Academic literature on the topic 'Recognizing Cultural Contexts'
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Journal articles on the topic "Recognizing Cultural Contexts"
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Alba, Richard. "Beyond Race: Recognizing Minority Status in Elite Contexts." Ethnicities 6, no. 4 (December 2006): 550–54. http://dx.doi.org/10.1177/146879680600600408.
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Kalolo, John Fungulupembe. "Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience." Journal of Studies in Education 5, no. 3 (June 1, 2015): 38. http://dx.doi.org/10.5296/jse.v5i3.7147.
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<p>Recent reforms of science education in the modern world have shown an increased need for culturally and contextually responsive science education in non-western countries. Despite the initiatives, there has been little discussion about the problems of irrelevance, ineffectiveness, and dis-functionality of western science education in non-western contexts, especially Africa.This review examines science education (SE) practices as experienced in non-western contexts. Drawing insights from context conscious science education traditions, the paper examines the link between the modern science education and the students’ life worlds, in non-western contexts. It should be understood that this discussion is not about cultural change <em>per se</em>; rather, it is an engaging discussion focused at reimaging the western science to fit non-western frames of reference. Recognizing the need for relevant science education in non-western contexts, it is argued necessary to restructure science education in non-western contexts so that it exists within historical, cultural, and institutional contexts and that all western science education practices need to be examined to see whether they are better suited to non‐western communities.<strong></strong></p>
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Chirkov, Valery I. "A cross-cultural analysis of autonomy in education." Theory and Research in Education 7, no. 2 (June 25, 2009): 253–62. http://dx.doi.org/10.1177/1477878509104330.
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In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from educational researchers from diverse educational settings around the world. These results are discussed in terms of the importance of recognizing students' basic needs for autonomy in learning environments, and the cultural deterministic models of socio-cultural differences that have obscured that need. Studies within the SDT provide strong psychological evidence to support a more interactive, multidimensional picture of human nature in various sociocultural contexts.
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Malsbary, Christine Brigid. "Youth and Schools’ Practices in Hyper-Diverse Contexts." American Educational Research Journal 53, no. 6 (December 2016): 1491–521. http://dx.doi.org/10.3102/0002831216676569.
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The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions, policies, organizational structures, curricular techniques, and teachers’ beliefs and attitudes across schools, youths’ practices were similar. Youth enacted explicit transcultural repertoires of practice: multiplicities of talking, thinking, and acting that engaged the resources and opportunities of ethnically and linguistically diverse classrooms. The article theorizes the importance of recognizing hyper-diversity as a distinct cultural context that shapes and situates youths’ practices and therefore their opportunities to learn.
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Song, Xiao, Kee-Cheok Cheong, Qianyi Wang, and Yurui Li. "Developmental Sustainability through Heritage Preservation: Two Chinese Case Studies." Sustainability 12, no. 9 (May 3, 2020): 3705. http://dx.doi.org/10.3390/su12093705.
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Cultural heritage is a vital part of a society’s existence. This role has particular relevance for China, with arguably one of the largest stocks of cultural assets, tangible and intangible, in the world. Recognizing the tension between cultural preservation and economic development as a general context, this paper examines the specific additional challenges China faces in its rush towards economic development. In providing both generic and China-specific contexts, this paper has as its objective to understand how Chinese policy-makers, both central and local, attempt to resolve the contest between cultural preservation and economic development, specifically rural rejuvenation. Through two case studies—of Lijiang in Yunnan province and Rizhao in Shandong province—this paper shows contrasting strategies to leverage local intangible cultural assets. Comparing these strategies reveals both the advantages and challenges inherent in each. A successful strategy captures the benefits of cultural tourism while minimizing its costs.
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Forte, Fabiana, and Pierfrancesco De Paola. "How Can Street Art Have Economic Value?" Sustainability 11, no. 3 (January 22, 2019): 580. http://dx.doi.org/10.3390/su11030580.
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The following paper analyzes the phenomenon of Street Art with particular attention to the increasing correlation between practices of Street Art and socio-economic dynamics. From the perspective of recognizing a possible formulation of the economic value of Street Art, the paper aims to describe the impacts which Street Art is having in some urban contexts, where the regeneration processes have found in this new form of “re-signification” an innovative modality of intervention. Some impacts have economic nature (direct, indirect or inducted), others are only social and cultural. Starting from an overview concerning the impacts of Street Art on the property market in several urban contexts, a first evaluation of what is happening in some neighborhoods of the metropolitan city of Naples is presented.
