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Journal articles on the topic 'Intercultural approach of cultural diversity'
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1
Mahadevan, Jasmin. "Intercultural engineering beyond stereotypes." European Journal of Training and Development 38, no. 7 (July 29, 2014): 658–72. http://dx.doi.org/10.1108/ejtd-10-2013-0107.
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Purpose – This article aims to suggest implementing an integrated approach – named intercultural engineering – at university level. Engineering today often takes place across cultures, locations and organizations. As a result, many companies have included cross-cultural training activities into their internal human resource development program. However, current practice neglects the engineering context and might enable sophisticated stereotyping. Design/methodology/approach – This article presents the case of a German bachelor study program in International Industrial Engineering and the theoretical foundations of its design. Findings – Engineering education needs to move beyond simplistic comparative cross-cultural management theory. It needs to acknowledge cultural complexity in engineering through an integrated development of competencies for utilizing the benefits of cultural diversity. Originality/value – The contribution of this article lies in providing a practical example of how to develop integrated competencies for cultural diversity in engineering, as based on latest theory.
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Tran, Quoc-Tan. "Ethically Responsible Knowledge Organization Systems: Towards an Intercultural User Interface." Zagadnienia Informacji Naukowej - Studia Informacyjne 55, no. 2(110) (October 1, 2017): 16–29. http://dx.doi.org/10.36702/zin.364.
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PURPOSE/THESIS: This paper discusses the challenges of creating a theoretic framework within the context of an intercultural and ethically responsible knowledge organization system (KOS). APPROACH/METHODS: First, the paper explores ethical and societal concerns linked to the development of KOS. Second, it illustrates a way to tackle this ethical factor by proposing an applicable architecture for intercultural interfaces which respects cultural diversity on a global scale. RESULTS AND CONCLUSIONS: The author emphasizes the importance of opening up the notion of cultural inclusiveness, to weigh not only linguistic diversity but also other cultural and social aspects, such as geography, religious affiliations, tradition, historical elements, ethnic. This kind of approach should be attentive to intersectionality and cultural interoperability. ORIGINALITY/VALUE: By addressing local circumstances, the author offers insights into essential approaches that take into account cultural diversity when designing KOS and access interfaces to knowledge.
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Tleubay, Sandugash, Gulmira Nurzhanova, Saltanat Ybyshova, Saltanat Abdigulova, Aksaule Mankesh, Toktar Kerimbekov, and Abylaikhan Ualikhanuly. "The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 148. http://dx.doi.org/10.3991/ijet.v15i17.14249.
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This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.
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Jones, Peter, Simone Rowe, and Debra Miles. "Beyond practical preparation: A critical approach to preparing social work students for international study experiences." International Social Work 61, no. 6 (March 21, 2017): 1083–94. http://dx.doi.org/10.1177/0020872817695390.
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As critical discussions on the internationalisation of social work continue, the importance of preparing social work students undertaking international study is increasingly recognised. This article describes the preparation process developed for a group of Australian students undertaking international study experiences in Asia. In particular, the content of an online ‘Intercultural Learning Module’ is discussed, highlighting a process that moves beyond notions of cultural competence towards a critical appreciation of cultural diversity, imperialism, racism and privilege. Critical reflection on self and culture to develop intercultural practice skills is discussed and student reflections on the value and impact of these materials presented.
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Holguin-Alvarez, Jhon, Eslith Aguirre Joaquin, and Isabel Menacho Vargas. "Fomento intercultural del quechua entre niños migrantes quechua hablantes y niños citadinos en Perú." Revista Brasileira de Educação do Campo 4 (July 26, 2019): e6621. http://dx.doi.org/10.20873/uft.rbec.v4e6621.
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Promoção intercultural de quíchua entre crianças migrantes de língua quéchua e crianças da cidade no Peru
Estudamos os efeitos da promoção da interculturalidade como abordagem musical pedagógica na diversidade linguística oral quéchua no início da escolaridade. Para este fim, desenvolvemos o tipo de desenho abordagem quantitativa quasi-experimental ao fim propomos o agrupamento de alunos da segunda série do ensino regular básica (grupo experimental (alto-falantes de quíchua) = 27; grupo controle (urbanos) = 26) - (X (média) = 7,6, DP (Desvio padrão) = 1,2), que concordaram em desenvolver sua diversidade intercultural através da técnica de troca de estudantes. Elaboramos um teste de múltipla execução da diversidade linguística oral (ad hoc) para a coleta de dados. Os resultados mostram que o método de pedagogia intercultural se desenvolveu através da estratégia de intercâmbio escolar: a) diversidade linguística em crianças falantes de quíchua, b) crenças e valorização em crianças da cidade; no entanto, os falantes de quéchua apreciavam muito mais suas origens andinas. Na aprendizagem da língua quéchua não houve diferenças entre os grupos, portanto o programa não teve efeitos devido às limitações temporais e curriculares. Finalmente, os falantes de quíchua conseguiram expressar significados culturais através do quíchua, graças ao ambiente intercultural desenvolvido pelo experimento de intercâmbio.
Palavras-chave: Interculturalidade, Diversidade Linguística, Língua Quechua, Intercâmbio Escolar, Promoção Cultural.
Fomento intercultural del quechua entre niños migrantes quechua hablantes y niños citadinos en Perú
RESUMEN. Estudiamos los efectos del fomento de la interculturalidad como enfoque pedagógico musical en la diversidad lingüística oral quechua en los inicios de escolaridad. Para este fin, desarrollamos el tipo de diseño cuasi experimental de enfoque cuantitativo, planteamos la agrupación de estudiantes de segundo grado de educación básica regular (grupo experimental (quechua hablantes) = 27; grupo control (citadinos) = 26) – (X (promedio) = 7,6; D.E. (desviación estándar) = 1,2), los cuales aceptaron desarrollar su diversidad intercultural mediante la técnica del intercambio estudiantil. Elaboramos una prueba de ejecución múltiple de diversidad lingüística oral (ad hoc) para el recojo de datos. Los resultados demuestran que el método de pedagogía intercultural desarrolló mediante estrategia de intercambio escolar: a) la diversidad lingüística en niños quechua hablantes, b) creencias y valoración en niños citadinos; sin embargo, los sujetos quechua hablantes apreciaron mucho más sus orígenes alto andinos. En el aprendizaje de la lengua quechua no se evidenciaron diferencias entre grupos, por lo que el programa no surtió efectos debido a limitaciones temporales y curriculares. Finalmente, los sujetos quechua hablantes lograron expresar significados culturales a través del quechua, gracias al entorno intercultural desarrollado por el experimento de intercambio.
Palabras clave: Interculturalidad, Diversidad Lingüística, Lengua Quechua, Intercambio Escolar, Fomento Cultural.
Intercultural promotion of quechua among quechua-speaking migrant children and city children in Peru
ABSTRACT. We study the effects of the promotion of interculturality as a pedagogical musical approach in Quechua oral linguistic diversity at the beginning of schooling. For this purpose, we developed the quasi-experimental type of quantitative approach design, we proposed the grouping of second grade students of regular basic education (experimental group (quechua speakers) = 27, control group (city dwellers) = 26) - (X (average) = 7.6, SD (standard deviation) = 1.2), who agreed to develop their intercultural diversity through the technique of student exchange. We elaborated a test of multiple execution of oral linguistic diversity (ad hoc) for the data collection. The results show that the method of intercultural pedagogy developed through school exchange strategy: a) linguistic diversity in quechua-speaking children, b) beliefs and valuation in city children; however, quechua speakers appreciated their high Andean origins much more. In the learning of the quechua language there were no differences between groups, so the program did not have effects due to temporal and curricular limitations. Finally, the quechua speakers managed to express cultural meanings through quechua, thanks to the intercultural environment developed by the exchange experiment.
Keywords: Interculturality, Linguistic Diversity, Quechua Language, School Exchange, Cultural Promotion.
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Malik, Ruchika, Tanavi Madappa, and Jaya Chitranshi. "Diversity management in tourism and hospitality: an exploratory study." foresight 19, no. 3 (June 12, 2017): 323–36. http://dx.doi.org/10.1108/fs-12-2016-0058.
