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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-BiancoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
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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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Lima, Lavina LÃcia Vieira. "Diversidade Cultural e mÃdias digitais na educaÃÃo: uma experiÃncia de encontro intercultural em um contexto escolar de Fortaleza." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18509.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorCom o advento das tecnologias e a possibilidade de contato entre indivÃduos de diferentes culturas, por meio de diversas ferramentas hoje disponÃveis, o encontro entre distintas culturas, circunscrita ao ambiente escolar, pode se agregar o acesso a ambientes digitais, tais como, sites, vÃdeos, jogos e blogs. Assim, podemos estar em contato, direta ou indiretamente, com diferentes formas de viver e pensar diferentes da nossa. Nesse sentido, realizamos uma pesquisa em torno do projeto Nossos Lugares no Mundo, do Instituto UFC Virtual, ocorrido no primeiro semestre de 2011, que consistiu em atividades educativas, presenciais e virtuais, envolvendo pessoas de lugares e culturas distintas. Participaram do projeto alunos de duas turmas de 5Â ano do Ensino Fundamental de duas escolas municipais, uma da capital e outra de municÃpio do interior do estado do CearÃ. Esses alunos realizaram atividades educativas presenciais, com auxÃlio de diversas ferramentas, em que se problematizou a temÃtica da diferenÃa, sobretudo a nacional, envolvendo a presenÃa de dois alunos norte-americanos, participantes de um intercÃmbio da UFC, sendo que, depois, todos interagiram sobre essas atividades por meio de um blog. Em nossa pesquisa, investigamos apenas a turma da capital, pois o acompanhamento a esses alunos foi feito de forma mais prÃxima. A partir da anÃlise das observaÃÃes realizadas nos encontros presenciais, das atividades desenvolvidas e das entrevistas feitas com alguns alunos, percebemos que os conceitos de cultura e diversidade cultural dos alunos participantes se modificaram, tornando-se mais prÃximo da Interculturalidade como visÃo sobre a diferenÃa. Entendemos, a partir dessa anÃlise, que atividades que adequam ferramentas digitais a objetivos de trabalho sobre a diversidade cultural possibilitam o desenvolvimento de aprendizagens que dificilmente seriam possÃveis sem essas ferramentas, no caso do projeto, os blogs.
With the advent of technology and the possibility of contact between individuals of different cultures, through various tools available today, the encounter between different cultures, confined to the school environment, you can add the access to digital environments, such as websites, videos, games and blogs. So we can be in contact, directly or indirectly, with different ways of living and thinking from our own. In this sense, we conducted a survey around the project Nossos Lugares no Mundo, UFC Virtual Institute, which occurred in the first half of 2011, which consisted of education activities, presencial and virtual, involving people from different cultures and places. Students of two classes of 5th grade of elementary school participated in the project, one in the capital and another city in the state of CearÃ. These students conducted in-person educational activities, with the help of various tools, which problematized the theme of difference, especially national, involving the presence of two American students, which were participating in an exchange project of UFC, and then all interacted on these activities through a blog. In our research, we investigated only the class of the capital, for monitoring these students was made more closely. From the analysis of the observations made in-person meetings, of the activities and interviews with some students, we realized that the concepts of culture and cultural diversity of the participating students have changed, becoming closer to interculturalism as insight into the difference. We understand, from this analysis, which activities suit digital tools to work objectives on cultural diversity enable the development of learning that would hardly be possible without these tools, in case the project blogs.
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Calderon, Kristen Naylor. "The impact of cross-cultural transition on intercultural relationships using a strengths-based approach." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/825.
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Lowe, Ruth E. "Overcoming the minority rights paradox : a new approach to intercultural deliberation." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3683.
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The minority rights paradox is articulated at the level of political theory, is deployed by liberal democratic institutions, and can be observed in the political discourse of mass communications. Minority groups, it is argued, are paradoxically claiming purported rights that are unsupported by the values upon which the claimants base their claim. On the one hand, minority claims are made on the basis of rights secured by a liberal democracy; on the other hand, the claims undermine the legitimacy of liberal reasoning—the same reasoning that legitimizes the rights on which the claims are made. The self-referential implications of this paradox are as follows: Either the minority claim negates its own justification or the underlying justification renders the claim moot. In either case, the charge of paradox effectively puts an end to the conversation by dismissing minority rights claims before they are properly understood. My aim is to first, come to terms with political dialogues in which the charge of paradox occurs and second, to overcome the stultifying effects of the minority rights paradox through a deliberative approach to negotiating the concept and content of minority rights claims. Evaluating the claims of minorities, I will argue, requires a dialogue that can adapt to the participants in the dialogue—an inclusive deliberative process that gives formal, procedural and substantive recognition to the worldviews of minority cultures in political decision-making.
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Lima, Lavina Lúcia Vieira. "Diversidade cultural e mídias digitais na educação: uma experiência de encontro intercultural em um contexto escolar de Fortaleza." reponame:Repositório Institucional da UFC, 2013. http://www.repositorio.ufc.br/handle/riufc/21884.
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LIMA, Lavina Lúcia Vieira. Diversidade cultural e mídias digitais na educação: uma experiência de encontro intercultural em um contexto escolar de fortaleza. 2013. 93f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013.Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-01-31T13:02:38Z No. of bitstreams: 1 2016_dis_llvlima.pdf: 1352513 bytes, checksum: 44cff5297efdcf59b307a8477218f309 (MD5)
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With the advent of technology and the possibility of contact between individuals of different cultures, through various tools available today, the encounter between different cultures, confined to the school environment, you can add the access to digital environments, such as websites, videos, games and blogs. So we can be in contact, directly or indirectly, with different ways of living and thinking from our own. In this sense, we conducted a survey around the project Nossos Lugares no Mundo, UFC Virtual Institute, which occurred in the first half of 2011, which consisted of education activities, presencial and virtual, involving people from different cultures and places. Students of two classes of 5th grade of elementary school participated in the project, one in the capital and another city in the state of Ceará. These students conducted in-person educational activities, with the help of various tools, which problematized the theme of difference, especially national, involving the presence of two American students, which were participating in an exchange project of UFC, and then all interacted on these activities through a blog. In our research, we investigated only the class of the capital, for monitoring these students was made more closely. From the analysis of the observations made in-person meetings, of the activities and interviews with some students, we realized that the concepts of culture and cultural diversity of the participating students have changed, becoming closer to interculturalism as insight into the difference. We understand, from this analysis, which activities suit digital tools to work objectives on cultural diversity enable the development of learning that would hardly be possible without these tools, in case the project blogs.
Com o advento das tecnologias e a possibilidade de contato entre indivíduos de diferentes culturas, por meio de diversas ferramentas hoje disponíveis, o encontro entre distintas culturas, circunscrita ao ambiente escolar, pode se agregar o acesso a ambientes digitais, tais como, sites, vídeos, jogos e blogs. Assim, podemos estar em contato, direta ou indiretamente, com diferentes formas de viver e pensar diferentes da nossa. Nesse sentido, realizamos uma pesquisa em torno do projeto Nossos Lugares no Mundo, do Instituto UFC Virtual, ocorrido no primeiro semestre de 2011, que consistiu em atividades educativas, presenciais e virtuais, envolvendo pessoas de lugares e culturas distintas. Participaram do projeto alunos de duas turmas de 5º ano do Ensino Fundamental de duas escolas municipais, uma da capital e outra de município do interior do estado do Ceará. Esses alunos realizaram atividades educativas presenciais, com auxílio de diversas ferramentas, em que se problematizou a temática da diferença, sobretudo a nacional, envolvendo a presença de dois alunos norte-americanos, participantes de um intercâmbio da UFC, sendo que, depois, todos interagiram sobre essas atividades por meio de um blog. Em nossa pesquisa, investigamos apenas a turma da capital, pois o acompanhamento a esses alunos foi feito de forma mais próxima. A partir da análise das observações realizadas nos encontros presenciais, das atividades desenvolvidas e das entrevistas feitas com alguns alunos, percebemos que os conceitos de cultura e diversidade cultural dos alunos participantes se modificaram, tornando-se mais próximo da Interculturalidade como visão sobre a diferença. Entendemos, a partir dessa análise, que atividades que adequam ferramentas digitais a objetivos de trabalho sobre a diversidade cultural possibilitam o desenvolvimento de aprendizagens que dificilmente seriam possíveis sem essas ferramentas, no caso do projeto, os blogs.
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Lee, Shu-Yir. "Impact of cultural factors on transnational teams: Diversity, adaptation, communication quality, and trust." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3284.
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The present research proposes a general model of Transnational Teams (TNTs) to investigate how value placed on cultural diversity, cultural adaptation, communication quality, and trust affect the performance of TNTs and their interaction to each other. TNTs contribute to decisions about a firm's total portfolio of transnational interests, global brands and products, organizational configuration, and global sourcing strategy. Qualitative and quantitative methods are applied in this study of thirty members of TNTs from diverse teams. Based on the qualitative and quantitative analysis, relationships between theory and practice are examined. The analysis shows that there is a strong relationship between trust and performance of TNTs.