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Dahlberg, Stefan, Sofia Axelsson, and Sören Holmberg. "Democracy in context: using a distributional semantic model to study differences in the usage of democracy across languages and countries." Zeitschrift für Vergleichende Politikwissenschaft 14, no. 4 (December 2020): 425–59. http://dx.doi.org/10.1007/s12286-020-00472-3.
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AbstractCross-cultural survey research rests upon the assumption that if survey features are kept constant, data will remain comparable across languages, cultures and countries. Yet translating concepts across languages, cultures and political contexts is complicated by linguistic, cultural, normative or institutional discrepancies. Such discrepancies are particularly relevant for complex political concepts such as democracy, where the literature on political support has revealed significant cross-cultural differences in people’s attitudes toward democracy. Recognizing that language, culture and other socio-political variables affect survey results has often been equated with giving up on comparative research and many survey researchers have consequently chosen to simply ignore the issue of comparability and measurement equivalence across languages, cultures and countries. This paper contributes to the debate, using a distributional semantic lexicon, which is a statistical model measuring co-occurrence statistics in large text data. The method is motivated by structuralist meaning theory, stating that words with similar meanings tend to occur in similar contexts, and that contexts shape and define the meanings of words. Compared to other methodological approaches aimed at identifying and measuring cross-cultural discrepancies, this approach enables us to systematically analyze how the concept of democracy is used in its natural habitat. Collecting geo-tagged language data from news and social online source documents this paper descriptively explores varieties in meanings of democracy across a substantial number of languages and countries, and maps ways in which democracy is used among online populations and regions worldwide.
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Roberto, Sandra, Carla Moleiro, Nuno Ramos, and Jaclin Freire. ""The place I long to be": Resilience processes in migrants." PSICOLOGIA 30, no. 2 (December 7, 2016): 47–60. http://dx.doi.org/10.17575/rpsicol.v30i2.1111.
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Migration has been addressed in studies with a marked focus on its obstacles and difficulties, particularly in the contact with the host country. Recognizing that migrating is a complex process that involves several hardships, it is imperative to understand how migrants overcome adversity and to become aware of the resources mobilised to be cultural adjusted. Based on the theoretical perspective of resilience, this study aims to understand the contexts of adversity, resources and adjustment of Cape Verde migrants in Portugal, who have migrated to continue their studies in higher education. The collected 10 biographical narratives revealed the meanings of their life journeys, both in their country of origin and in the host country. The analysis of the narratives allowed the understanding of the diversity of resilience processes among the participants. The adversities were related to two main dimensions: cultural differences and interpersonal relationships with the Portuguese. In terms of resources, participants stressed the importance of the Cape Verdean diaspora upon arrival to the new country. Along the length of stay for some migrants, this remained the main resource; however, others were developing belongings and significant attachments in a broader context. In terms of cultural adjustment, many configurations have emerged, standing for the fluid nature of the resilience process, which can occur in different ways.
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Hendlin, Yogi Hale. "Multiplicity and Welt." Sign Systems Studies 44, no. 1/2 (July 5, 2016): 94–110. http://dx.doi.org/10.12697/sss.2016.44.1-2.06.
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This article interprets Jakob von Uexküll’s understanding of different beings’ Innenwelt, Gegenwelt, and umwelt through Deleuzian insights of multiplicity, context, and particularity. This Deleuzian interpolation into Uexküll’s insights acknowledges the absence of a unitary ‘human’ view of nature, recognizing instead that plural viewpoints of cultures, subgroups and individuals understand and interpret natural signs variously not just because of ideology but because of physiology and contrastive fundamental ways of accessing the world. Recent formative research in comparative neurobiology suggests that universal anthropological claims of cross-cultural semiotic similarity are incorrect.Interpreting biosemiotics as the investigation of apprehending the Innenwelt of radically different others (species), such semiotic understandings themselves are not necessarily generalizable between different members of the same species in a group, same-species groups in different natural cultural contexts, or even (as with humans) the same animal at different points of time (based on new understandings, patterns, or events of meaning altering interpretations of self and events). Conjoining Deleuze’s insights of the complexity of multiplicity with Uexküll’s scientific-imaginative system of comprehending other creatures’ ways of understanding their world offers an increased self-reflexivity regarding the simultaneous levels of actual semiotic activity for biosemiotic inquiry.
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Curry, Ben. "Valency–Actuality–Meaning: A Peircean Semiotic Approach to Music." Journal of the Royal Musical Association 142, no. 2 (2017): 401–43. http://dx.doi.org/10.1080/02690403.2017.1361177.