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Purpose The hospitality and tourism industry has seen an increase in organizations operating internationally, bringing people from diverse cultural backgrounds together. The authors aim to help clarify that with a lack of awareness and understanding about diversity, many problems arise in terms of effective intercultural communication between managers and employees and employees and the customers. This paper helps in answering the questions related to the importance of cross cultural management, the intercultural issues faced by an organization, the best practices for diversity management and the future of cultural diversity. Design/methodology/approach The authors have carried out a review-based research of 60 papers relevant to the topic. The study has been restricted to secondary data consisting of research in the area of managing cultural diversity. Findings The researchers have concluded that there are different dimensions of cultural diversity and thus policies and programs to manage it have to be carefully implemented and integrated. Also, managers need to identify the current gaps in the organization in terms of diversity management to take the necessary steps for building a harmonious relationship between expatriates and the local employees. Originality/value The study addresses the complex nature of cultural diversity and the management issues of multiculturalism within the hospitality and tourism industry. The authors have made an effort to identify the best practices and programs for managing a diverse workforce which may also improve engagement and retention levels through radical inclusion of employees.
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Villacorta, Yolanda Ramírez. "La interculturalidad en la sociedad peruana y la formación del docente intercultural." South Florida Journal of Development 2, no. 2 (June 4, 2021): 2759–69. http://dx.doi.org/10.46932/sfjdv2n2-129.
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Peru is recognized as a pluricultural and multilingual country, with more than 50 original ethnic groups (Andean-Amazonian), to which we would add Afro-Peruvians and international migrants. However, the country vision has been homogenous, around the European target and the Spanish cultural heritage, hiding cultural diversity. The relations between cultures have been asymmetric, expressed in discrimination, marginalization, exclusion, on the basis dominant-dominated opposition; majority-minority. Teachers have been trained in this vision of the country and have been oriented to transmit information from the Western world and European knowledge, without assessing ancestral knowledge of cultural groups existing in the country. Currently, we seek to change that paradigm and has incorporated the proposal of the intercultural approach for relations between cultures and also for education. The classrooms are now multicultural. The new national educational policy marks an unavoidable challenge: to create a new curricular model to train intercultural teachers, reinforcing in them didactics and competences, capable of valuing and recovering knowledge of cultural diversity, to fulfill the role of educating in interculturality and forming citizens intercultural in a double dimension: to respond to the country and to act in the context of globalization.
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Gómez-Zermeño, Marcela Georgina. "Strategies to identify intercultural competences in community instructors." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 330–42. http://dx.doi.org/10.1108/jme-12-2016-0062.
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Purpose The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México. Design/methodology/approach The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented. Findings The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process. Originality/value This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.
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Carolina Hecht, Ana. "An analysis of intercultural bilingual education in Argentina." Journal for Multicultural Education 8, no. 2 (June 3, 2014): 70–80. http://dx.doi.org/10.1108/jme-12-2013-0036.
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Purpose – The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities. Design/methodology/approach – The article is divided into three parts and methodologically analyzes different types of materials (national legislation, bibliography and personal research experiences). Findings – In the first section, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering five main characteristics (the neoliberal compensatory education policy, educational decentralization/regionalization, the educational category of the system, linguistic goals and teacher profiles). Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy. Originality/value – This article contributes to the field of studies on diversity in the schooling of ethnically different groups.
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Pilarska, Justyna. "Cultural Diversity as a Source of Conflict in the Focus of Non-Governmental and International Organizations: Bosnian Case Study." European Journal of Economics and Business Studies 4, no. 1 (April 30, 2016): 116. http://dx.doi.org/10.26417/ejes.v4i1.p116-128.
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The article tackles the issue of cultural diversity as a phenomenon present in many multicultural communities that encompass representatives of different ethnic, national or religious traditions. Bosnia-Herzegovina provides an example of one of such communities, subject to analysis within the framework of this paper. The author firstly concentrates on the issues related to terminology of “cultural diversity” and “non-governmental organization”, their specificity and interpretations. Then, an Introduction to Bosnian multiculturalism is made, displaying its local features, followed by a presentation of various NGO’s activities with reference to Bosnian war and its aftermath. The focus is on the regional organizations that make the effort to reconstruct the multicultural bond, revealing its educational potential. The final analysis considers intercultural aspects of such approach to cultural differences that can become a point of reference in educational projects oriented at cross-cultural learning and intercultural dialogue. The latter, in turn, could contribute to the process of shaping constructive attitudes to representatives of the culturally diverse traditions.
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Lorenz, Melanie P., Jase R. Ramsey, Ayesha Tariq, and Daniel L. Morrell. "Service excellence in the light of cultural diversity: the impact of metacognitive cultural intelligence." Journal of Service Theory and Practice 27, no. 2 (March 13, 2017): 475–95. http://dx.doi.org/10.1108/jstp-02-2016-0044.
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Purpose The purpose of this paper is to understand when, how, and why service employees adapt the service encounter to meet the values and expectations of culturally disparate customers. Design/methodology/approach The authors tested the hypothesized framework utilizing a scenario-based experimental study. In total, a sample of 296 prospective restaurant service employees were asked to evaluate their willingness to adapt their behavior when faced with cultural differences as well as out group status. Furthermore, respondents were asked to assess their level of metacognitive cultural intelligence. Findings The authors found that both perceived cultural differences and out group status positively affect the service employee’s willingness to adapt their behavior. Further, cultural intelligence (CQ) positively moderates one of those two direct relationships. Originality/value The authors extend the literature on the service-adjustment process, as well as the managerial implications of service adjustment. The study is among the first to introduce the role of the service employees’ CQ in adaptation to an intercultural service encounter.
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Waliński, Jacek Tadeusz. "Implementing Linguistic Landscape investigations with M-learning for Intercultural Competence Development." International Journal of Mobile and Blended Learning 6, no. 2 (April 2014): 15–25. http://dx.doi.org/10.4018/ijmbl.2014040102.
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Portable multimedia devices shape the intensity of intercultural contacts not only through content consumption but also through content creation. Enabling learners to participate in content exchange via the Web 2.0 paradigm (audiences as both media consumers and media creators) can be employed to create new forms of acquiring knowledge. This study demonstrates an application of m-learning in a situated in-the-field examination of cultural diversity with the Linguistic Landscape approach. The application is shown from the pedagogical perspective of authentic, informal learning activities conducted in the framework of connectivism. The examination of cultural diversity is conducted in the context of a local environment, i.e. a location familiar to learners. This paper presents a scenario of m-learning activities intended to demonstrate that cultural awareness is often biased by subjective perspectives and stereotypes. Autonomous discovery of this phenomenon results in elevation of learners' openness toward other cultures, which contributes to intercultural competence development.
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Leh, Jayne M., Maike Grau, and John A. Guiseppe. "Navigating the development of pre-service teachers’ intercultural competence and understanding of diversity." Journal for Multicultural Education 9, no. 2 (June 8, 2015): 98–110. http://dx.doi.org/10.1108/jme-12-2014-0042.
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Purpose – The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries. Design/methodology/approach – Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization. Findings – Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education. Research limitations/implications – Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions. Originality/value – These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience.
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Cieślarek, Paweł. "The Challenges of Studying the Elements of Diversity and Unity in the Human Experience." Intercultural Relations 3, no. 2(6) (February 16, 2020): 9–34. http://dx.doi.org/10.12797/rm.02.2019.06.01.
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The paper is a fruit of a series of informal symposiums and an elective course entitled “Orient–Occident”, conducted by the author in 2016 and 2019 at the Institute of Intercultural Studies of the Jagiellonian University in Kraków. The author identifies a set of issues commonly perceived as the main challenges of our age and focuses specifically on the challenge of intercultural relations in a “globalized world” to provide a critical examination of several misconceptions and conventional narratives surrounding this topic. The discussion serves as an introduction to a proposed approach to comparative study of texts of culture, developed primarily in the philosophical tradition and within the conceptual framework of the so-called New Humanism of Irving Babbitt (1865-1933) and combined with some additional components sourced from the works of Leo Strauss (1899-1973). The author argues that this approach provides a valuable exercise of imagination to students of culture and cultural diversity as it strives to strike a balance between the perception of diversity and unity in the human experience – a quality rarely displayed in contemporary cultural studies.