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Lima, Eliane Brito de. "PLURALIDADE CULTURAL: LIMITERS E POSSIBILIDADES NA PRÁTICA PEDAGÓGICA." Universidade Estadual da Paraíba, 2007. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2173.
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Previous issue date: 2007-10-30Interest in the problems concerning the relationships between cultural diversity and school life is increasing in academic circles as a special theme within the search for a truly democratic school. The aim of this work was to analyze pedagogical practices of elementary school teachers, verifying how cultural plurality is treated in the classrooms of municipal schools of Campina Grande, Paraíba, Northeastern Brazil. The analysis initially focused on different conceptions of multiculturalism and interculturalism, as well as on the proposal of the cross-curricular theme Cultural Plurality, which is part of the national curriculum for elementary grades, emergent within the educational policy framework of the 1990s. A qualitative multicase study of two schools was carried, with data collection from the observation of four classrooms, two in each of the selected schools, focusing on teachers pedagogical practices. A pedagogical work dynamic that varied between postures, practices and discourses of cultural homogenization and attempts to contemplate the diversity present in the classroom was verified. Overall, the research evidenced pedagogical practices that favored the construction of a multi/intercultural critical education based on a dialogical and difference inclusive perspective, as well as challenges that still need to be overcome.
A problemática das relações entre diversidade cultural e cotidiano escolar vem conquistando um espaço cada vez mais crescente no meio acadêmico, tornando-se um tema de especial relevância na busca de uma escola verdadeiramente democrática. O presente trabalho teve como objetivo geral analisar as práticas pedagógicas de professoras das séries iniciais do Ensino Fundamental, verificando como é tratada a pluralidade cultural em sala de aula, em escolas da rede municipal de Campina Grande-PB. Partimos da análise das diferentes concepções de multi/interculturalismo, bem como da proposta de Pluralidade Cultural como tema transversal, integrante dos Parâmetros Curriculares Nacionais de 1ª a 4ª séries do Ensino Fundamental, elaborados pelo Ministério da Educação, no cenário da política educacional da década de 1990. Adotamos a pesquisa qualitativa, realizando um estudo multicaso, envolvendo duas escolas municipais de Campina Grande. A coleta de dados foi realizada a partir de observações em quatro turmas, sendo duas em cada uma das escolas selecionadas, focalizando a prática pedagógica das professoras. Em nossa investigação, verificamos uma dinâmica de trabalho que oscila entre posturas, práticas e discursos que ora reforça a homogeneização cultural, ora demonstra o interesse e/ou esforço das professoras para contemplarem a diversidade presente no cotidiano da sala de aula. A pesquisa possibilitou-nos evidenciar práticas pedagógicas que favorecem a construção de uma educação multi/intercultural crítica, fundamentada numa perspectiva dialógica, onde as diferenças possam conviver, embora também aponte inúmeros desafios a serem superados, diante do contexto histórico, político, econômico e sociocultural no qual estamos inseridos/as.
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Paiva, Márcia Perez de Vilhena. "Competência intercultural dos servidores de um instituto de pesquisa científica e tecnológica localizado no vale do paraíba paulista." Universidade de Taubaté, 2013. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=699.
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Este estudo teve por objetivo identificar o nível de competência intercultural dos servidores de um instituto de pesquisa científica e tecnológica. A competência intercultural engloba conhecimentos, habilidades, atitudes e sensibilidade em relação às diferenças culturais. O instituto estudado mantém cooperação com instituições internacionais, portanto, recebe pessoas de vários países e muitos de seus servidores frequentemente viajam ao exterior. Assim, é necessário que os servidores sejam dotados de competência intercultural que lhes permita relacionar-se de maneira eficaz com as mais diferentes culturas e evitar mal-entendidos culturais com visitantes na instituição e em outras instituições em outros países. A finalidade deste estudo é construir um conhecimento que seja útil para o setor de Gestão de Pessoas da instituição estudada, assim como para outras organizações, à medida que possibilite avaliar se existe a necessidade de aplicação de cursos ou treinamentos que orientem seus servidores a desenvolver uma alta competência intercultural. O método utilizado foi de pesquisa de estudo de caso, quantitativa e qualitativa, exploratória e descritiva, documental e de campo. Os instrumentos utilizados para a coleta de dados foram análise documental, entrevistas e questionários, aplicados em uma amostra de servidores por acessibilidade. A análise documental permitiu conhecer a história, as atividades, o quadro de servidores, os perfis destes e as multiculturas presentes na instituição. Os dados obtidos nas entrevistas, analisados pelo método de análise de conteúdo, permitiram identificar as compreensões, percepções, visões e opiniões dos servidores sobre a interculturalidade no ambiente de trabalho, o que serviu de subsídio para a construção do questionário. Os questionários foram aplicados na população total de servidores efetivos de carreira, na unidade sede da instituição, com um índice de retorno de 43,5%, e foram analisados com o auxílio do Software Excel, permitindo identificar o nível de competência intercultural, dentre baixo, médio e alto, dos servidores com relação a conhecimentos, atitudes, habilidades e sensibilidade. Com relação a conhecimentos e habilidades, a competência intercultural global dos servidores se enquadrou no nível médio; já com relação a atitudes e sensibilidade, enquadrou-se no nível alto. Pôde-se concluir que variáveis como cargo, sexo, escolaridade, idade e tempo de serviço na instituição influenciam no nível de competência intercultural.This study aimed to identify the level of intercultural competence of civil servants from an institute of scientific and technological research. Intercultural competence encompasses knowledge, skills, attitudes and sensitivity to cultural differences. The studied institute maintains cooperation with international institutions, therefore, welcomes people from many countries and many of their civil servants frequently travel abroad. It is therefore necessary that they are endowed with intercultural competence that allows them to bring into relationship with the most diverse cultures and avoid cultural misunderstandings with visitors at the institution and at other institutions abroad. The purpose of this study is to build a knowledge that is useful for the Personnel Management area of the studied institution, as well as other organizations, as it allows assessing whether there is a need for implementation of courses or trainings that guide its civil servants to develop a high intercultural competence. The research method used was case study, quantitative and qualitative, exploratory and descriptive, documentary and field. The instruments used for data collection were analysis of documents, interviews and questionnaires applied to a sample of civil servants for accessibility. The analysis of documents allowed to know the history, the activities, the framework of civil servants, the profiles of them and the multi-cultures present in the institution. The data obtained in the interviews, analyzed by using the method of content analysis, allowed to identify the understandings, perceptions, visions and opinions of the civil servants about the intercultural workplace, which served as a subsidy for the construction of the questionnaire. The questionnaires were applied to the total population of effective civil servants, in the institution headquarters unit, with a return rate of 43.5%, and were analyzed with help of Excel software, allowing to identify the level of intercultural competence, among low, medium and high, of the civil servants about knowledge, attitudes, skills and sensitivity. Referring to knowledge and skills, the general intercultural competence of civil servants was framed on the average level; referring to attitudes and sensitivity, framed on the high level. It was concluded that variables such as job post, gender, education, age and length of service in the institution influence the level of intercultural competence.
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Grossman, Kelly Marie. "Negotiating the Non-Negotiable: Re-visioning Writing Center Approach to Cultural and Linguistic Diversity." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375279778.
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Xin, Guangqin. "The ethics of reciprocity in translation: the development of a cross-cultural approach /Xin Guangqin." HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/367.