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ABSTRACTPeircean semiotics has retained a place in the study of music for more than 40 years. Few studies, however, have focused upon arguably the most important aspects of Peirce's thought: his contribution to logic and his development of a pragmatic approach to epistemology. This article develops a theory of Peircean semiotics in music that is rigorously derived from the key insights Peirce offered to philosophy. It focuses upon his theory of the proposition and posits an approach to music analysis that is sensitive to the importance of music's internal structure while recognizing the enormously significant role played by cultural contexts and social forces in the development of musical meanings. The article introduces Peircean semiotics and develops a theory of musical valency with particular reference to the Allegro of Mozart's ‘Prague’ Symphony. It concludes by theorizing the role of cultural and ideological forces in articulating and saturating a music's valency.
Books on the topic "Recognizing Cultural Contexts"
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Developing connections: Short readings for writers. 2nd ed. Mountain View, Calif: Mayfield Pub., 2000.
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Stanford, Judith Dupras. Developing connections: A writer's guide with readings. Mountain View, Calif: Mayfield Pub. Co., 1995.
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Stanford, Judith. Developing Connections: Short Readings for Writers. 2nd ed. McGraw-Hill Humanities/Social Sciences/Languages, 1999.
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Balboni, Michael, and John Peteet, eds. Spirituality and Religion Within the Culture of Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190272432.001.0001.
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This book provides a comprehensive evaluation of the relationship between spirituality, religion, and medicine evaluating current empirical research and academic scholarship. In Part 1, the book examines the relationship of religion, spirituality, and the practice of medicine by assessing the strengths and weaknesses of the most recent empirical research of religion/spirituality within twelve distinct fields of medicine including pediatrics, psychiatry, internal medicine, surgery, palliative care, and medical ethics. Written by leading clinician researchers in their fields, contributors provide case examples and highlight best practices when engaging religion/spirituality within clinical practice. This is the first collection that assesses how the medical context interacts with patient spirituality recognizing crucial differences between contexts from obstetrics and family medicine, to nursing, to gerontology and the ICU. Recognizing the interdisciplinary aspects of spirituality, religion, and health, Part 2 of the book turns to academic scholarship outside the field of medicine to consider cultural dimensions that form clinical practice. Social-scientific, practical, and humanity fields include psychology, sociology, anthropology, law, history, philosophy, and theology. This is the first time in a single volume that readers can reflect on these multi-dimensional, complex issues with contributions from leading scholars. In Part III, the book concludes with a synthesis, identifying the best studies in the field of religion and health, ongoing weaknesses in research, and highlighting what can be confidently believed based on prior studies. The synthesis also considers relations between the empirical literature on religion and health and the theological and religious traditions, discussing places of convergence and tension, as well as remaining open questions for further reflection and research.
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Leman, Peter. Singing the Law. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621136.001.0001.
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“Singing the Law” is about the legal lives and afterlives of oral cultures in East Africa, particularly as they appear within the pages of written literatures during the colonial and postcolonial periods. In examining these cultures, I begin with an analysis of the cultural narratives of time and modernity that formed the foundations of British colonial law. Recognizing the contradictory nature of these narratives (i.e., they both promote and retreat from the Euro-centric ideal of temporal progress) enables us to make sense of the many representations of and experiments with non-linear, open-ended, and otherwise experimental temporalities that we find in works of East African literature that take colonial law as a subject or point of critique. Many of these works, furthermore, consciously appropriate orature as an expressive form with legal authority. This affords them the capacity to challenge the narrative foundations of colonial law and its postcolonial residues and offer alternative models of temporality and modernity that give rise, in turn, to alternative forms of legality. East Africa’s “oral jurisprudence” ultimately has implications not only for our understanding of law and literature in colonial and postcolonial contexts, but more broadly for our understanding of how the global south has shaped modern law as we know and experience it today.
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Lamas, Carmen E. The Latino Continuum and the Nineteenth-Century Americas. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198871484.001.0001.