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Sousa, Jenny. "El arte en la promoción de la educación intercultural en contextos escolares." European Scientific Journal, ESJ 17, no. 26 (August 8, 2021): 13. http://dx.doi.org/10.19044/esj.2021.v17n26p13.
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Las sociedades contemporáneas son más que lugares de diversidad cultural y multiculturalismo; son espacios que buscan la convivencia armónica de sus ciudadanos, en una sana interacción de diferentes culturas y construcción de expresiones culturales compartidas a través del diálogo y el respeto mutuo. En otras palabras, las sociedades actuales, en su modo de existencia, buscan la interculturalidad. En todo este proceso, la educación intercultural se destaca como parte integral de la educación para la ciudadanía y para los valores y principios de los derechos humanos. Ante esta situación, la Escuela está llamada a jugar un papel preponderante, ya que constituye un espacio privilegiado para prácticas de aprendizaje y perspectivas del enfoque intercultural. En este sentido, las artes emergen como herramientas competentes en la construcción de estos procesos educativos, promoviendo la acción ciudadana de todos los involucrados, a través de metodologías pedagógicas más acordes con las relaciones educativas interculturales. Para construir contextos escolares cada vez más interculturales e inclusivos, surge en Portugal el Plan Nacional de las Artes, que reitera la importancia de las artes en la promoción de prácticas educativas más igualitarias, ricas e innovadoras. En vista de lo anterior, en este trabajo se realiza una reflexión teórica que, cruzada con un análisis de carácter más práctico, nos permite darnos cuenta de que las artes son parte central de la experiencia humana y que, como tales, constituyen oportunidades para la construcción de procesos de interculturalidad y educación intercultural, es decir, en contextos escolares.
Contemporary societies are more than places of cultural diversity and multiculturalism; they are spaces that seek the harmonious coexistence of their citizens, in a healthy interaction of different cultures and the construction of shared cultural expressions through dialogue and mutual respect. In other words, today's societies, in their mode of existence, seek interculturality. In this whole process, intercultural education stands out as an integral part of education for citizenship and for the values and principles of human rights. In view of this situation, the School is called to play a predominant role, since it constitutes a privileged space for learning practices and perspectives of the intercultural approach. In this regard, the arts emerge as proficient tools in the construction of these educational processes, promoting the citizen action of all those involved, through pedagogical methodologies that are more in line with intercultural educational relationships. To build increasingly intercultural and inclusive school contexts, the National Plan of Arts emerges in Portugal, which reiterates the importance of the arts in promoting more egalitarian, rich and innovative educational practices. In view of the above, a theoretical reflection is carried out in this work, which, crossed with an analysis of a more practical nature, allows us to realize that the arts are a central part of the human experience and that, as such, constitute opportunities for the construction of interculturality and intercultural education processes, namely in school contexts.
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Smit, Peter-Ben. "Diversiteit in het onderwijs van het Nieuwe Testament: Over het nut van biografische, levensbeschouwelijke en culturele diversiteit." NTT Journal for Theology and the Study of Religion 68, no. 4 (November 18, 2014): 277–96. http://dx.doi.org/10.5117/ntt2014.68.277.smit.
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This paper argues that attention for the biographical, ideological, and cultural diversity, as it is present in a typical New Testament class room, can be very productive, especially when paying attention to the intercultural hermeneutics involved. In fact, this approach leads to new scholarly insights, also of a historical nature, and may well be more viable and even more productive than a supposedly ‘neutral’ approach.
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Burdușel, Eva-Nicoleta, and Camelia Oprean. "Managing Academic Internationalization: A Culture-Based Approach." Management of Sustainable Development 6, no. 2 (December 1, 2014): 5–8. http://dx.doi.org/10.1515/msd-2015-0001.
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Abstract The goal of the present paper is apply the blue-ocean strategy to the current status of the higher education system, with a major focus on managing cultural diversity in a global world. Universities nowadays represent poles of excellence in terms of cultural innovation, knowledge creation and transfer to the industry, an interface between home and host country as regards academic mobility (teaching and research mobility); they have a significant role in promoting cultural values and informed intercultural communication, creating academic consortia as well as interacting with the local and business communities. The paper shall also redefine: the role of university managers in the context of expanding internationalization, both in terms of student / staff mobility and developing research networks; the relation of universities and higher education to the needs of society, in view of attaining economic growth and technological advancement. In this respect, the cultural centres affiliated to HEIs represent the best vehicle for raising cultural awareness, informed and coherent understanding of „otherness”, overcoming the „either/or” perspective. University differentiation and diversity are key components of current European strategies as illustrated by several documents: New Skills for New Jobs: Action Now; Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth; EDU 2025; Blue Ocean Strategy; The FOR-UNI Blueprint; 2005 UNESCO Convention on Cultural Diversity. Managing cultural diversity in a global world has become equally a challenge and a prerequisite for higher education institutions in view of their survival on a highly competitive market and will eventually render sustainable advantage at national and international level. Cultural centers affiliated with universities represent poles of excellence in terms of facilitating and promoting interculturality, plurilingualism, staff and student mobility as well as an exchange of teaching and research practices. In this context, the Confucius Institute at “Lucian Blaga” University of Sibiu represents an example of best practice in terms of efficient management and anticipatory leadership.
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Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.
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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.
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Spijkerman, Hans, Yvonne W. M. Benschop, and Joost Bücker. "Constructive intercultural contact: yes we can. Introduction of a new concept." Equality, Diversity and Inclusion: An International Journal 37, no. 7 (September 18, 2018): 649–63. http://dx.doi.org/10.1108/edi-05-2016-0042.
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Purpose The purpose of this paper is to introduce the concept of constructive intercultural contact. This concept refers to intercultural contact in which majority as well as minority participants are intercultural effective, i.e. can perceive themselves as comfortable and successful. Design/methodology/approach This study is based on exploration and review of intergroup, contact, acculturation and organization literature. Findings Five input elements of constructive intercultural contact are distinguished: responsibility, deliberate choice to postpone judgment, acknowledging the relative relevance of cultural differences, perspective taking and respect. What participants have to do to make constructive intercultural contact in organizations not only possible between colleagues, but also in hierarchical relationships is elaborated by reflection on the interrelation between majority/minority and manager/employee positions in constructive intercultural contact. Originality/value This paper contributes to diversity management literature by introducing a new concept which, focusing on the interaction level, explains how participants can make intercultural contact into a comfortable and successful experience for both. Other contributions are the differentiation between majority and minority actors and the elaboration of the complexity of intercultural employee/manager contacts.
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Novikova, L. A., O. V. Vasilkova, and I. S. Akatyeva. "ETHNIC IDENTITY AS A BASIS FOR STUDENTS’ INTERCULTURAL COMPETENCY FORMATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 2 (July 9, 2021): 217–25. http://dx.doi.org/10.35634/2412-9550-2021-31-2-217-225.
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The article considers the relevant and urgent issue of formation and development of ethnic identity of agricultural students as a framework for the development of intercultural competency. It is an essential and key competence in a modern world. Ethnic identity developing in childhood and youth maintains its stability lifelong and it is a key factor determining one’s emotional state. During the intercultural communication the manifestations of “our” and “other” ethnocentrism may result in aggression, frustration and depression. Ethnic and cultural identity management as a significant component of developed intercultural competency gives the opportunity to avoid undesirable negative consequences. Ethnic identity can be developed in the process of intercultural foreign languages teaching in higher education on the basis of methodological principles of the personal and activity approach, contextual education, the competency-based approach. The formation of positive ethnic and cultural identity starts with the perception of specific and particular features of native culture which is problematic as people become accustomed to accept values, customs and traditions of their own culture as something firm and permanent, as a matter of course. In this regard, the syllabus should contain ethnic and cultural knowledge and skills, the skill to see a situation from different perspectives on the base of understanding the relativity of ethnic and cultural events, the skill to govern one’s own emotional state. In this case the self-analysis, empathy and reflection become the psychological mechanism of stereotypes transformation, the realization of habitual ethnic and cultural preconceptions, and the acceptance of cultural diversity as a standard.