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Taking into account the general approaches to ethics in the West, i.e. virtue ethics, deontological ethics and consequentialist ethics, aimed respectively at the agent, the act and the consequence, the study draws on Ricoeurian and Confucian concepts of reciprocity as the theoretical foundation for the development of the model. Ricoeurian reciprocity is employed for its theoretical strength in stressing reciprocity between equal parties while Confucian reciprocity is strong for its position on reciprocity between unequal parties, since translation tends to involve both equal parties and unequal participants. Confucian reciprocity is given more prominence because it does not preclude the possibility of a junzi-type role (junzi=jun zi/gentleman[-like]) on the part of the agents to work for larger missions or higher values even between unequal inter-actants for a higher reciprocity. As a highly complex area, translation ethics involves issues of texts, languages and cultures as well as individuals, collectivities and larger communities like nations. Good and evil can be done to them by translation and translators. Though efforts to undertake translation ethics have been intensive, a critical examination of the existent models and views finds that they are not comprehensive or effective enough to address the complex issues involved. The dissertation attempts to overcome this insufficiency by striving to formulate a more comprehensive model, a model with greater explanatory power, named the 'Ethics of Reciprocity in Translation' model. Reciprocity presupposes pairs of entities and parties while any translation project involves such pairs. In a translation project, there is the translator the agent, translating the process and translation the product, and the model of 'Ethics of Reciprocity in Translation' sees the undertakings of translation from the perspective of harm and benefits incurred in and by translation to the pairs of entities and parties involved in or affected by a translation project, covering all these three dimensions. Taking into account the general approaches to ethics in the West, i.e. virtue ethics, deontological ethics and consequentialist ethics, aimed respectively at the agent, the act and the consequence, the study draws on Ricoeurian and Confucian concepts of reciprocity as the theoretical foundation for the development of the model. Ricoeurian reciprocity is employed for its theoretical strength in stressing reciprocity between equal parties while Confucian reciprocity is strong for its position on reciprocity between unequal parties, since translation tends to involve both equal parties and unequal participants. Confucian reciprocity is given more prominence because it does not preclude the possibility of a junzi-type role (junzi=君子/gentleman[-like]) on the part of the agents to work for larger missions or higher values even between unequal inter-actants for a higher reciprocity. The study argues that the ethics of reciprocity in translation centres on a translation project, whereby active parties such as individual persons, collectivities and nations, and passive entities including texts, languages and cultures ought not to be harmed but rather mutually benefited. They constitute the content of the ethical reciprocity. To achieve such reciprocity, translators and other agents are faced with three general alternatives: not-translating, 'equivalent' translation and manipulated translation, depending on the text type and quality as well as the value the translation project aims to establish. The model thus developed is therefore dynamic, integrated and multi-layered, combining virtue ethics and principle ethics to cover a wider scope of whether to, what to and how to translate. This model of 'ethics of reciprocity in translation' is tested to three sets of cases for its validity and possibilities: cases of ethical reciprocity in translation, cases of ethical non-reciprocity in translation and cases where the model is not relevant. In each set, three examples of literary, semi-literary and non-literary texts are analysed respectively. Though not intended to apply in all translation projects, the model would hopefully make a valid and comprehensive one on the ethics of translation in general contexts.
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Benabarre, Ribalta Rosa. "(R)evolución educativa. Diversidad cultural e innovación educativa: rutas para el desarrollo del horizonte intercultural. Tres estudios etnográficos en centros concertados catalanes." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/671151.
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La investigació que presentem forma part del projecte RecerCaixa 2015 «Diversitat cultural i igualtat d'oportunitats a l'escola».
L'objectiu d'aquesta tesi és analitzar l'atenció i el treball de la diversitat cultural als centres concertats catalans d'Educació Infantil i Primària. S'ha dut a terme a partir d'un disseny analític amb metodologia mixta. El treball consta de dues fases, una quantitativa, amb una enquesta telefònica realitzada a membres d'equips directius de 133 centres de titularitat privada, i una segona fase, de caràcter qualitativa, a través de l'estudi etnogràfic en tres centres concertats. Posteriorment, es va completar amb un estudi de cas en un centre congregacional d'Andorra.
Com a principals conclusions destaca que la innovació educativa en clau intercultural encara no és un procés sistemàtic. La formació del professorat basada en les competències interculturals és un punt feble, en canvi, els vincles entre escola, família i entorn s'estan potenciant en tots els centres.La investigación que presentamos forma parte del proyecto RecerCaixa 2015 «Diversidad cultural e igualdad de oportunidades en la escuela». El objetivo de esta tesis es analizar la atención y el trabajo de la diversidad cultural en los centros concertados catalanes de Educación Infantil y Primaria. Se llevó a cabo con un diseño analítico con una metodología mixta. El trabajo constó de dos fases, una cuantitativa, con una encuesta telefónica realizada a miembros de equipos directivos de 133 centros de titularidad privada, y una segunda fase, de carácter cualitativa, a través del estudio etnográfico en tres centros concertados. Posteriormente, se completó con un caso de estudio en un centro congregacional de Andorra. Como principales hallazgos destaca que la innovación educativa en clave intercultural todavía no es un proceso sistemático. La formación del profesorado basada en las competencias interculturales es un punto débil, en cambio, los vínculos entre escuela, familia y entorno se están potenciando en todos los centros.
The research we present belongs to the “Cultural diversity and equal opportunities at schools” RecerCaixa 2015 project. The objective of this thesis is to analyse the attention and work of cultural diversity in the Catalan centres of Pre-School and Primary Education. It was conducted by an analytical design with a mixed methodology. The work consists of two phases, a quantitative one, with a telephone survey of members of management teams in 133 state-subsidised centres, and a second stage, of qualitative nature, through the ethnographic study in three state-subsidised centres. Afterwards, it has been completed with a study case in a congregational centre in Andorra. Amongst the main research findings, the fact that educational innovation from an intercultural perspective still is not a systematic process may be highlighted. Intercultural-competence-based teacher training is a weak point, but the bonds among school, family and environment are, by contrast, being strengthened in all the centres.
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Ferguson, Rene. "Teacher development for religious and cultural diversity in citizenship education : a community of practice approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6770.
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Thesis (PhD)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This research focuses on teacher-learning for religious and cultural diversity. The background to the study is associated with curriculum reforms in South Africa since democratization in 1994 and the growing interest globally in the integration of Citizenship education and Religion education. In South Africa, the new national curricula after 1994 introduced Life Orientation as a learning area / subject which includes Citizenship education with Religion education as key focus areas. The outcomes associated with these focus areas require school-based learners to demonstrate knowledge of diversity, co-operative and communicative forms of democracy and commitment to the values espoused in The Constitution. The question that arises in relation to the professional development of teachers in this regard, concerns whether teachers have the professional knowledge base to ensure that their learners acquire the knowledge and skills to enable them to participate as competent citizens in a pluralist democracy. Consequently the large-scale transmissionist approaches to teacher development that have dominated INSET programmes have been critiqued in this study for being inadequate for learning the complexities associated with diversity, citizenship and democracy. This study has hence advocated for teacher-learning through participation in communities of practice which arguably provide appropriate learning conditions in which dialogue and critical reflection characterise the interaction between teachers. On the grounds that South Africa’s social-political history enforced the segregation of racial groups and privileged Christianity above other religions or beliefs, a further argument is related to how this history has influenced teachers’ frames of reference and whether teachers’ frames of reference continue to influence how Citizenship education is approached in the classroom. Hence, the theoretical framework for this study has been formulated to address the issue of teacher-learning for Citizenship education and Religion education (Citizenship education/Religion education) and the extent to which the frames of reference of teachers influence their approaches to democracy, values, citizenship and diversity. To this end two learning theory perspectives have been explored, viz. Mezirow’s transformative learning theory (1991, 2000) and communities of practice, as conceptualised by Wenger (1998, 2006b). The efficacy of the communities of practice concept for teacher-learning for diversity was investigated against a transformative learning theory background, using a mixed methods approach. A cross-sectional survey was conducted amongst 60 secondary schools in the Gauteng province, followed by a phase of participatory action research (PAR) with three teachers over a period of approximately eight months. The survey questionnaire was designed to determine the perspectives of a sample of Life Orientation teachers towards learning and teaching religious and cultural diversity in Life Orientation. The findings were used to inform the action research process which in turn drew attention to the significance of the community of practice concept for assisting teachers to generate content knowledge for Citizenship education/Religion education from an inclusive and constructivist perspective. The findings of the survey questionnaire indicated that the majority of the teachers in the sample were not opposed to including religious diversity in their Life Orientation classes despite not having backgrounds in Religious Studies or meaningful in-service training. The PAR findings indicate the value of engagement by teachers in a community of practice for creating and acquiring appropriate content knowledge and for critical reflection on the meaning and application of democratic and personal values for Citizenship education/Religion education.