Academic literature on the topic 'Intra-cultural diversity'

Humans have a natural affinity for conformity and coordination that is essential to culture, to groups, and to dialogical relationships. It is equally true that the dynamics of relationships, groups, and culture depend on tendencies to diverge, to differentiate, and to dissent. Evidence from anthropology, as well as social, developmental, and cognitive psychology, reveals remarkably convergent accounts of the complex interplay of divergence and convergence in an array of contexts. Conversational alignment, synchrony, mimicry, imitation, majority-minority dynamics, dissent, trust, intra- and cr

AbstractIn England and Wales, Liaison and Diversion (L&D) services work to facilitate integrated rehabilitative interventions orchestrated between Criminal Justice and Welfare systems to improve health and social care outcomes. A new L&D national model was introduced in 2014 to unify practice across all L&D sites. This chapter analyses the L&D’s historical activity before, during and after the process of implementation of this national model and provides a timeline whereby potential tensions and their underlying contradictions within and between the L&D and neighbouring services activity systems are identified. A case study of an L&D service in southern England is used by way of illustration and Cultural-Historical Activity Theory (CHAT) articulates the complexity of interactions between the professionals at the street-level. Our findings showed that fragmented information technology (IT) systems, both intra- and interagency, have been particularly problematic in this setting and that the national model was not apt to transform this situation. Fragmentation hinders information sharing and ultimately affects professionals’ capacity to collaborate. We suggest service providers at a local level engage in a dialogue with one another and that they are in a better position to govern local practices instead of having policy enforced unilaterally top-down.

Society has failed to acknowledge intra-group differences, and as a result, disregarded the ethnic distinctiveness, cultural practices, and norms of Afro-Caribbean emigrant (Rogers, 2001; Vickerman, 2001). In this chapter, the “triple-invisibility” of the Afro-Caribbean woman in the academy is explored within the context of race, gender, emigrant status and the goals concerning broader diversities related to higher education in the US.