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This book argues that the process of recovering Latina/o figures and writings in the nineteenth century does not merely create a bridge between the US and Latin American countries, peoples, and literatures, as they are currently understood, but reveals their fundamentally interdependent natures, politically, socially, historically, and aesthetically, thereby recognizing the degree of mutual imbrication of their peoples and literatures of the period. Largely archived in Spanish, it addresses concerns palpably felt within (and integral to) the US and beyond. English-language works also find a place on this continuum and have real implications for the political and cultural life of hispanophone and anglophone communities in the US. Moreover, the central role of Latina/o translations signals the global and the local nature of the continuum. For the Latino Continuum embeds layered and complex political and literary contexts and overlooked histories, situated as it is at the crossroads of both hemispheric and transatlantic currents of exchange often effaced by the logic of borders—national, cultural, religious, linguistic, and temporal. To recover this continuum of Latinidad, which is neither confined to the US or Latin American nation states nor located primarily within them, is to recover forgotten histories of the hemisphere, and to find new ways of seeing the past as we have understood it. The figures of Félix Varela, Miguel Teurbe Tolón, Eusebio Guiteras, José Martí, and Martín Morúa Delgado serve as points of departures for this reconceptualization of the intersection between American, Latin American, Cuban, and Latinx studies.
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Calame, Claude. What Is Religion? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190911966.003.0014.
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This chapter examines two major trends in the contemporary study of religion—cognitive science and cultural anthropology. While the former seeks a universal, naturalist, evolutionary explanation for religion, the latter emphasizes cultural relativism, variability, and local context. After interrogating the weakness of both, the chapter suggests that Bruce Lincoln’s more critical, reflexive, and ideologically sensitive approach offers one of the best ways to move forward in the study of religion today. While recognizing the limitations and provisional nature of any definition of religion, Lincoln’s approach offers for a broad comparative method while also paying close attention to history, politics, and social change.
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Forster, Michael N. Aesthetics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199588367.003.0007.
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Aesthetics, or the philosophy of literature and art, was one of Herder’s main focuses. By valorizing these areas of culture (in comparison with others such as science and religion) and in several other ways he prepared the ground for German Romanticism. He also established many principles of great intrinsic importance: rejecting apriorism and systematization in aesthetics in favor of an empirical, non-systematic approach; insisting that arts such as sculpture and painting express meanings and therefore require interpretation; recognizing the central role of genre not only in literature but also in such arts; perceiving the deep historical, cultural, and even individual variability of literature and art in respect of semantic content, genre, moral values, and aesthetic values, plus the major implications this variability has for both interpretation and evaluation; developing a set of radical views concerning beauty; and emphasizing the importance of literature and art as means of moral pedagogy.
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Jones, Michael Owen, and Lucy M. Long, eds. Comfort Food. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496810847.001.0001.
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As a subject of study, “comfort food” is relevant to a number of scholarly disciplines, most obviously food studies, folkloristics, and anthropology, but also American culture studies, cultural studies, global and international studies, tourism, marketing, and public health. This volume explores the concept of “comfort food” primarily within a western context with examples from Atlantic Canada, Indonesia, England, and various ethnic, regional, and religious populations as well as rural and urban residents in the U.S. It includes studies of a wide range of dishes—bologna to chocolate, sweet and savory puddings, fried bread with an egg in the center, dairy products, fried rice, cafeteria fare, sugary fried dough, soul food, and others—exploring ways in which they comfort or in some instances cause discomfort and how they are connected to a sense of emotional well-being. Some essays analyze the phenomenon in daily life; others consider comfort food in the context of cookbooks, films, Internet blogs, literature, marketing, and tourism. Recognizing that what heartens one person might discomfort another, the collection is organized accordingly, from pleasant and comforting to unpleasant or discomforting food experiences. Those foods and food experiences are then related to concepts and issues such as identity, family, community, nationality, ethnicity, class, sense of place, tradition, stress, health, discomfort, guilt, betrayal, and loss, contributing to a deeper understanding of comfort food as a significant social category of human behavior.
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VanCour, Shawn. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190497118.003.0001.
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This chapter asserts the need to reinscribe radio’s prenetwork period within broader histories of modern sound culture and advances a production-based approach that explores the practices of sonic labor behind broadcasting’s surface-level textual forms. Recognizing this period’s importance for defining radio’s own identity, it also stresses the need to place emerging forms of radiomaking within the context of broader shifts in early twentieth-century sound entertainment. To this end, the chapter elaborates radio workers’ contributions not only to the rapidly expanding field of broadcasting, but also to much larger shifts in dominant production methods and performance styles that would ultimately span combined regimes of modern radio, film, and phonography.
Book chapters on the topic "Recognizing Cultural Contexts"
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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.
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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.
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Kayama, Misa, Wendy L. Haight, May-Lee Ku, Minhae Cho, and Hee Yun Lee. "Cultural Historical Contexts." In Disability, Stigma, and Children's Developing Selves, 23–38. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844868.003.0002.