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek fokus op onderwyser-leer ter bevordering van religieuse en kulturele diversiteit. Die agtergrond van hierdie studie is enersyds kurrikulumhervorming in Suid-Afrika sedert demokratisering in 1994 en andersyds die groeiende, wêreldwye belangstelling in die integrasie van Burgerskapopvoeding (Citizenship Education) en Religieuse-onderrig (Religion Education). Lewensoriëntering as ‘n leerarea/vak wat Burgerskapopvoeding en Religieuse-onderrig as primêre fokus insluit, is na 1994 as deel van die nuwe nasionale kurrikulum in Suid-Afrika bekendgestel. Die leeruitkomste van hierdie fokus vereis dat leerders kennis moet demonstreer rakende: diversiteit, samewerkende- en kommunikatiewe vorms van demokrasie en die verbintenis tot die waardes soos in die Grondwet vervat. Die vraag word gestel of die professionele ontwikkeling van onderwysers die nodige professionele kennisbasis bied wat kan verseker dat leerders wel kennis en vaardighede verwerf wat hulle in staat sal stel om bevoegde burgers te wees om aan ‘n pluralistiese demokrasie deel te neem. In hierdie studie word die transmissionistiese benaderings (transmissionist approaches) wat die indiensonderwysersopleiding (INSET) gedomineer het, krities ondersoek en bevraagteken ook hierdie benadering vir die onderrig-leer van kompleksiteite soos diversiteit, burgerskap en demokrasie. In hierdie studie word onderwyser-leer by wyse van deelname aan “gemeenskappe van praktyk” (communities of practice) onderskryf hoofsaaklik weens die moontlikhede wat hierdie benadering bied om gepaste leeromstandighede te skep waar onderwysers se interaksie deur dialoog en kritiese refleksie en terugskouing gekenmerk word. In die lig van Suid-Afrika se sosio-politiese geskiedenis waartydens die segregasie van rassegroepe afgedwing is en Christendom bo ander religieë of geloofsoortuigings bevoorreg was, word kritiese argumente gevoer rondom die invloed van hierdie geskiedenis op onderwysers se verwysingsraamwerke en hoe hierdie betrokke verwysingsraamwerke onderwysers se benadering tot Burgerskapopvoeding beïnvloed het. In die teoretiese raamwerk van hierdie studie word die grondliggende kwessies en diskoerse van onderwyser-leer vir Burgerskapopvoeding en Religieuse-onderrig (Burgerskapopvoeding/ Religieuse-onderrig) ondersoek asook die mate waarop die verwysingsraamwerke van onderwysers hulle onderrigbenaderinge tot demokrasie, waardes, burgerskap en diversiteit beïnvloed het. Die twee leerteorieë en perspektiewe van Mezirow se Transformatiewe Leerteorie (1991, 2000) en “gemeenskappe van praktyk”, soos deur Wenger (1998, 2006b) gekonseptualiseer is, word as vertrekpunte geneem. Die effektiwiteit van die konsep “gemeenskappe van praktyk” vir onderwys-leer in belang van diversiteit, word ondersoek teen die agtergrond van ‘n transformatiewe leerteorie deur gebruik te maak van ‘n gemengde-metodesbenadering (mixed methods approach). ‘n Deursnee-opname is aan 60 sekondêre skole in die Gauteng provinsie gedoen, gevolg deur ‘n fase van Deelnemende-Aksienavorsing met drie onderwysers oor ‘n tydperk van ongeveer agt maande. Die vraelys vir die opname is sodanig ontwerp dat ‘n steekproef Lewensoriënteringonderwysers se perspektiewe van onderrig-leer van religieuse en kulturele diversiteit in Lewensoriëntering bepaal kon word. Hierdie bevindinge is vir die aksienavorsingsfase gebruik wat die aandag gefokus het op die belangrikheid van “gemeenskappe van praktyk” as ‘n konsep wat onderwysers kan help om inhoudskennis vir Burgerskapopvoeding/Religieuse-onderrig vanuit ‘n inklusiewe en konstruktiewe benadering te genereer. Die bevindinge van die vraelysopname toon dat die meerderheid van die onderwysers, wat deel was van die steekproef, nie gekant is teen die insluiting van religieuse diversiteit in Lewensoriënteringsklasse nie ten spyte van die feit dat hulle geen agtergrond in Religieuse-onderrig of enige ander betekenisvolle indiensopleiding ontvang het nie. Die bevindings van die Deelnemende– Aksienavorsingsproses bewys die waarde van onderwyserbetrokkenheid in “gemeenskappe van praktyk” om inhoudskennis te verwerf en krities na te dink oor die betekenis en toepassings van demokratiese en persoonlike waardes vir Burgerskapopvoeding/Religieuse-onderrig.
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Siarapis, Ioannis. "Factors that affect conflict in a cultural diversified workforce: The case of the shipping company Seascope." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24764.
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Title: Factors that affect conflict in a cultural diversified workforce in the shipping industry: The case of the shipping company Seascope Level: Master thesis in Business Administration Author: Ioannis Siarapis Supervisor: Maria Fregidou-Malama Examiner: Akmal Hyder Purpose: The purpose of the study is to investigate factors that affect conflict in a workforce characterized by cultural diversification in the shipping industry. Methodology: A qualitative approach was used. The primary data were collected through semi-structured interviews with ten employees who were interviewed both on the yacht and in the on-shore office of the company. In order to generalize the results from the case study, the inductive approach was used. Thematic analysis was also my approach for finding different patterns in the empirical findings Findings: There are different factors that affect conflict either by enhancing it or by eliminating it. These are the differences in cultural values, differences in communication, continues feedback to the employees, establishment of a “family” climate and the general management of cultural diversity. In addition, when the employees in high positions are from the same background with the owners, this reduces the possibility of conflict. Limitations: The research was based on a Greek company with approximately 10 employees working on the yacht. Therefore, the current limitation is the relatively small number of employees comparing to big ship companies. Contribution: The managers of shipping companies should consider these factors and act accordingly for the benefit of the company. There are significant differences in the employees’ behavior when they are coming from a different cultural background. Moreover, there are differences in the way they communicate. Key words: intercultural communication, yacht, conflict, cultural diversity management, shipping industry.
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Ollaiver, Linnea. "Cultural Diversity and Integration at Museums : A Study of Pedagogical Programmes for Immigrants at National Museums in Finland and Sweden." Thesis, Uppsala universitet, Institutionen för ABM, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-306881.
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The aim with this study is to shed light on the relationship between ideals and practises at the National Museum of Finland (the NMF) and at the Swedish History Museum (the SHM). The focus is on the museums’ role in society regarding integration and cultural diversity. In order to fulfil this aim, I have studied the two museums’ pedagogical programmes for immigrants learning Finnish or Swedish. Through an ethnographic field study (including interviews and observations) and text analysis, I have studied ideals and practices connected to these programmes. My hypothesis is that intercultural dialogue opens up for museums to combine aims concerning cultural diversity with aims of supporting integration. My study shows that there is a problematic relationship between cultural diversity and integration within the ideals and practices at the two museums. At the SHM, the staff’s aims of supporting integration as a mutual process are contradictory to that they are toning down the importance of mutual learning to the programme. At the NMF, the approach to communication within ideals and practices and the shortage of dialogue within the programme makes it difficult to fulfil the aim of representing a diverse society. At both museums, intercultural dialogue is seen as something very positive when it occurs at the learning sessions. It is, however, rather seen as a bonus than as an aim within today’s versions of the pedagogical programmes. This master thesis is written within a two years master programme in Archive, Library and Museum Studies.Syftet med denna uppsats är att belysa relationen mellan ideal och praktik på Nationalmuseum i Finland och på Historiska museet i Sverige. Fokus ligger på museernas roll i samhället gällande integration och kulturell mångfald. För att uppfylla detta syfte har jag studerat dessa två museers pedagogiska program för invandrare som lär sig finska eller svenska. Genom att genomföra en etnografisk fältstudie med intervjuer och observationer samt textanalys har jag undersökt ideal och praktik kopplade till dessa program. Min tes är att interkulturell dialog öppnar upp för museer att kombinera mål kopplade till kulturell mångfald med mål att stödja integration. Min studie visar på en problematisk relation mellan kulturell mångfald och integration inom ideal och praktik på de två museerna. På Historiska museet motsägs personalens syfte att stödja integration som en ömsesidig process av att de tonar ned betydelsen av ömsesidigt lärande för det pedagogiska programmet. På Nationalmuseum gör synen på kommunikation inom ideal och praktik samt bristen på dialog inom programmet att det blir svårt att uppfylla syftet att representera ett mångkulturellt samhälle. På båda museerna ses interkulturell dialog som något mycket positivt när det sker inom de pedagogiska programmen. I dagens versioner av de pedagogiska programmen ses det dock snarare som en bonus än som ett syfte i sig.
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Špok, Václav. "Specifika vedení multikulturní firmy z oblasti IT v Brně." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2011. http://www.nusl.cz/ntk/nusl-223218.
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The World is becoming global and also the companies. They are expanding their business outside the current location. This trend brings new challenges to the top management and to line managers to be able lead not just people with same culture, but also lead and cooperate with reportees from different cultures. Leaders need to be able to lead teams consisted from people of various gender, religion, age, sexual orientation or color. Managers need to be aware of those specifics in order to use full potential of whole team. The aim of this diploma thesis is to analyze those specifics of leading of intercultural IT company based on semi-structured interviews with expats, free associations, analysis of company documents and guided discussion and design methods and recommendations to be able to lead intercultural teams more effectively, mainly in IT field.
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Martínez, Arconada Elvira, and Andrea Soupeaux. "Leadership revisited through Cultural Intelligence : The development of a key competence in professional context." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53158.
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During the last years, due to the globalization markets become more and more involved in an international level. Cultural diversity in the workplace is something common nowadays, it involves countless benefits for the companies and the other professional contexts. While simultaneously, it involves conflicts and misunderstandings therefore it is more and more required to get people able to deal with different cultures. The main purpose of our Thesis is to study the process through which an individual becomes able to deal and work with different cultures. In other words, we pretend to discover how someone can become culturally intelligent. This thesis has been conducted using the Grounded Theory method. By analyzing the data we have collected throughout eight interviews from different culturally intelligent people and the data we have obtained by reading literature, we came with the idea that the process for becoming culturally intelligent is composed by three elements: the first one is related with the individual, the second one is related with the interaction of the individual within a multicultural group and the third one is related with the benefits and disadvantages that emerged while someone is working with different cultures.