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Parrino, Lucia. "“Words to receive. Words to be received”: reflections on the Intercultural City museum work." Alterstice 5, no. 2 (June 8, 2016): 45–60. http://dx.doi.org/10.7202/1036690ar.
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Although diversity has always been a fundamental characteristic of human societies, now more than ever it has become central to the political and research agenda. The question of how we can live together while enjoying our differences is a fundamental issue of our time, and the city is viewed as the most promising site to negotiate identities. That being so, what is the role of museums? How can local museums develop interventions that address local cultural diversity issues? In the first part of the article, I introduce the idea of “Intercultural City museum work.” I present a metadesign framework that aims to help museums emphasize the impact of diversity work on their local contexts, proposing the Intercultural City approach as a reference point. In the second part of the article, I describe the “Intercultural City museum work” and on using the metadesign framework with reference to MUST-Museo del Territorio Vimercatese, a civic museum on local history and identity in Vimercate, a town in the metropolitan area of Milan. Immigration to the geographical area over the past few decades and the resulting cultural diversity are neither reflected in the museum collections nor the permanent exhibitions. As a result, the museum decided to address these topics through services, events and special projects. In particular, I describe the exhibition Words to Receive. Words to be Received, designed and created by COI-Centro Orientamento Immigrati—a local immigrants’ resource centre—with the museum.
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Rozkwitalska, Malgorzata, Michal Chmielecki, Sylwia Przytula, Lukasz Sulkowski, and Beata Aleksandra Basinska. "Intercultural interactions in multinational subsidiaries." Baltic Journal of Management 12, no. 2 (April 3, 2017): 214–39. http://dx.doi.org/10.1108/bjm-11-2015-0215.
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Purpose The purpose of this paper is to show how individuals perceive the quality of intercultural interactions at work in multinational subsidiaries and to address the question of what actually prevails in their accounts, i.e., “the dark side” or “the bright side.” Design/methodology/approach The authors report the findings from five subsidiaries located in Poland and interviews with 68 employees of these companies. Findings The “bright side” dominated the interviewees’ accounts. The phenomenon of high social identity complexity or common in-group identity can help explain the findings. The results also shed some new light on the associations between the context of subsidiaries and the perception of the quality of intercultural interactions. Research limitations/implications The paper contributes to the literature on cultural diversity and intercultural interactions in multinational subsidiaries. As the “bright side” of interactions was emphasized in the interviews, it particularly supports positive cross-cultural scholarship studies. Yet the explorative research does not allow for a broader generalization of the results. Practical implications Managers of multinational corporations (MNCs) should do the following: shape the context of MNCs to influence the dynamics of intercultural interactions and the way they are seen by their employees; emphasize common in-group identity to help their employees to adopt more favorable attitudes toward intercultural interactions; look for individuals with multicultural identity who display more positive approaches to intercultural contacts; place emphasis on recruiting individuals fluent in the MNC’s functional language; offer language training for the staff; and recruit employees with significant needs for development who will perceive more opportunities in intercultural contacts. Social implications The research demonstrates that the multicultural workplace of MNCs may be recognized by employees as activating the positive potential of the individuals and organizations that make up a society. Originality/value The accounts of intercultural interactions are analyzed to illuminate some significant foundations of how individuals perceive such interactions. The study provides a qualitative lens and highlights the positive approach to intercultural interactions. It may redress the imbalance in prior research and satisfy the need for positive cross-cultural scholarship.
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Buli-Holmberg, Jorun. "How to improve cultural identity and equality: experiences from intercultural dialogues in a school for all." DEDiCA Revista de Educação e Humanidades (dreh), no. 1 (March 1, 2011): 137–46. http://dx.doi.org/10.30827/dreh.v0i1.7163.
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This article presents results of a research project concerning intercultural education in Norway. The increasing diversity of students in inclusive schools in Norway calls for increased cultural competence on behalf of educators to teach them effectively. To teach and learn from an intercultural perspective is to build understanding for diversity and equality. Focusing on intercultural education is to switch from a homogeneous perspective to a diverse perspective in the process of learning which acknowledges and develops individual variation. When teachers focus on diversity they will encourage abandoning the idea of the model student. If students are not pressurised to fit into homogeneity, some stress is going to be removed from the student and in this way it will be easier to recognize individual merit in an individual way. That means that teachers and students should learn to negotiate norms and values that we share as a group and which will let us set up and reach our goals. This will create room to work on a positive self-image, improving each student’s abilities and capabilities and let them benefit from their classmates, and avoiding the traditional pictures of success and failure. In the intercultural classroom the teacher's task is to guide and facilitate students' learning towards cultural differences and self-efficacy. The methodology design of this research project involved dialogues between the researcher, teachers and pupils with the purpose of discovering what they were thinking in relation to self-esteem and empathy, and how they put emphasis on these aspects in the classroom. The procedure adopted was based on dialogues by means of the group interview method, with open questions. Ten teachers and twenty students in one school participated in the workshops, one for the teachers and one for the students. The result of this research is that the action learning approach helped the teachers and students to get a better understanding of different cultural customs and beliefs of each student in their class.
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Korenetskaya, Irina, and Nataliia Semenova. "INTERCULTURAL APPROACH IN ENGLISH AS A FOREIGN LANGUAGE TEACHING AT HIGHER INSTITUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 491. http://dx.doi.org/10.17770/sie2019vol3.3781.
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The article studies and analyses interculturality in ELT by means of intertextuality.The main focus of this paper is onthe integration of an intercultural approach in the content of modern academic curricula, as well as the intertextual features of texts in a foreign language classroom. The precedent texts, representing the phenomenon of intertextuality, developinterculturality in education via reflexive understanding of the Self and the Other on the border of cultures and values. Thus, the concepts of “intertextuality” and “interculturality” are analyzed in this article, their interrelation is shown, some ways of understanding of the precedent texts and implementation of interculturality in ELT are offered.The article focuses on the linguistic features of educational texts, not so much on the traditional and stereotyped cultural and value differences between the representatives of different nationalities, which leads to the establishment of barriers in interpersonal interaction, but rather on the cultivation of similarity, acceptance of cultural diversity, and awareness of Self and one's own identity.There are many effective ways to develop intercultural skills, applying such methods as CLIL, case-study, role-plays, lapbooking, projects. The conclusion reflects the main results of the research, revealing the essence of transformations of precedent texts, which form the students’ image of the world and affect the addressee in the way, necessary for the addresser.
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Apedaile, Sarah, and Cheryl Whitelaw. "Roots and Connections: A Culturally Integrated Approach to EAL Instruction." TESL Canada Journal 30, no. 1 (February 17, 2013): 127. http://dx.doi.org/10.18806/tesl.v30i1.1130.
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This article describes a culturally integrated approach to teaching English as an Additional Language (EAL) through Roots and Connections: A Culturally Inte- grated ESL Curriculum for Community Orientation in Alberta. This was devel- oped by the Centre for Intercultural Education to integrate intercultural sensitivity into English-language instruction. Based on a Canadian Language Benchmarks (CLB) approach to language development, it integrates supported community connections and cultural knowledge to provide effective early social integration supports through survival-level language development. This resource is a response to community needs determined through the Rural ESL Enhance- ment Project. Many rural communities in Alberta were struggling to support the needs of increasingly culturally diverse newcomers, including language pro- gramming, settlement services for newcomers, and intercultural sensitivity for community-service providers. This called for a culturally integrated resource in which the content, process, and instructor supports were intentionally designed to meet survival language needs and to develop intercultural sensitivity among all participants, in the service of broader community integration goals. This proj- ect demonstrates the enhanced effectiveness of EAL programming that explicitly engages the diversity of its learners using intercultural communication processes and supports the adoption of a culturally integrated approach to other kinds of part- and full-time EAL programming.Cet article décrit une approche tenant compte de la culture pour l’enseignement de l’anglais en tant que langue supplémentaire par le biais du programme Roots and Connections: A Culturally Integrated ESL Curriculum for Commu- nity Orientation in Alberta. Ce programme a été développé par le centre pour l’éducation interculturelle de sorte à intégrer la sensibilité culturelle dans l’édu- cation de langue anglaise. Reposant sur l’approche au développement langagier des niveaux de compétence linguistique canadiens, cette démarche intègre l’appui communautaire et les connaissances culturelles pour fournir un appui précoce en intégration sociale par le biais du développement langagier visant la survie. Cette ressource a été développée en réaction aux besoins communautaires tels que déterminés par un projet visant l’amélioration de l’ALS en milieux ruraux. Plusieurs communautés rurales en Alberta avaient du mal à répondre aux besoins des nouveaux arrivants d’origines culturelles de plus en plus diverses, y compris la programmation linguistique, les services d’établissement pour nouveaux venus et la sensibilité interculturelle pour les prestataires de services communautaires. Il fallait une ressource adaptée culturellement dont le contenu, le processus et les appuis aux enseignants étaient expressément conçus pour répondre aux besoins linguistiques (de survie) et pour développer la sensibilité interculturelle chez tous les participants, au service des objectifs plus vastes d’intégration communautaire. Ce projet démontre l’efficacité accrue d’une programmation en anglais comme langue supplémentaire qui fait explicitement appel à la diversité des apprenants par le biais de processus de communication interculturelle et qui appuie l’adoption d’une approche tenant compte de la culture au sein de d’autres programmes à temps partiel ou à temps plein.
