools have an impact on what approach the teachers use; (IV) the teachers’ English teaching leaves their pupils struggling in coming to terms with their own identity in a global context, as well as appreciating norms and English varieties other than that of Standard English.
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Leander, A. Brian. "Intercultural leadership| A mixed methods study of leader cultural intelligence and leadership practices in diversity-oriented churches." Thesis, Eastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645746.

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The purpose of this two-phase, sequential mixed methods study was to examine and explain factors relating to leadership in diversity-oriented churches in the United States by obtaining quantitative results from a sample of 65 senior pastors and 92 top-management team members, then follow-up with a multiple case study to explain the results in more depth. The instruments used for quantitative data collection were the 20-item four-factor Cultural Intelligence Scale, the adapted 8-item Openness to Diversity Scale, and the Leadership Practices Inventory. The study's sixteen findings establish significant relationships between leader cultural intelligence, top-management team openness to diversity, and leadership practices, and elucidate how those relationships contribute to a positive organizational diversity climate. In addition, openness to diversity and church polity were discovered to influence TMT perceptions of the senior pastor's leadership practices. Therefore, the findings support the conclusion that investigating intercultural leadership in a domestic organization could reveal new theoretical insights while having implications for leadership practice and organizational effectiveness.

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Muller, Paulo Ricardo. "Politicas e performances da diversidade : etnografia de um circulo musical intercultural em São Paulo." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281718.

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Orientador: Bela Feldman-Bianco
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-12T20:07:45Z (GMT). No. of bitstreams: 1 Muller_PauloRicardo_M.pdf: 999589 bytes, checksum: f6627ce62d71e64e75cd8ae28156b0d3 (MD5) Previous issue date: 2009
Resumo: Esta dissertação tem como objetivo analisar a constituição de um circuito de produção e consumo de "músicas do mundo" na cidade de São Paulo a partir da formação de uma rede de músicos e grupos musicais dedicados à prática de instrumentos e linguagens musicais de "outras culturas", assim definidas em relação ao mainstream do mercado musical internacional e brasileiro. Esta rede é composta tanto por grupos especializados em linguagens musicais, cujo produto musical é classificado largamente como "música étnica", quanto por grupos de abordagem generalista, cujo produto musical é classificado como "encontro" ou "fusão" de diferentes linguagens musicais. O trabalho de campo que subsidia as interpretações aqui presentes combina o acompanhamento do circuito de performances comerciais dos grupos desta rede com minha participação como cantor em um coral destinado à participação de migrantes transnacionais residentes em São Paulo, além de entrevistas formais e informais com músicos e produtores. Com estas observações presentes, busco explicitar a lógica de produção e incorporação de "músicas do mundo" aos repertórios locais atentando para o uso da noção de diversidade cultural como um princípio do fazer musical
Abstract: The objective of this dissertation is to analyze the constitution of a world music production and consumption scene in São Paulo (Brazil) by a network of musical groups and musicians dedicated to the practice of non-western and non-Brazilian musical instruments and languages. This network is formed both by groups that are specialized in specific musical cultures - which sound is largely classified as ethnic music - and groups with a generalist approach to music - which sound is classified as "encounter" or "fusion" of many musical cultures. The fieldwork that provides the observations and interpretations herein combines the assistance of the circuit of commercial performances and my participation in a choir destined to transnational. immigrants dwelling in São Paulo, as well as formal and informal interviews with musicians and musical producers. Through these observations I intend to clarify the logics of production and incorporation of "world musics" to local repertoires and how cultural diversity is used as a rationale of music-making
Mestrado
Mestre em Antropologia Social
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Books on the topic "Intercultural approach of cultural diversity"

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Yartekwei, Lartey Emmanuel, ed. In living color: An intercultural approach to pastoral care and counseling. 2nd ed. London: Jessica Kingsley Publishers, 2003.

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slamabad), International Conference [on] Cultural Diversity and Inter Cultural Dialogue (2003. Cultural diversity and inter- cultural dialogue. Islamabad: Society of Asian Civilizations, 2005.

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Diversity, intercultural encounters, and education. New York: Routledge, 2012.

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UNESCO. Investing in cultural diversity and intercultural dialogue. Paris: UNESCO, 2009.

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UNESCO. Investing in cultural diversity and intercultural dialogue. Paris: UNESCO, 2009.

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Averil, McClelland, and Safford Philip L, eds. Human diversity in education: An intercultural approach. 7th ed. New York, NY: McGraw-Hill, 2011.

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Speech pathology in cultural and linguistic diversity. London: Whurr, 2002.

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Cultural orientation: An approach to understanding intercultural communication. Englewood Cliffs, N.J: Prentice Hall, 1991.

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Managing cultural diversity in technical professions. Amsterdam: Butterworth-Heinemann, 2003.

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Singer, Marshall R. Cultural edition of Intercultural communication: A perceptual approach. Needham Heights, MA: Simon & Schuster Custom Publishing, 1987.