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Mohamed-Hashim, Abdul Talib. "Intercultural education for a multicultural society : a case study of perceptions and responses to cultural diversity in a national primary school in Malaysia." Thesis, Durham University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494329.
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This thesis seeks to investigate and understand perspectives held by a diverse group of people in a multicultural school setting in Malaysia. It examines the understanding of, and attitudes towards, cultural diversity of school administrators, teachers and students in a specific school setting. It also seeks to understand how cultural diversity is dealt with in this context and what are the perceived rationales underlying the approaches and strategies adopted by the school. The study draws on literature in the field of multi/interculturalism, and uses a qualitative case study approach employing a range of approaches including, primarily, interviews and observation The thesis examines the concept of cultural diversity as a social phenomenon and links current understanding of the phenomenon to that of the people involved, explaining how and why they think, respond and react the way they do.
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McKay, Ian Ross. "Assessing orientations to cultural difference of the faculty of a university foundation programme in the Gulf Cooperation Council : a mixed-methods approach informed by the Intercultural Development Continuum and using the Intercultural Development Inventory." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13781.
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This study examined the orientations to cultural difference of sojourner educators in the Foundation Program at Qatar University to determine if orientations were correlated with select demographic and experiential variables, including gender, age, time overseas, education level, formative region, ethnic minority status, job position, length of time in Qatar, intercultural marriage, default language, formal teacher training, and overseas development organization experience. This study used a sequential mixed-method design. Perceived and Developmental Orientations were measured using the Intercultural Development Inventory© (V.3), which produced a measure of each respondent’s orientation to cultural difference. Focus group interviews were conducted to engage participants in explaining and interpreting the findings. Five focus groups of three to six participants each were conducted. Most of the teachers were found to operate from within the transitional orientation of Minimization, although individual scores ranged from Denial to Adaptation. On average, the educators were found to overestimate their orientations by 31 points. A positive correlation between orientation and formative region was found, with participants from North America showing the highest orientation. Statistically significant differences emerged for orientations when comparing Middle East and North African (MENA) and North American formative regions. Formative region was found to account for 4.8% of the variance in orientation and is a significant fit of the data. Focus groups participants speculated that (a) core differences regarding multiculturalism in MENA and North American cultures help explain the results, (b) aspects of the workplace culture and both the broader MENA and local Qatari culture encourage a sense of exclusion, and (c) external events further complicate cross-cultural relations. The study findings add to the literature by providing baseline orientation data on sojourner educators in post-secondary education in the GCC region, and by confirming some of the findings of similar studies. The study provides practitioners with suggestions for staffing and professional development. Future research should focus on the measurement of orientations in broader samples of educators, changes in orientation over time in Qatar and other cultural contexts, differences in orientation among short-term vs. long-term expatriates, the impact of employment systems and societal structures on orientations in sojourner educators, the impact of educator orientation to cultural difference on student achievement, and the design of effective cross-cultural professional development for educators.
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Behnken, Kenneth W. "Ministry in the midst of cultural diversity an experiment in preparing congregations for sharing ministry and facilities with another culture group /." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Blankson, Herbert K. "A Three Cultures Model Approach to Understanding Organizational Communication: A Case Study of Multicultural Organizations." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1307992562.
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Lin-Steadman, Patricia V. "Studying Abroad and Intercultural Outcomes: Differences Experienced Between International Exchange Students and U.S. Study Abroad Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3800.
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A major focus of many U.S. higher-education institutions is to increase internationalization of their campus through, in part, the promotion of study abroad experiences among domestic students and to recruit and retain international students to their institution. This study explored the effects of certain factors on various domains of the Global Engagement Measurement Scale (GEMS) – Cultural Engagement, Ambiguity Tolerance, Knowledge of Host Site, and Diversity Openness – among U.S. students who have studied abroad and international exchange students who have studied in the U.S. There was a particular focus, on determining whether U.S. study abroad students, compared to international students, rate differently on GEMS scales, after controlling for other possible confounding variables. Participants were recruited from three Southeastern, public, 4-year universities and were eligible if they were enrolled at any of those universities in the last five years.
A hierarchical regression analysis revealed several factors significantly affected each of the various outcomes on the GEMS. Cultural Engagement and Ambiguity Tolerance were both predicted by the institution of study and the type of student (U.S. study abroad versus international exchange). Knowledge of Host Site was predicted by whether or not the trip was government sponsored, pre-trip familiarity with the host culture, and type of student. The overall regression model for Diversity Openness was not significant. These results provide insights into key factors that affect the overall global engagement of college students and can be used to inform university faculty and staff about features they can add to improve campus internationalization efforts.
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Alves, Inês Luciana Gomes. "Cidadania intercultural e trabalho por projeto na educação pré-escolar." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16782.
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Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino BásicoO presente trabalho parte da ideia de que se torna fulcral perceber de que forma a integração da temática da diversidade linguística e cultural na educação pré-escolar é importante no desenvolvimento das crianças como cidadãos interculturais e conhecedores do mundo que nos rodeia. Neste contexto, optámos por realizar um projeto de intervenção, através do trabalho por projeto, a partir do qual procurámos envolver o grupo de crianças de uma maneira mais ativa e participativa na construção do percurso de descoberta das línguas e culturas. O trabalho foi realizado com um grupo de crianças do pré-escolar, guiado pelas questões de investigação “Quais as potencialidades do projeto para o desenvolvimento da competência intercultural das crianças?” e “Que aprendizagens, de natureza intercultural, realizaram as crianças?” e teve como principais objetivos compreender o desenvolvimento da competência intercultural em crianças do pré-escolar e avaliar as potencialidades do projeto didático desenvolvido à luz do objetivo anterior. Neste âmbito, os dados recolhidos consistiram principalmente em transcrições das videogravações efetuadas, tendo estas sido alvo de uma análise de conteúdo. Tendo em conta os resultados obtidos, consideramos que o nosso projeto terá sido um contributo para o desenvolvimento da competência intercultural destas crianças, em particular em relação ao saber-ser e ao desenvolvimento do conhecimento do mundo, dimensões estas tidas como fundamentais nas Orientações Curriculares para a Educação Pré-Escolar (Ministério da Educação, 1997). Em modo de conclusão, admitimos ser importante inserir e dar continuidade a este tipo de abordagem na Educação Pré-Escolar, numa perspetiva interdisciplinar, bem como ao longo do processo educativo.
The following study is based on the idea that it is of the utmost importance to understand how the integration of cultural and linguistic diversity in pre-school education is crucial in the development of children as intercultural citizens and aware of the surrounding world. In this context, we chose to carry out an interventional project, resorting to the methodology of project work, in which we sought to pro-actively involve the group of pre-school children in building the path of discovery of languages and cultures. The project was developed with a group of pre-school children, and was guided by the following research questions: “What is the potential of the project to the development of the children’s intercultural competence?” and “What intercultural learning did the children acquire?”. The study aims to understand the development of intercultural competence by pre-school children and evaluate the potential of the didactic project for that purpose The collected data consisted, mainly, in transcripts of the video records made, which were analysed through content analysis procedures. Taking into account the attained results, we consider this project was a plus in the development of intercultural competence of these children, with special regard to savoir-faire and the development of the knowledge about the world, both of which are considered fundamental areas in the Curricular Guidelines for Pre-School Education (Ministério da Educação, 1997). As a final remark, we admit it to be important to integrate and continue this type of approach in Pre-School Education, in an interdisciplinary perspective, as well as for the remaining of the educational process.
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Linares, Carlos. "A Phenomenological Approach to First-Generation Latino Immigrants' Experiences of Cultural Diversity and Inclusion Initiatives in the Workplace." Thesis, Sullivan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739667.
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The purpose of this phenomenological study was to explore the work experiences of foreign-born, first-generation Latino immigrants with regard to cultural diversity and inclusion initiatives to obtain a holistic understanding of their experiences and facilitate their achievements in the organization. Based upon the review of the existing literature regarding Latinos and the outcomes of interviewing 24 participants (13 females and 11 males) in this research study, there are ample opportunities to conduct future empirical studies. The results of this study show the challenges first-generation Latino immigrants faced in the workplace and the importance for organizations with a diverse workforce to foster a more inclusive work environment for Latino immigrants. There is growing evidence that diversity and inclusion initiatives are critical for multicultural organizations. However, the results organizations have achieved and their efforts to create an inclusive workplace for Latino immigrants have been dissatisfactory thus far (Cox Jr., 2011). The methodology applied in this study was a qualitative approach to reflect the essence of the phenomenon studied. Results from this research found 14 family units and four major themes. These themes described how first-generation Latino immigrants understood and defined diversity and inclusion, their positive and negatives perceptions in the work environment, workplace challenges they faced, and their insights on organizational development. Additionally, this research discovered how interviewed participants were excluded by others and by themselves in the workplace. Lastly, this research study contributes to the literature and to the field by offering information that would eventually promote a better understanding of Latino immigrants and a more inclusive environment that encourages belongingness, uniqueness, and a constructive work experience for Latino immigrants.