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Alhendi, Osama, József Tóth, Péter Lengyel, and Péter Balogh. "Tolerance, Cultural Diversity and Economic Growth: Evidence from Dynamic Panel Data Analysis." Economies 9, no. 1 (February 5, 2021): 20. http://dx.doi.org/10.3390/economies9010020.
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This study aims to examine the impact of social tolerance of cultural diversity, and the ability to speak widely spoken languages, on economic performance. Based on the literature, the evidence is still controversial and unclear. Therefore, the study used panel data relating to (99) non-English speaking economies during the time period between 2009 and 2017. Following the augmented Solow model approach, the related equation was expanded, in this study, to include (besides human capital) social tolerance, the English language (as a lingua franca) and the level of openness. The model was estimated using the two-step system GMM approach. The results show that social tolerance of diversity and English language competence have a positive, but insignificant impact on the economy. Regarding policy implications, government and decision-makers can avoid the costs deriving from cultural diversity by adopting democratic and effective institutions that aim to achieve cultural justice and recognition, which, in turn, enhance the level of tolerance, innovation and productivity in the economy. Moreover, to ease intercultural communication within heterogeneous communities, it is necessary to invest in enhancing the quality of second language education which is necessary to make society more tolerant and the country more open to the global economy.
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Toscano-Cruz, María de la O., Inmaculada González-Falcón, Inmaculada Gómez-Hurtado, and María del Pilar García Rodríguez. "Educational Counseling and Temporary Language Adaptation Classrooms: A Study through In-Depth Interviews." Sustainability 12, no. 24 (December 14, 2020): 10433. http://dx.doi.org/10.3390/su122410433.
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This article aims to show the role of educational counselors both as promoters of cultural management and as mentors for attention to diversity. A qualitative methodology and ethnographic approach have been implemented. In-depth interviews with counsellors from schools in the provinces of Huelva and Cadiz (Spain) have been analyzed in order to pinpoint their perceptions regarding the educational attention that immigrant students receive and the opportunities that are generated from the temporary language adaptation classrooms and school counseling for the promotion of intercultural education. After the qualitative analysis, this classroom stands out as an essential device in the educational response received by these students. The main outcomes also show that the educational counselor is a key figure in the processes of educational attention to immigrant students, although they are faced with some challenges that remain pending in this process. These professionals assume the role of advisers, guides, coordinators, and promoters in the preparation of cultural proposals and actions. Their work is equally relevant in family–school–community mediation and in the positive promotion of intercultural coexistence. The discussion focuses on knowing the importance of intercultural education in schools as a response to the principle of “educating for all,” taking advantage of the educational context as a privileged setting to work on cultural diversity. This task must be carried out by the counselor in collaboration with the principals, families, other teachers, educators, and other agents. The research underlines the difficulties counselors face when implementing inclusive collaborative processes, while identifying them as key agents due to their pivotal role in the positive management of diversity.
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Desai, Sheetal, Srinivasa A. Rao, and Shazi Shah Jabeen. "Developing cultural intelligence: learning together with reciprocal mentoring." Human Resource Management International Digest 26, no. 3 (May 14, 2018): 38–40. http://dx.doi.org/10.1108/hrmid-03-2018-0050.
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Purpose This paper aims to focus on how reciprocal mentoring can be used to make employees culturally intelligent. Design/methodology/approach The authors conceptualize and present this framework based on their own experience in the industry and research experience in cross-cultural competence. Findings Workplaces today are characterized by high levels of multiculturalism. In such environments, being able to navigate this cultural diversity can be a challenge to many employees. Investing in cross-cultural training can be costly and time consuming. In such a situation, what better way to learn and appreciate cultural diversity than by bringing together two individuals from different cultural backgrounds. Reciprocal mentoring for developing cultural intelligence can be an effective practice that organizations can follow to develop intercultural competence amongst its employees. Practical implications The concept presented in the paper can help organizations use their own existing resources to develop cultural intelligence company-wide, rather than choosing third-party interventions/training. Originality/value This paper provides executives with a quick glimpse into the concept of cultural intelligence and its development through reciprocal mentoring.
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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (September 28, 2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.
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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value This study presents the informants’ experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.
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Zotou, Eleni. "Early childhood teachers’ perceptions of intercultural education in state schools of Thessaloniki and surrounding areas." Journal of Language and Cultural Education 5, no. 3 (September 1, 2017): 127–43. http://dx.doi.org/10.1515/jolace-2017-0032.
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Abstract This paper is going to argue that while early childhood teachers seem to have positive perceptions about intercultural education, the in-question students seem to be compelled to adopt different cultural habits. Data were gathered through a questionnaire distributed in 9 areas of Thessaloniki, completed by 161 teachers. The results showed that most teachers feel that they have enough knowledge about the curriculum regarding intercultural education, perform activities regarding interculturalism and diversity; they believe that students from different cultures feel welcomed and equally treated and participate in all class activities. Teachers suggest that students from different cultures build good relationships with all their peers and there is positive communication between students from different cultures as well as between their parents and teachers. However, the suggestion of most of the sample that students are compelled to adopt Greek cultural habits constrains this positive picture. It is possible that teachers feel that they are achieving positive results regarding intercultural education. It may be possible to recommend that the approaches that teachers report as part of their current practice should continue or that teachers’ own recommendations should be explored further to determine what sort of approach to intercultural education is being adopted.
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Butko, Galina, Gulnara Shashkina, and Nina Drozdova. "Formation of the competencies of future teacher-speech therapists in the field of intercultural communication." SHS Web of Conferences 98 (2021): 01015. http://dx.doi.org/10.1051/shsconf/20219801015.
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This article discusses topical issues of future speech therapists’ training in terms of a competence approach. Special attention is paid to formation of universal competences of future teachers in the field of intercultural collaboration. Current bachelor training curricula of specialized (speech pathology) education of speech therapy major 44.03.03 have been analyzed regarding formation of competences of future speech therapists in the field of intercultural communication. Efficient intercultural communication does not emerge spontaneously, it should be consistently developed. Modern life calls for mastering the skills of such communication. At present, special attention is paid to formation of universal competences in future speech pathologists, especially aimed at intercultural collaboration. It is believed that a speech therapist possessing such competences will be able to perceive cultural diversity of society in social, historical, and philosophical contexts. This article analyzes the experimental study of development level of future speech therapists’ general cultural competences. Junior and senior students from the Department of speech therapy, Institute of special education and psychology, Moscow City University took part in this research. The main experimental method was a survey of students. Particular attention was paid to the issues of formation of speech culture of speech therapists and the possibility to apply knowledge acquired during studies of a humanitarian module in professional activities of cultural and educational type. The main results of the analysis are a proven opportunity of updating theoretical knowledge of speech therapists in the field of intercultural communication acquired during studies of humanitarian, psychological, pedagogical and professional sections using interactive approaches to teacher activities.