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Book chapters on the topic "Intercultural approach of cultural diversity"

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Rodosthenous-Balafa, Marina, Maria Chatzianastasi, and Agni Stylianou-Georgiou. "Creative Ways to Approach the Theme of Cultural Diversity in Wordless Picturebooks Through Visual Reading and Thinking." In Dialogue for Intercultural Understanding, 73–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_6.

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AbstractCultural diversity, as one of the most important characteristics of European community in the framework of the DIALLS project (see Chapter 10.1007/978-3-030-71778-0_1 for overview), is integral to notions of cultural identity and cultural literacy. The acknowledgement of identity formation as an ongoing, dynamic process through interaction rather than a pre‐conceived characteristic arises as an imperative need, in order to encourage democracy to thrive through constructive confrontation and integration (Rapanta et al. in The Curriculum Journal, 2020). According to Bland, picturebooks that authentically reflect cultural diversity can move even young readers towards “flexibility of perspective” (CLELE Journal, 4(2):45, 2016). Bishop (Perspectives: Choosing and Using Books for the Classroom, 6(3):ix–xi, 1990) highlights the need for young readers to recognise themselves in books they read, learn about the lives of other people, and be able to cross between groups and worlds. However, reading wordless picturebooks can be a challenging task, because of the ambiguity and open nature of their visually rendered narratives. The affordances of wordless picturebooks and the challenges embedded in their reading are discussed by the authors in Chapter 10.1007/978-3-030-71778-0_5 of this volume. This chapter presents several creative ways to analyze and approach the theme of cultural diversity in class, through various disciplinary lenses and methodological approaches.
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Mertens, Katrien, and Jan Van Maele. "Making cultural diversity work." In Intercultural Competence in Higher Education, 219–23. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-27.

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Lee, Yih-teen. "Japan Tobacco International: Managing and Leveraging Cultural Diversity." In Intercultural Management, 240–55. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-02738-2_19.

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Gonçalves, Susana. "Intercultural Education from a Portuguese Perspective." In Cultural Diversity in the Classroom, 63–78. Wiesbaden: VS Verlag für Sozialwissenschaften, 2011. http://dx.doi.org/10.1007/978-3-531-93494-5_4.

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Bynner, Claire. "Towards an Intercultural Approach to Social Cohesion." In Re-thinking Diversity, 21–34. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11502-9_2.

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Leyva, Karel J., and Léopold Vanbellingen. "Debating intercultural integration in Belgium." In Public Commissions on Cultural and Religious Diversity, 120–40. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315602844-9.

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Barmeyer, Christoph, and Peter Franklin. "Applying Competencies and Resources: Handling Cultural Otherness as the Second Step Towards Generating Complementarity and Synergy from Cultural Diversity." In Intercultural Management, 137–47. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-02738-2_11.

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Robinson-Easley, Christopher Anne. "Understanding Diversity from the Mindset of a Structural Approach to Change." In Beyond Diversity and Intercultural Management, 29–41. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137400864_2.

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Bolden, Benjamin, and Larry O’Farrell. "Intercultural Understanding Through the Intervention of a Culture Bearer: A Case Study." In Arts Education and Cultural Diversity, 65–78. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8004-4_7.

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Endrass, Birgit. "Generalization of the Approach." In Cultural Diversity for Virtual Characters, 169–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-04910-2_7.

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Conference papers on the topic "Intercultural approach of cultural diversity"

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Oralkan, Ayca. "Highlighting Cross-cultural Differences as Rhetorical Strategies in Tourism Marketing for Eurasian Countries." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02278.

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Today, tourism represents a large part of the global economy. Tourism, which has become a widespread activity of the modern world, has generated a diversified marketing sector with motivations such as experiencing different natural conditions and different cultures. In addition to its contribution to regional development, the marketing of cultural tourism promotes multidimensional cultural characteristics that have a positive impact on the welfare of society. Quality of life as an understanding of life satisfaction is increased by the standards offered by tourism. In this context, tourism marketing strategies designed according to intercultural differences provide mutual benefits. The aim of this paper is to highlight possible rhetorical approaches to the attractiveness of cultural diversity that accompany the welfare effect of cultural tourism.
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Lehmann, Katharina. "The project “DiverCity – intercultural urban perception”." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6470.