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Malan, Sandra Ruth. "Celebrating cultural diversity : implementing an integrated approach to arts and culture in the intermediate phase of curriculum 2005." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16384.
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Thesis (M.Mus)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Since its inception, educators across the board in South Africa have struggled to implement the new curriculum. Initial problems with terminology and availability of learning materials have been addressed, but still the resistance to Outcomes Based Education (0BE) and Curriculum 2005 (C2005) continues. Some of the reasons for the resistance point to feelings of disempowerment experienced by generalist and specialist educators who now have to teach the new Learning Area Arts and Culture. This has been attributed to, amongst others, a lack of training, resulting in feelings of inadequacy, inappropriate training for large multicultural classes and the lack of teaching resources. Another reason for the resistance has been described as a resistance to change. Many educators have found it difficult to make the paradigm shift from the previous educational system to OBE and C2005. The aim of the study is to research and explore ways of empowering educators to teach Arts and Culture. The new educational system is geared to redressing the imbalances of the past and giving more expression to the diversity of cultures represented in South African schools. Whereas the previous system was founded on exclusively Eurocentric ideology, principles and values, the new system aims at a more inclusive Afrocentric approach. However, criticisms leveled at C2005 have suggested that it is still basically Western in terms of values, terminology and methodology. This study is therefore aimed at investigating a culturally diverse music/arts curriculum, which draws on the wealth of resources, methods and modes readily accessible in South Africa. A comprehensive literature review guides the study towards a greater understanding of how cultural identities are formed out of a need to belong and how important recognition is to individuals and groups, particularly in terms of their diverse cultural expressions. Music and the arts are understood as being vitally important channels for expression of this diversity. Yet, true to the Afrocentric principle of holism, unity is found in diversity. As much common ground exists between an integrated approach and an Afrocentric approach to music/arts education, these principles are explored to determine whether they can be adapted for use in contemporary South African classrooms. An integrated project mode, which provides a balance between the specific knowledge contexts of the various Learning Areas and collaborative learning aimed at developing the natural links between learning areas to create a vibrant whole, is suggested. The researcher conducted an integrated project at her school with the common theme of "District Six" linking four Learning Areas and their components. Participatory action research using qualitative methods such as questionnaires were used to determine the feasibility of an integrated project mode of learning as a means of empowering educators to teach Arts and Culture. Subsequently recommendations were made regarding implementation.
AFRIKAANSE OPSOMMING: Sedert die instelling van die nuwe kurrikulum in Suid-Afrika het opvoeders gesukkel om dit te implementeer. Die aanvanklike probleme met terminologie en die gebrek aan geskikte bronne is aangespreek, maar die weerstand het nie verminder nie. Van die redes hiervoor verwys na gevoelens van ontmagtiging onder algemene en gespesialiseerde opvoeders wat die nuwe leergebied van Kuns en Kultuur moes aanbied. Die weerstand word toegeskryf aan, onder andere, gevoelens van ontoereikendheid, onvanpaste opleiding om met groot multi-kulturele klasse te werk en 'n gebrek aan onderrigbronne. 'n Ander rede is beskryf as teëstand teen verandering. Baie opvoeders het dit moeilik gevind om die paradigma-skuif te maak vanaf die vorige stelsel na Uitkoms Gebaseerde Onderwys (UG0) en Kurrikulum 2005 (K2005). Die doel van die studie is dus om navorsing te doen en ondersoek in te stel na maniere waarop opvoeders bemagtig kan word om Kuns en Kultuur aan te bied. Die nuwe opvoedingstelsel is gefokus op regstelling van die onewewigtighede van die verlede en op 'n groter uitdrukking van die kulturele diversiteit wat in Suid-Afrikaanse skole verteenwoordig is. Terwyl die vorige stelsel gebaseer was op 'n Eurosentriese ideologie, beginsels en waardes, is die nuwe gefokus op 'n Afrosentriese benadering. Tog is daar kritiek teen Kurrikulum 2005 juis omdat dit nog altyd gebaseer is op Westerse waardes, terminologie en metodes. Die studie gaan dus oor 'n kurrikulum vir musiek en die kunste wat inspirasie put uit die rykdom van Suid-Afrikaanse bronne, metodes en modusse. 'n Omvattende literatuur oorsig voer die studie tot die begrip dat kulturele identiteit gevorm word uit 'n behoefte om te behoort en deel te wees, hoe belangrik erkenning van individue en groepe is, veral om hul diverse kulturele identiteit uit te druk. Eie aan die Afrosenstriese beginsel van holisme kan eenheid binne diversiteit gevind word. Omdat daar baie gemeenskaplikheid bestaan tussen 'n geïntegreerde en 'n Afrosentriese benadering tot musiek/kuns opvoeding, word die beginsels verken om te bepaal of dit aangepas kon word vir gebruik in hedendaagse Suid- Afrikaanse klaskamers. 'n Geïntegreerde projek-modus word voorgestel, wat 'n balans skep tussen die spesifieke kontekste van kennis in verskeie Leerareas en koöperatiewe leer wat daarop gemik is om die natuurlike skakels tussen die verskillende Leerareas te ontwikkel sodat 'n groter geheel geskep word. Die navorser het by haar skool 'n geïntegreerde projek oor Distrik Ses geloods wat vier leergebiede, insluitend hul komponente, ingetrek het. Deelnemende aksie-navorsing soos vraelyste is gebruik om die uitvoerbaarheid van die geïntegreerde projek-metode te bepaal as 'n metode om opvoeders te bemagtig om Kuns en Kultuur by skole aan te bied. Dit sluit af met voorstelle wat gemaak is in verband met die implementering van die nuwe Kurrikulum.
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Priest, Walker Heather. "THE INFLUENCE OF CULTURAL DIVERSITY ON INITIAL DECISIONS TO TRUST IN NEWLY FORMING TEAMS: A POLICY CAPTURING APPROACH." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3773.
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This study investigated the impact of diversity on the decision to trust at team formation when no history or prior relationship exists. The study consisted of two phases: 1) a selection phase and 2) a policy capturing phase. The first phase consisted of demographics, propensity to trust, and prejudice scales that were used to select participants for phase 2. The second phase consisted of a full factorial design, policy capturing study which consisted of 64 scenarios which varied the level (i.e., high and low) of 6 variables: cultural diversity, attribution, perceptions of risk, trustworthiness, third party information, and role clarity. The policy capturing study was used to identify the weights given to these variables when deciding whether or not to trust a new team member. Propensity to trust scores and prejudice ratings were used as moderators of the relationships between these 6 variables and the decision to trust. Findings showed that there was a strong moderating affect of the diversity of the simulated team member on the participant's decision to trust. However, there was no direct relationship between diversity and the decision to trust. The weight given to each variable, as well as the interaction of variables, was different based on the diversity of the new team member. Findings suggest that when forming teams, the diversity of new team members will impact what factors individuals consider in deciding to trust that other person. In addition to future research needs, the impact of these results is discussed in terms of both training and selection in teams.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Priest, Walker Heather A. "The influence of cultural diversity on initial decisions to trust in newly forming teams a policy capturing approach /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002358.
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Fassbender, Sabrina. "Forest Conservation and the Hadzabe. An integrated approach in protecting biodiversity and cultural diversity. Case study: Carbon Tanzania." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-307228.
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Preventing emissions from deforestation is propagated as an effective strategy to combat climate change. At the same time forest landscapes are habitat to the last remaining traditional societies of this planet. For a long time forest conservation programs neglected the role of these indigenous communities for forest landscapes. Historical ecology pushes a change of environmental narratives towards an understanding that biocultural diversity has had and will have a significant impact on resource use and on the transformation of landscapes. A growing number of debates on global environmental justice and poverty alleviation goals call for such an integrated approach in protecting biodiversity and cultural diversity when conserving forest landscapes. Although this topic is discussed, there is a gap in scientific literature on how such an approach can actually be implemented in practise. This paper examines how the dual-objective of forest conservation and protection of cultural diversity can be achieved in practise by applying a case study of a conservation project, Carbon Tanzania. Carbon Tanzania is operating in an area in northern Tanzania inhabited by one of the few remaining hunting and gathering societies on the planet, the Hadzabe. Carbon Tanzania conservation project issues carbon credits which can be bought by companies, organisations and individuals to offset their emissions. Interviews with the different actors have been conducted in the course of the research project in order to examine how Carbon Tanzania’s ‘community-led project’ contextualizes the dual objective of protecting forests and the Hadzabe culture. The results show that the implementation of the project is facilitated through an integrated network of different actors and organisations. Critical for the operations in the area is secured land ownership and a binding land use plan in order to protect the area from external pressure and to manage the utilization of the landscape by the different communities within the area. Payments for ecosystem services generate benefits for the local forest community and support community development. This form of ‘productive’ land utilization offers a path in changing development narratives for African countries.