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Bartz, Janieta, and Wibke Kleina. "Diversity is not the Enemy: Promoting Encounters between University Students and Newcomers." Social Inclusion 9, no. 3 (July 21, 2021): 154–62. http://dx.doi.org/10.17645/si.v9i3.4121.
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In today’s globalized world with dynamic processes of political, social, and societal change (Mergner et al., 2019) the university should be a place of encounter between people with different (cultural) backgrounds. The learning arrangement presented here therefore initiates intercultural exchange and aims to help students see diversity as an asset rather than a challenge (Roos, 2019). To this end, an intercultural project was initiated at TU Dortmund in Germany in 2017. In the context of different learning environments future teachers were invited to have encounters with young newcomers through a nearly completely self‐managed learning arrangement. The students were prepared for the encounters in focused courses dealing with theoretical backgrounds and didactic concepts. They would then prepare the lessons with the newcomers. In the context of this learning arrangement the following questions were important: What did the university students expect with regard to the encounter with newcomer students from schools? How did they prepare the lessons? What did students and newcomers think about the encounters later? What have they learned? And what do these reflections mean for inclusive and intercultural teacher education at universities? In the project we could observe that the didactic approach supports the students’ level of sensitivity towards differences and encourages future teachers to train the education of newcomers in a non‐judgmental framework (Bartz & Bartz, 2018). Based on a selection of qualitative empirical findings (ethnographic approach during six lessons in a period of two years and 147 interviews including the students’ and newcomers’ points of view about their learning encounters at TU Dortmund), this article discusses opportunities to create more innovative spaces for inclusive practices and cultures under the restricted terms of a mass university.
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Singh Saud, Mohan. "Linguistic Diversity in the English-Medium Instruction Classroom in Nepal: Challenge or Chance." International Journal of English Language Education 7, no. 1 (June 4, 2019): 70. http://dx.doi.org/10.5296/ijele.v7i1.14887.
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Linguistic diversity is a common phenomenon in urban Nepalese societies. However, Nepalese educational system has not adapted this reality very well. Therefore, considering the linguistic landscape of the multilingual city in Kathmandu, this study focuses on the linguistic and cultural diversity in multilingual school space of public education system. The purpose of this study was to explore how the English language teachers address the issue of students’ linguistic diversity in English as a medium of instruction (EMI) language policy classrooms, whether they take this as a challenge of teaching or chance for learning. Employing a phenomenological design of qualitative research, three English language teachers were interviewed to collect information for this study. Their audio recorded interviews were transcribed, coded and then analyzed and interpreted using a thematic approach linking with relevant theories. The findings indicate that linguistic diversity in the English classrooms can be a valuable resource for learning and developing effective intercultural competence in the learners to cope with culturally diverse social contexts. Though linguistic diversity has become a challenge of teaching for English language teachers, it can be changed into an opportunity for learning through intercultural awareness. EMI language policy of public schools has become a barrier to change multilingualism as a resource for learning.
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Tossutti, Livianna S. "Municipal Roles in Immigrant Settlement, Integration and Cultural Diversity." Canadian Journal of Political Science 45, no. 3 (September 2012): 607–33. http://dx.doi.org/10.1017/s000842391200073x.
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Abstract. This article examines municipal government roles in immigrant settlement, integration and cultural diversity in six of Canada's most diverse cities. Drawing on documentary and interview evidence, the review of corporate initiatives in Vancouver, Abbotsford, Calgary, Edmonton, Toronto and Brampton addresses three areas: the position or profile of these issues on the municipal government agenda; diversity, human rights and anti-racism policies for city institutions and the broader community; and access and equity policies. The inventory provides the data for a proposed local-scale typology that classifies and distinguishes among cities according to the normative premises underlying the official recognition of cultural differences in the public sphere, the types and extent of initiatives and the locus of bureaucratic authority for these issues. The analysis identified distinct approaches at the sub-state level. Toronto was the only city that has fully embraced a multicultural approach recognizing cultural diversity in most or all aspects of its corporate policies and structures and which grants collective rights to members of disadvantaged groups. The intercultural or civic universalist approaches prevailed in most study sites. Just three cities have developed comprehensive and relatively centralized approaches to these issues. The results suggest that sub-state authorities will not necessarily adopt the discourse and policy responses associated with state-level multiculturalism.Résumé. Cet article examine les approches des gouvernements municipaux dans six municipalités diverses du canada en ce qui concerne l'établissement des immigrants, l'intégration et la diversité culturelle. L'inventaire des initiatives au niveau de l'entreprise à Vancouver, Abbotsford, Calgary, Edmonton, Toronto et Brampton s'adressent à trois secteurs : la position ou le profil d'établissement des immigrants, l'intégration/problèmes de diversité dans le programme du gouvernement municipal; la diversité, les droits de l'Homme et les politiques anti- racisme pour les institutions de la ville et la communauté dans son ensemble; et les politiques d'accès et d'équité. L'inventaire forme la base d'une typologie à échelle locale qui est structurée en trois parties : les prémisses normatives fondamentales soulignant la reconnaissance officielle des différences culturelles dans la sphère publique; les types et l'étendue des initiatives et le lieu d'autorité bureaucratique de ces problèmes. L'analyse de preuves documentaires et d'entrevues a identifié des approches distinctes à l'établissement des immigrants, l'intégration et la diversité culturelle. Toronto était la seule ville a approuver entièrement l'approche multiculturelle qui reconnaît la diversité culturelle et tous les aspects de ses politiques et de ses structures d'entreprise, tout en accordant des droits collectifs aux membres de groupes défavorisés. Les approches interculturelles ou universelles ont prévalu dans la plupart de sites d'études. Juste deux villes ont développé des approches complètes et relativement centralisées à ces problèmes. Les résultats suggèrent que les autorités de sous-état n'adopteront pas nécessairement les réponses de discours et politique qui sont associé avec le multiculturalisme d'état-niveau.
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Barrett, Martyn. "How Schools Can Promote the Intercultural Competence of Young People." European Psychologist 23, no. 1 (January 2018): 93–104. http://dx.doi.org/10.1027/1016-9040/a000308.
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Abstract. This paper reviews existing evidence on how the intercultural competence of young people can be promoted by schools. It begins by examining the concept of intercultural competence, and the values, attitudes, skills, knowledge, and understanding that together comprise this competence. The various actions that can be taken by schools to promote the intercultural competence of young people are then reviewed. These actions include: encouraging intercultural friendships; organizing periods of study abroad; arranging for students to have Internet-based intercultural contact; setting up school-community links and partnerships; encouraging and supporting students’ critical reflection on their intercultural experiences and on their own cultural affiliations; using pedagogical approaches such as cooperative learning and project-based learning; using pedagogical activities that enhance the development of some of the specific components of intercultural competence (such as role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks); using a culturally inclusive curriculum; and adopting a whole school approach to valuing diversity and human rights. It is argued that, while there is evidence for the effectiveness of all these various actions, further evaluation studies using more robust methods are still required. Additional research is also required to identify the circumstances under which each form of action is most effective and the subgroups of young people who benefit the most from each action.
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Wallimann, Carla, and Andreas Balthasar. "Primary Care Networks and Eritrean Immigrants’ Experiences with Health Care Professionals in Switzerland: A Qualitative Approach." International Journal of Environmental Research and Public Health 16, no. 14 (July 23, 2019): 2614. http://dx.doi.org/10.3390/ijerph16142614.
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Growing migration in European countries has simultaneously increased cultural diversity in health care. Migrants’ equal access to health care systems and migrant friendly health care have therefore become relevant topics. Findings gathered in recent years have mainly focussed on the perspective of care providers, whereas this study includes migrant perspectives. It explores the primary care network of Eritrean immigrants in Switzerland as well as their experiences of interacting with health professionals. Semi-structured face-to-face interviews with intercultural interpreters from Eritrea were conducted. On the basis of a thematic analysis, the study identified the important informal and formal contacts in these Eritrean immigrants’ primary care networks and the specific forms of support each actor provides. In this network, encounters with health professionals were predominately expressed positively. The main barriers reported were language difficulties and intercultural understanding. On the basis of the participants’ statements, six key lessons for practice have been derived. These lessons are specifically important for facilitating Eritrean immigrants’ access to the Swiss health care system. Nevertheless, they are also relevant for other groups of migrants in European countries.