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The project "DiverCity" observes spatial diversity in cities from an intersectional point of view and analyzesdifferent forms of urban life with an interdisciplinary approach. The main reason for this research is given by raising sociocultural coexistences living together in urban spaces; a subject that occupies the man from the beginning of his settlements, actually since the early development of cities. In spite of the social changes that are produced within modern urban lifes, the debate about social life very often seems more a matter rooted in politics than in everyday life itself. Societies generate solutions and create its own concept of coexistence, very since allowing joint relationships between different spheres and social groups. But how is this actually done? These dynamics are precisely the main object of investigation in the "DiverCity" project. It therefore focuses its study on socio-cultural minorities and their perception of urban space. This is basically examined in two cities of different dimensions, a small and larger city in Germany, Lüneburg and Hamburg. The investigated minority groups are Muslims, people with disabilities, homeless people and homosexuals. Using empirical social research methods, especially based on semi-structured interviews and participant observation, the urban and spatial perception of the mentioned groups was examined and compared to each other. The presentation shows the first results of the analyzes carried out in Hamburg and Lüneburg as well as the planned extension of the project and its realization in Argentina.
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Rebane, Gala, and Maik Arnold. "EXPERIMENT D‘ – SERIOUS GAME FOR THE DEVELOPMENT OF INTERCULTURAL COMPETENCES. CONCEPT, CONTENT, AND EXPERIENCES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end080.

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The paper presents an intercultural serious game ‘Experiment D’, which was developed in a cooperation between the junior professor of Intercultural Competence (Chemnitz University of Technology) and the chair of Social Work Management (FHD Dresden – University of Applied Sciences). The game was successfully tested and assessed in the summer term 2017 and 2018. The main plot consists of a communicative negotiation and strategic handling of a complex situation at university that involves various stakeholders, both within and without it. The game fosters cultural awareness and self-reflection, appreciation of and a creative approach towards diversity, as well as general communicative, social, and team competences. Since it does not require any specialised prior knowledge, ‘Experiment D’ potentially addresses students of all disciplines. The participants of the two test sessions were students of the study fields MERGE Technologies for Resource Efficiency (study component “Soft Skills”, Faculty of Mechanical Engineering) and Intercultural Communication and Competence (compulsory study component Intercultural Learning, Faculty of Humanities) at the Chemnitz University of Technology. Ethnicity, nationality, first language(s), degree of proficiency in English and German, and academic background were all factors that engendered a highly diverse game setting. Aside from the concept of the game, as well as its methodology and didactics, the paper also discusses the results of its assessment.
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"Research on Cultural Diversity and Intercultural Communication under the New Media Environment." In 2018 4th International Conference on Social Sciences, Modern Management and Economics. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/ssmme.2018.62215.

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Ouamani, Fadoua, Narjes Bellamine Ben Saoud, and Henda Hajjami Ben Ghezala. "Socio-Cultural Adaptation Approach to Enhance Intercultural Collaboration and Learning." In 2016 IEEE 30th International Conference on Advanced Information Networking and Applications: Workshops (WAINA). IEEE, 2016. http://dx.doi.org/10.1109/waina.2016.115.

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Anderson, Pia. "Cultural Diversity and Transformation in the Appraisal of Leadership Characteristics." In 8th International Conference on Modern Approach in Humanities. Acavent, 2020. http://dx.doi.org/10.33422/8th.mah.2020.02.15.

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Parusheva, Tanya. "TRANSNATIONAL CULTURAL ROUTES - A TOOL OF WORLD IDENTITY." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.548.

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The scientific report analyzes and discusses the growing importance of transnational cultural routes as a tool for building world identity. Research interest is focused on the advantages of cultural routes for tourist destinations. The focus is on transnational cultural routes as a new ethic of world heritage protection. The most important and recognized transnational, international cultural routes of indisputable world importance are highlighted. Emphasis is placed on cultural routes in Europe, as a shared cultural heritage. Some of the most important cultural routes for Bulgaria are listed. The author defends the thesis that transnational cultural routes play an essential role in maintaining shared world values, cultural diversity and intercultural dialogue.
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Biancu, Stefano. "Criminal law and cultural diversity: a philosophical approach (from a European Standpoint)." In XXVI World Congress of Philosophy of Law and Social Philosophy. Initia Via, 2015. http://dx.doi.org/10.17931/ivr2013_wg167_01.

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Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.

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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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Romanovska, Alina, and Irina Presnakova. "The role of internationalisation in students’ cultural literacy and intercultural communication." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11233.

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The internationalisation of studies is one of the most current trends in higher education, aimed at improving the quality of higher education and preparing students for the global labour market. Student mobility is one of the most common forms of internationalisation. As part of the given study, an interview with the groups of exchange and local students at a regional university has been conducted in order to clarify their views on the role of internationalisation in the educational process, general cultural literacy, promoting intercultural cooperation and building a global world view. The study took place in a bachelor's degree-level programme at a regional university in Latvia, using the qualitative method. A thematic analysis of the interviews was undertaken using an iterative, inductive approach to the generation of codes and themes. Coding was established using NVivo 12. In general, the internationalisation of studies (particularly student mobility) has been evaluated very positively by both local and exchange students. The advantages of internationalisation are associated with the possibility of obtaining specific cultural expertise and learning life-friendly soft skills. In the future, the respondents see themselves employed in international teams taking as an advantage the experience gained in the internationalisation process. In addition, exchange students have pointed out that the mobility experience specified in Curricula vitae could be considered by an employer as added value thus enhancing the opportunities to get a better job.
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