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Ferreira, Maria de Fátima de Andrade. "Manifestações de preconceitos nos espaços sócio-educativos das escolas comunitárias urbanas: um estudo de caso no Sul da Bahia." Programa de Pós-Graduação em Educação da UFBA, 2003. http://www.repositorio.ufba.br/ri/handle/ri/10862.
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A pesquisa investigou as manifestações de preconceitos nos espaços sócio-educativos das Escolas Comunitárias Urbanas – ECU, um estudo caso no Sul da Bahia. As práticas sócioeducativas foram examinadas como práticas de ações transdisciplinares e democrático-participativas na escola e como possibilidade de desenvolver um campo de aprendizagens interculturais e comunicativas, objetivando concepções autônomas (conceitos/significados) de gênero, idade, étnicos, crenças religiosas, de classe social e a formação de sujeitos ativos, comunicativos e reflexivos, um indivíduo-sujeito capaz de conviver com o diferente, reconhecendo-se ao mesmo tempo diferente de todos e como Sujeito, na sua condição humana,igual a todos. Nesse sentido, foram analisadas a percepção e a adoção de práticas interculturais e político-administrativas, pedagógico-educacionais pelos segmentos das ECU e dos seus mantenedores, identificando as formas diferenciadas de envolvimento das comunidades escolar e local, e como vem se configurando e, se privilegiam os processos de conscientização sobre das pessoas/grupos, o convívio social e ético, a valorização da diferença e da vivência com a diversidade. Foram analisadas: práticas dos sujeitos das ECU e de seus mantenedores, as diferenças e semelhanças entre eles, às relações interpessoais, criação e manutenção de ambientes de aprendizagens favoráveis à ampliação de compreensão, formulações de conceitos e criação de possibilidades para o reconhecimento/ enfrentamento e substituição de preconceitos por conceitos autônomos. Foram consideradas: a participação dos profissionais da educação na elaboração do Plano de Desenvolvimento da Escola- PDE, Projeto Político Pedagógico - PPP, Currículo da Escola e se essas propostas conseguiram avançar como instrumentos de significação cultural e base das formas de comunicação, de interação, integração e experiência da diversidade nos espaços e ambientes de aprendizagens das ECU. A metodologia descritiva privilegiou técnicas qualiquantitativas de análises, um estudo de caso, examinando múltiplos aspectos que envolvem a questão da cultura, da identidade comunitária, da participação, do envolvimento no processo de interação e de integração do espaço político-social. Os sujeitos foram criadores, mantenedores de ECU, professores, alunos, diretor, vice-diretores, coordenadores pedagógicos, pais de alunos, funcionários das Escolas pesquisadas. Os resultados indicam pouca participação em processos de convivência sócio-educativa que permita a compreensão das diferentes situações de interação afetivas e comunicacionais como uma experiência na qual o sujeito pode valorizar-se e respeitar o outro, o diferente. A Escola ainda não é exemplo de escola cidadã democrático-participativa, intercultural, inter, transdisciplinar como desafio da diversidade e do respeito à diferença, procurando desenvolver trabalhos que priorizem a comunicação aberta, um clima de aceitação, respeito e confiança mútua entre os segmentos envolvidos no processo ensino-aprendizagem, cultivo de sementes de sentimento,de simpatia, justiça, ternura, cooperação, de habilidades para escutar. É lugar de pouca realização de uma prática que envolva o diálogo, concebendo-o como uma ação de mútuo reconhecimento de diversos indivíduos e grupos, mas está buscando seu caminho nesta direção.
Bahia
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Ishibashi, Yoshimi. "Cross cultural comparison between the United States and Japan: Executive traits." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3392.
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This study examined comparisons of gender stereotypes of executives in two cultures, American and Japanese. Undergraduate students in Japan and the U.S. estimated the extent to which executives in general, male and female exectuives possessed person-oriented and task-oriented leadership traits.
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Silva, Janaina. "Relações interculturais no espaço escolar : estudo etnográfico de alunos bolivianos na rede pública de ensino paulistana." reponame:Repositório Institucional da UFABC, 2016.
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Orientadora: Profa. Dra. Ana Keila Mosca PineziDissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ciências Humanas e Sociais, 2016.
Na virada do século XX para o XXI, a questão da entrada de imigrantes no Brasil ganhou novamente destaque. Na cidade de São Paulo destaca-se a imigração boliviana, que remonta à década de 1950 com a chegada de bolivianos participantes do Programa de Intercâmbio Cultural Brasil-Bolívia. O aumento da presença estrangeira se dá em todos os espaços sociais e, obviamente, não é diferente no ambiente escolar. De acordo com dados da Secretaria Municipal de Educação de São Paulo, no ano de 2016 havia quase 3700 alunos estrangeiros matriculados na rede, sendo 2358 bolivianos. Tendo isso em mente e diante da constante presença de crianças bolivianas na rede municipal de São Paulo, o objetivo desta pesquisa foi analisar as relações sociais que acontecem entre elas, seus colegas brasileiros e os educadores no espaço escolar. Em síntese, buscou-se compreender como se dão as relações interculturais no ambiente escolar a partir da presença de estudantes bolivianos no ciclo de alfabetização de uma escola pública paulistana, tendo como fundamentação os princípios da educação intercultural, além das questões da teoria social relacionadas à alteridade e ao processo de construção da identidade. A metodologia utilizada foi o estudo etnográfico, em que realizamos observação participante nas atividades escolares de sete turmas de 1º a 3º ano de uma escola pública municipal, localizada no bairro da Mooca, zona leste da cidade de São Paulo, que possui alunos bolivianos em seu corpo discente. Destas, foram selecionadas duas turmas (1º e 2º anos) e propostas atividades de leitura, roda de conversa e elaboração de ilustrações com o intuito de observar e compreender como os alunos entendem a questão da diversidade em sala de aula. Também foram realizadas entrevistas com cinco professores do ciclo de alfabetização, uma auxiliar de classe e uma das coordenadoras pedagógicas da escola. Os principais pontos que trabalhamos neste estudo foram as questões relacionadas à discriminação e ao preconceito, com exemplos em situações cotidianas e nas falas dos sujeitos da escola. A análise dos dados foi feita à luz da teoria social no que se refere à diversidade, interculturalidade e alteridade e da educação intercultural. Concluímos que é imprescindível que a escola repense seu papel para possibilitar uma socialização adequada e o aprendizado de todos os estudantes.
In the turn from the 20th century to the 21st one the immigrant entrance issue in Brazil gained prominence again. At the city of São Paulo stands out the Bolivian Immigration, calling back to the 1950s, with the arrival of the Bolivians participants of the Brazil-Bolivia Cultural Interchange Program. The foreign presence raise happens in all social spaces and, obviously, it¿s not different in the school environment. According to data from the São Paulo¿s Secretary of Education, in 2016 there were almost 3700 foreign students registered in the network, about 2358 being Bolivians. Keeping this in mind and facing the constant presence of Bolivian children in São Paulo¿s network, the objective of this research was analyze the relationship happening between them, their Brazilian colleagues and educators in the school space. In summary, we seek to comprehend how cultural interaction happens in the school environment by the presence of Bolivian students in the literacy cycle of a São Paulo public school. Having as fundaments the principles of intercultural education, in addition to issues of social theory related to otherness and to the process of identity construction. The used methodology was the ethnographic study with participating observation. The school activities of seven classes from 1st to 3rd years that possess Bolivian students in their student body were observed and accompanied. These were selected two groups (1st and 2nd years) and proposed activities of reading, conversation circle and preparation of illustrations in order to observe and understand how students understand the issue of diversity in the classroom. Interviews were also held with five teachers from the literacy cycle, an auxiliary class and one of the school¿s coordinators, located in the neighborhood of Mooca, east of the city of São Paulo. The data analysis has been made by social theory as it relates to diversity, intercultural and otherness and intercultural education. We conclude that it is essential that the school rethink its role to provide adequate socialization and learning of all students.
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Al, Muqarshi Amal Saleh. "Group dynamics and the construction of identities in Omani higher education : a case study of cultural diversity using a social identity approach." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/427144/.