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Bánhegyi, Mátyás, and Judit Nagy. "Teaching Cultural Differences through Korean Canadians: Teaching Material Development for English as a Foreign Language Classes." Acta Educationis Generalis 9, no. 3 (December 1, 2019): 41–65. http://dx.doi.org/10.2478/atd-2019-0013.
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Abstract Introduction: Students of English as a foreign language must possess intercultural communicative skills in order to be able to interpret and discuss the cultural diversity that surrounds them when they use English for communicational purposes. This paper claims, and is based on the conviction, that the development of these skills takes place primarily through teaching English as a foreign language (EFL) in most educational contexts. This approach is facilitated by the fact that the English language functions as the most widely used foreign language in the context of culture teaching. Methods: Based on these considerations and with a view to theoretical and practical aspects concerning teaching material development, the presented study discusses some fundamental concepts associated with the relationship between teaching EFL, teaching cultural information and developing students’ intercultural skills. After reviewing potential theories, it adopts Byram’s (1997, 2008) Intercultural Communicative Competence model as a theoretical foundation for creating teaching materials for the purpose of developing students’ intercultural communicative skills. Results: The study presents the results of this endeavour through the example of author-designed worksheets focusing on Canadian content, and analyses a worksheet that covers Korean immigrant culture in Canada in order to demonstrate, with the help of this example, how theoretical considerations can be put into practice in the scope of developing teaching materials with Canadian content focusing on the development of intercultural communicative skills. Discussion: Within the scope of English as a foreign language, Byram’s (1997, 2008) Intercultural Communicative Competence model proves a very practical model to be used for the purpose of designing worksheets that develop students’ intercultural communicative skills: this is proved on the basis of the analysis of the above-mentioned worksheet. It is also demonstrated that teaching intercultural communicative skills through Canadian contents is a feasible and practicable way of introducing students to the concept of interculturality through the cultural heritage of an English-speaking country. Limitations: The theoretical background and the teaching material development project described below can serve as a potential model for designing similar worksheets, but the actual use and efficiency of this and similar worksheets depends on the applicable national curriculum and the specificities (primarily the language and motivational levels) of the class where such materials are intended for use. This also means that some aspects of the project are worth reconsidering when one intends to design their own teaching materials. Conclusion: For the design of worksheets developing intercultural communicative skills, this study provides a tried and tested methodological model to follow and presents a worksheet that can function as a potential model. In addition, this paper hopes to generate further research in the field of developing teaching materials focusing either on the development of intercultural communicative skills or on Canadian culture, and, through setting an example, it encourages the creation of worksheets of a comparable design or topic.
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Cerdán, Paulina. "Post-Development and BuenVivir: An Approach to Development from Latin-America." International Letters of Social and Humanistic Sciences 10 (September 2013): 15–24. http://dx.doi.org/10.18052/www.scipress.com/ilshs.10.15.
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This paper intends to contribute to the academic and popular discussions on the concept and practices of development and how it is linked to peace studies. Basing on the subaltern critiques of the concept of development and the Latin-American indigenous understanding of well-being – BuenVivir, the paper explores indigenous ways of seeking and achieving peace. It underscores the need to transcend the orthodox understandings and practices of development. In this paper, I intend to prompt a critical investigative conversation and evaluation on development which focuses on exploring the possibilities that these alternatives present in the transition from the current world order to a more human, sustainable and intercultural one. The article therefore, presents the prospects and relevance of cultural diversity towards peace and development across communities.
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Viveros-Márquez, José. "Evaluación del enfoque intercultural bilingüe en educación primaria indígena: Estudio de caso en la región indígena Los Altos, Chiapas." Revista Electrónica Educare 20, no. 2 (May 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-2.16.
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The objective of this study was to evaluate the implementation of the EIB (Bilingual Intercultural approach, by its acronym in Spanish) in an elementary indigenous school located in San Cristóbal de las Casas, Chiapas. This school is characterized by the cultural and linguistic diversity represented by the integration of teachers, students and parents of tseltal and tsotsil origin. We use the evaluation model CIPP (context, input, process and product) and complemented it with school ethnography, using semi-structured interviews (director and supervisor), participant observation (classroom sessions), focus group interviews to teachers and parents and a sociolinguistic questionnaire to students. The theoretical framework retrieves the core theoretical elements of the EIB, by reviewing and analysing bilingual education, bilingual bicultural education (biculturalism), pedagogical interculturalism and the intercultural bilingual approach. The main findings of this study show that, in practice, intercultural bilingual indigenous education has not transcended the bilingual dimension (the indigenous language teaching). Interculturalism is not yet clearly integrated in the speech nor in the educational practice of the studied school. The EIB implementation is still limited and responds to sociocultural, linguistic, political, educational and teacher training conditions that characterize the local educational context and are not favorable to enhance the effective implementation of the EIB in the primary school.
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Yadav, Prabhu Ray. "Promoting Inter-Cultural Relations in the Third Millennium." Tribhuvan University Journal 35, no. 1 (June 30, 2020): 139–48. http://dx.doi.org/10.3126/tuj.v35i1.35877.
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The paper aims to shed light on the beauty of inter-cultural relations in the third millennium. It endeavours to uplift the academic disciplines like identity, diversity and culture. A mutual understanding is a well known approach/method to develop the beauty of inter-cultural relations. The purpose of inter-cultural relations study is to strengthen social understanding around the world. Such relations play an important role to implement the national and international awareness. Inter-cultural relations, as an integral part of caste, culture, and religion, enlighten people about the distant and distinct cultural relations outside their own cultures. Such knowledge of inter-cultural relationsem powers people to protect their own cultures too.The concept of inter-cultural relations strengthens our economic, political and social stability. After the end of the bipolar world, inter-cultural relations have expanded our mutual/bilateral relations. The very interaction on inter-cultural relations becomes the cornerstone of international relations. Arguing in favour of intercultural relations is the way to reach the highest of the high path in human development.
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De Gastyne, Michèle. "Creative and Critical Thinking, and Ways to Achieve It." Journal of Interdisciplinary Studies in Education 9, SI (August 11, 2020): 152–77. http://dx.doi.org/10.32674/jise.v9is(1).1785.
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This paper discusses creative and critical thinking across wide cultural and historical frameworks. It begins with an exploration of Socratic Dialectics in multiple contexts, highlighting the need for innovative views and investigative practices using Art and Culture. A major objective of this project is to use the Arts for finding the universal sources of culture through exploring diversity, with a particular focus on the role of Africa as the cradle of humanity and dynamic initiatives on the continent. Through collaborative advocacy and the interdisciplinary approach of Leonardo daVinci (1452-1519), relevant generalities for human rights education and humanitarian efforts, this paper contextualizes intercultural dialogue for universal equity in young people’s development. The paper also explores how education influences the political developments of learners. The paper then shows how humanistic and intercultural approaches to education are fostering creative and critical thinkers worldwide.
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Ponce Durán, Fabiola. "Reflections of intercultural communication from the perspective of a foreign teacher." Journal of Intercultural Management 5, no. 1 (March 1, 2013): 63–70. http://dx.doi.org/10.2478/joim-2013-0005.
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Abstract The challenges of the globalized world, the constant progress of science and technology increasingly lead to a state of interdependence between countries which should lead to intercultural relations generate an attitude of respect for diversity with a more humane vision of life to work in international teams. Universities as organizations embedded in the dynamics of globalization offer academic programs with international or multicultural approach that encourage the development of skills, aptitudes and values according to international defendant. To do this, the recruitment of foreign personnel becomes imperative in meeting planned objectives, so the challenge of foreign teachers is presented to be inserted in different cultural environments transcend and reach their educational work in the formation of their students. The aim of this paper is to offer some reflections on the importance of intercultural communication product born of the increasing mobility of teachers who face the challenge of surviving in a country with different culture.
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Khukhlaev, Oleg E., and Natalya V. Tkachenko. "Attitude of Russian teachers to cultural diversity in difficult pedagogical situations: Experience of qualitative analysis." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 10, no. 1 (March 25, 2021): 33–44. http://dx.doi.org/10.18500/2304-9790-2021-10-1-33-44.