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In Oman, the organisational context of higher education is characterised by two disconnects relative to the societal context. The academic context is culturally diverse and uses English as a medium of instruction while the societal context is largely culturally homogenous and uses Arabic as the official language. The cultural diversity of staff in the academic context renders Omanis a proportional minority among other minorities. From a social identity perspective, such a composition could represent a seed for categorisation that hinders social identity construction which mediates the positive effects of diversity. This study aims to understand how identities are constructed in such a context and how cultural diversity affects group dynamics and processes through investigating how prototype is constructed and how effective prototype-based social identity is. The study also looks at the effectiveness of leadership, as practised at the microgroup level, in managing a collective identity. It employs a qualitative case study design implemented in an English Department using sixteen interviews, eight meeting observations, document analysis and field notes. The findings reveal that identities within this context are shaped by the intersectionality of nationality, language, mode of employment, and professional identity. The position of an individual along these trajectories decides on the extent to which they could relate to the wider organisational context that sets the group prototype. These intersectionalities create structures within the group that manifest in relation to different group processes and define advantages and disadvantages. The prototype is seen as centrally prescribed rather than based on the English Department group and Omanis are generally seen as more prototypical. Social identity at the level of the Department is hampered by curriculum centralisation and by the effects of diversity within the group. The effectiveness of leadership in managing a collective identity is restricted by the lack of authority at the micro level of leadership. Alternatively, effective leadership is seen as one that is individual oriented. The study argues that collective identity construction is a function of all levels of leadership in the higher education hierarchical system. It highlights the need for a clear organisational perspective on managing cultural diversity in higher education; one that perceives diversity as an asset and as a means for building an intellectual capital.
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Smajlagic, Mineta. ""Men där kommer en liten skitig lastbil med flaket fullt av lådor. Det är Mehmet som kör" : En kvalitativ textanalytisk undersökning om hur den etniska mångfalden skildras i nio bilderböcker från 2010." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15357.
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In Sweden exist a Swedish institute for children’s book which is a national information center. They have an annual "Book tasting" where they present statistics and trends from the latest publications of literature for youth and children. In their “book tasting’’ from 2010 a number of picture books had, as they say, children who descend from non-Swedish culture (Swedish institute for children’s book, 2010). The aim of this thesis is to investigate how the ethnical diversity describes in these picture books from 2010. To understand how the ethnical diversity describes in these books I had two questions which helped me in my research. The questions were: Do these picture books have some features which are ethnic stereotype? Do the ethnical diversity in the picture books describes as multi-cultural or intercultural condition? The thesis is based upon a qualitative text analysis and from this main group did I choose discourse analytical approach to analyze my picture books. My working model is inspired by associate professor Pil Dahlerup and professor Maria Nikolajeva. In the theoretical framework do I assume from PhD student Hassan Sharif (2008) who separate the term multi-cultural from the intercultural term. He says that the multi-cultural term can sees as descriptive, which means that the multi-cultural term work as a description of the society’s condition while the intercultural term sees like a process where all cultures in the society gives space to interact and cooperate with each other on equal terms. My first conclusion is that several of the picture books describe ethnical diversity stereotyped. An example is the stereotype of the dark man as black and with black curly hair. Another example is the stereotype of people with darker skin color as happy and affective. One picture book didn’t have stereotype persons or characteristics. My second conclusion is that only one picture book did describe the ethnical diversity as an intercultural condition. The other picture books describe the ethnical diversity as a descriptive multi-cultural condition.
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Izevbigie, Scotty O. "Cultural Integration in Newly Formed Public-Private Partnership Organizations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6336.
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The Florida Department of Transportation (FDOT) formed public-private partnerships (PPPs) with local and international private companies during the construction of the Port of Miami Tunnel (POMT) project. These PPPs had employees from different cultural backgrounds who brought new cultures, ideas, innovation, and experiences to their PPPs. The limited PPP literature did indicate that different cultures should be properly integrated to avoid challenges and conflicts in the new organization. If not properly managed and integrated, cultural conflict can create communication problems, increased employee dissatisfaction, higher turnover, and poor employee performance. Using Risberg's communication theoretical foundation, the purpose of this phenomenological study was to explore the lived experiences of PPP employees to see how their intercultural communication facilitated cultural integration. Data were generated through semi-structured, open-ended interviews with 11 employees of the PPPs formed with FDOT during the POMT project. Data were coded and analyzed using a thematic analaysis procedure. Findings were that cultural aspects like social interaction, comfort in interacting with people from different cultures, empathy, respect for others, knowledge about other cultures, open-mindedness, and managerial support helped in facilitating cultural integration in the respective PPPs. Positive social change implications may include the improvement of PPP efficiency and efficacy with: greater leadership awareness of the challenges and opportunities of diversity; new policies and management strategies that take advantage of different cultural contributions; and, policies that encourage cultural competency and sensitivity.
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Källgren, Ness. "Breaking Cultural Barriers in English as a Foreign Language : An approach to how Intercultural Competence is developed within English teaching in a selection of schools in Sweden." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26196.
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Sutton, Tessa R. "Exploring the third culture building approach for effective cross-cultural interaction for Black American professionals in predominantly white institutions." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/850.
Full textAbstract:
Professional interactions that are both functional and mutually beneficial are rare. The purpose of this study is to explore an application of a Third Culture Building (TCB) approach, a mutually constructed interpersonal process between two individuals, for Black American professionals (with advanced knowledge acquired from institutions of higher learning), to generate a new space in Predominantly White Institutions (PWis). These institutions include settings where the racial composition is becoming consistently more diverse (through past desegregation efforts). Although the U.S. has moved beyond integration and the monumental Civil Rights Movement of the 1960s, racism and intercultural barriers that prevent functional cross-cultural communication still exist in these settings.
This research is directed toward answering the question: How might Black American professionals generate a Third Culture space in PWis through cross-cultural social exchange? The research builds on my previous study where the TCB approach was found to be conducive for the intercultural barriers faced by Black Americans in PWis. The research emphasizes the perspective of Black Americans and de-emphasizes the perspective of White Americans, given the body of literature that points to their adaptation and intercultural interactions in the U.S. and in international contexts.
A sample of six Black American professionals (ages 30 to 72; 4 men and 4 women) from my baseline study was invited to take part in this study. Respondents were chosen based on their backgrounds and similarity of race, to learn about their perspectives of the intercultural interactions in PWis. Participants live in the Midwest region of the U.S.
Using interpretive, critical theory, and other qualitative approaches, the discussions from a focus group and interviews were transcribed and combined with the interviewer's notes. The participants' responses were organized around TCB frameworks and the interview questions, and then reduced to codes. Two evaluators reviewed the interview data, codes, and themes.
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Clausen, Bernd. "„Vielfalt“ in musikbezogenen Diskursen." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3195/.
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Jank, Birgit. "Grundsätzliche Strategien und methodische Wege des Umgangs mit (sich bildenden) eigenen und fremden kulturellen Identitäten der Schülerinnen und Schüler im Musikunterricht." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3210/.
Full textAbstract:
Inhalt:
1. Interkulturelles Musiklernen in der Schule - einige grundsätzliche Anmerkungen
2. Zielsetzungen eines interkulturellen Musikunterrichts
3. Probleme eines schulischen interkulturellen Musiklernens
4. Methodische Versuche und Optionen eines interkulturellen Musiklernens
4.1 Methodische Wege eines interkulturellen Musiklernens
5. Ausblick
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Rodríguez-Quiles, y. García José A. "Vergleichende Musikpädagogik am Beispiel der Länder Spanien und Deutschland." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3211/.
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Rodríguez-Quiles, y. García José A. "Spain : current planning for music education." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3212/.
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Content:
1. Introduction
2. Music in the curriculum of The Educación Obligatoria
2.1 Music in Educación Primaria
- Listening and Comprehension
- Music Making
- Rational Analysis (Musical Notation)
2.2. Music in Educación Secundaria Obligatoria (E.S.O. Compulsory Secondary education) and Bachillerato (Pre-University Education)
3. Music in the Spanish Non-Compulsory Education
3.1. Elementary and Medium Levels
3.2. The “Title of Higher Music Education”
4. The new certificate of “Didactic Specialization”
5. Concluding remarks
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Rodríguez-Quiles, y. García José A. "¿Están los alemanes interesados por el flamenco? : una aproximación a la cultura flamenca en la República Federal." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3213/.
Full textAbstract:
Are the Germans interested in flamenco nowadays? If so they are, then how can a type of art that is so different from both German cultured and popular music be represented in the culture of that country? Possible answers to this and other questions on the still romantic image of flamenco held in Central Europe, will be provided by the analysis of the flamenco being offered at German universities, festivals, private dance schools, publishing houses and websites.
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Rodríguez-Quiles, y. García José A. "Haben die Deutschen Interesse am Flamenco? : eine Annäherung an die Flamencokultur in der Bundesrepublik Deutschland." Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3214/.
Full textAbstract:
Are the Germans interested in flamenco nowadays? If so they are, then how can a type of art that is so different from both German cultured and popular music be represented in the culture of that country? Possible answers to this and other questions on the still romantic image of flamenco held in Central Europe will be provided by the analysis of the flamenco being offered at German universities, festivals, private dance schools, publishing houses and websites.