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Student-related cultural diversity is a phenomenon that characterizes most Russian schools. Intercultural interaction between teachers and students is discussed in the article from the perspective of the model called “Diversity in Organizations: Perception and Approaches” developed by M. Tatar and G. Gorenchik. The purpose of the study was to investigate the content of the ideas of Russian teachers about cultural diversity in the educational environment in the context of solving difficult pedagogical situations when interacting with children of migrants belonging to different cultures. The hypothesis of the study was the assumption that meaningfully different approaches to understanding cultural diversity in the educational environment constitute the interrelated integrated system of views, and their manifestation is largely related to how a teacher copes with difficult pedagogical situations when working with children belonging to other cultures and their parents. To achieve this goal, we chose the qualitative research method, which allows us to focus on the analysis of the respondent’s personal experience. The study was carried out in the format of in-depth interviews involving 6 teachers, who were females, aged 34 to 55 years, living in Moscow, Voronezh region and the Komi Republic. The interview transcripts were analysed using a phenomenological approach. It was established that Russian teachers used all four approaches to assessing cultural differences: Problem, Challenge, Resource and Indifference. It was shown that within different contexts, in different difficult situations, the same teacher could demonstrate a different attitude towards cultural characteristics of migrants’ children belonging to a foreign culture. It was established that cultural differences were the focus of the teacher’s attention in the situation of their problematization, when they created difficult pedagogical situations in combination with bright external markers of the student’s cultural affiliation. The obtained results allow for more effective development of teachers’ professional practice and promote the perception of cultural diversity as a Challenge and/or Resource.
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Nero, Shondel J. "Studying Abroad in the Dominican Republic: Preparing Culturally and Linguistically Responsive Teachers for 21st-Century Classrooms." Annual Review of Applied Linguistics 38 (September 2018): 194–200. http://dx.doi.org/10.1017/s0267190518000090.
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ABSTRACTThis article describes the conception, goals, design, and evaluation of a 3-week study abroad program in the Dominican Republic for preservice teachers at New York University to address cultural diversity in teacher education. Taking a critical approach to teacher education and drawing on four interrelated areas of research—second language acquisition, study abroad, culturally responsive pedagogy, and intercultural competence—the program sought to deepen teachers’ understanding of their students’ cultures, develop empathy toward language learning, and promote culturally responsive pedagogy. Program evaluation revealed that participants developed more critical understandings of the Dominican language, culture, and education system, which they could harness to practice culturally responsive pedagogy.
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Wilinkiewicz-Górniak, Lucyna. "Inclusive classroom – teaching multicultural groups of students – an intercultural project with students from 13 countries." Scripta Neophilologica Posnaniensia, no. 18 (February 7, 2019): 137–48. http://dx.doi.org/10.14746/snp.2018.18.13.
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Educating multicultural groups is not easy as a teacher has to deal with students from different cultural backgrounds in limited space and time. Still, it is feasible, provided that we are able to create a positive and trusting classroom environment in which all students are made to feel valued, respected and welcome. The one that combats stereotypes and prejudices allows multiple perspectives and ways of thinking and helps students develop a positive self-image. In such a classroom students can develop not only knowledge and skills, but also multicultural awareness, if only they are willing to coexist and cooperate with each other as well as accept and appreciate their varied backgrounds. Some points that I found to be the keys to success in my applied research are: culturally responsive teaching and differentiated instruction taking into account not only cultural diversity but also different learning styles andpreferences. Apart from their flexibility in the area of methodology, a teacher should use a multisensory approach to appeal to different learning styles.
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R’boul, Hamza. "Re-imagining intercultural communication dynamics in TESOL: culture/interculturality." Journal for Multicultural Education 14, no. 2 (June 10, 2020): 177–88. http://dx.doi.org/10.1108/jme-03-2020-0016.
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Purpose This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in classrooms. Without accounting for the additional factors involved in using English while interacting with the culturally different other, TESOL may not be able to ensure mutually satisfactory communicative experience. Design/methodology/approach Closer inspection is paid to intercultural communication research/pedagogy in TESOL to delineate the inaccuracies that have pervaded interculturality narratives and encourage sociopolitically conscious teaching that recognizes discourses of power and justice. Findings A simplistic/positivist consideration of interculturality in TESOL is rather unresponsive to possible unfair treatment of students’ cultures and the current circumstances, which are imbued with a high sense of complexity and non-linearity, resulting in producing ready-made conclusions. Practical implications This paper proposes embracing more complex approaches in accounting for the complexity of interculturality in TESOL pedagogy and research by taking into account intersubjectivity, suspending native-speakerism normativity, western hegemony and non-linearity of intercultural interactions. Originality/value This paper recognizes the inefficiency of presenting interculturality as a matter of conforming to communication standards of Anglophone cultures but rather argues for the need of promoting inclusive education that appreciates cultural diversity and considering the conditions (identity and culture) of non-native speakers in TESOL.
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Shum, Terence Chun Tat. "Street-Level Multiculturalism: Cultural Integration and Identity Politics of African Migrants in Hong Kong." Cultural Diversity in China 3, no. 1 (June 26, 2018): 37–57. http://dx.doi.org/10.1515/cdc-2018-0001.
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Abstract Multiculturalism is about co-existence of diverse cultures. Current literature on multiculturalism mostly uses a top-down approach to examine how the governments adopt different policies to manage cultural diversity. However, how the migrants use their own culture including music to enhance integration is often neglected. This paper uses the experience of African migrants in Hong Kong to reveal an alternative account of multiculturalism. Based on in-depth interviews and participant observation with African drummers, this paper examines the role of African drum as a means of cultural integration. It raises the concept of “street-level multiculturalism” for analysing how African migrants experience and negotiate cultural difference on the ground. It argues that African drum music promotes intercultural contact by arousing curiosity and creating friendly atmosphere. Africans’ engagement in identity politics is based on their marginal status. Their ability to negotiate their African culture and their Hong Kong experience is a politically conscious process.
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Blair, Scott. "Study Abroad and the City: Mapping Urban Histories." Frontiers: The Interdisciplinary Journal of Study Abroad 20, no. 1 (March 15, 2011): 37–54. http://dx.doi.org/10.36366/frontiers.v20i1.289.
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The accumulation by study abroad students of course-related onsite study excursions to museums, historical sites and celebrated buildings no doubt results in meaningful learning experiences. However, to make study abroad cities truly effective as sites for learning, educators must employ a well-conceived and theoretically-grounded approach that emphasizes the geographical, historical, and cultural formation of community identities linked to related urban spaces. Using a case study designed to analyze urban landscapes of LGBT communities in Paris, this article shows how mapping can be employed to use the city as a laboratory for intercultural learning, identity formation, and tolerance of diversity. This approach is based on best practices in experiential learning set forth by the National Society for Experiential Education (NSEE). Examples of exercises and templates for onsite study are included.
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Gomes Coimbra, Ana Carolina, and Maria Luisa Branco. "Educação escolar indígena e saberes tradicionais: A percepção dos professores Pipipã de Kambixuru." education policy analysis archives 28 (November 2, 2020): 162. http://dx.doi.org/10.14507/epaa.28.4728.
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This article is part of a doctoral research that deals with the school education and traditional knowledge of Pipipã de Kambixuru, located in the municipality of Floresta, Pernambuco, Brazil. The reports of the indigenous teachers will be presented on the importance of school education and the inclusion of traditional knowledge, namely medicine, Toré and Jurema Sagrada in the differentiated curriculum of the Joaquim Roseno Indigenous State School in the Travessão do Ouro Village. An ethnographic approach was followed, materializing in a participant observation in the indigenous territory, where interviews were made with the teachers, emphasizing the intercultural process of the curriculum construction and methodologies used in the classes. Traditional knowledge is presented to the community at school and through orality and, despite existing acculturation processes, the indigenous community perseveres in maintaining its legacy. Intercultural discourse contributes to the permanence and resistance of this people, since the cultural diversity in its epistemological concepts and in its practice is of great relevance both for academic construction and for a pedagogy of life.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.