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This chapter introduces some of the cultural-historical background necessary to understanding the perspectives of educators in Japan, Taiwan, South Korea, and the U.S. While recognizing the complex, evolving nature of culture, it provides an overview of some broadly shared, culturally embedded ideas about disability, stigmatization, and the self that are prevalent in East Asia and the U.S. In East Asian contexts, these include culturally specific folk beliefs, Confucianism, Buddhism, internationalism, and Westernization; as well as important historical events shaping modern educational systems put in place after World War II. In the multicultural U.S. context, common ideas and educational practices relevant to disability are shaped by ideas pertaining to individuality, independence, achievement, and internationalism, as well as important historical events such as the civil rights movement.
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Buzea, Carmen, and Radosveta Dimitrova. "The Roma Context." In Roma Minority Youth Across Cultural Contexts, 3–15. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190654061.003.0001.
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This chapter presents an overview of the current situation of Roma ethnic minority groups. The authors provide a brief historical outline as well as a summary of major sociodemographic, cultural, and contextual characteristics of Roma. They compare these characteristics across different countries hosting Roma populations and discuss their potential importance for children and youth within broader social and cultural contexts. Drawing on currently available empirical work with these populations, the authors address the question of whether traditional developmental frameworks can apply to oppressed minority settings. They also examine how unique cultural-specific and universal features of Roma can inform the understanding of optimal adaptation in adolescence. The authors conclude by emphasizing the relevance of recognizing that oppressed minority groups such as Roma have potentials and strengths on which we need to build, rather than assume that their communities are only characterized by adversity and deficits.
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Vainio, Teija, and Tanja Walsh. "Learning Maths with Mobiles." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 79–96. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8714-1.ch004.
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This chapter presents an overview of our experiences on cross-cultural design of technology in the context of mobile learning focusing on supporting learners to study mathematics in two different countries. The aim of our study is to discuss design issues from the perspective of two different types of cultures and reflect culturally sensitive issues based on a longitudinal study, which included empirical data from altogether over 3500 learners of grades 9 and 10. As a result we outline two focus areas: content and concept for best design practices. Furthermore, we argue that cross-cultural design of technology can help to identify culturally sensitive areas such as attitudes towards informal and collaborative learning and recognizing the local context for the content. Cross-cultural design of technology supports development of good user experience of mobile learning services for different local learning contexts.
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Hersi, Afra Ahmed. "Transnational Immigration and Family Context." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 162–74. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch010.
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This chapter examines the transnational nature of African immigrant students’ experiences in the United States. In two case studies of students from Ethiopia and Somalia, the authors explore the students’ pre- and post-immigration experiences, with a particular focus on their family and school contexts. The students’ resiliency in the U.S. education system can be attributed to several factors in their migration histories, including their migration to join family members who were already part of established co-ethnic communities, thus linking them to social support networks, living in transnational family contexts that are characterized by the separation and subsequent reunification of family members, and viewing education as the key to unlocking new opportunities. The authors identify practical strategies for supporting the academic and social success of immigrant students by recognizing and capitalizing on the social capital they possess.
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"Introduction." In The ITC International Handbook of Testing and Assessment, edited by Frederick T. L. Leong, Dave Bartram, Fanny M. Cheung, Kurt F. Geisinger, and Dragos Iliescu, 3–13. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199356942.003.0001.
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Chapter 1 introduces the Handbook by reviewing the historical and contextual factors surrounding the development of international psychological and educational testing. This Handbook provides such a review in six sections, covering (a) overview and historical context, (b) domains of testing and assessment, (c) settings, (d) special populations, (e) methodological advances, and (f) problems and challenges. Within each of these sections, the chapters address the unique problems, issues, and challenges related to testing from an international and global perspective. Recognizing the importance of cultural and international contexts to a true and accurate psychology, the authors have described how cultural, economic, political, and social factors in different countries frame the science and practice of testing and assessment. As this is an international Handbook, the contributors have also been selected to represent not only different domains and settings of psychological testing, but also different geographical regions of the world.
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Fernandes, Gonçalo Poeta, and Hugo Gomes. "The Valorization of the Surface Waters on the Inland Regions in Differentiated Tourism Products." In Innovation and Entrepreneurial Opportunities in Community Tourism, 204–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4855-4.ch012.
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The purpose of this study is to address the importance of water resources in tourism and leisure activities, to establish a framework of activities in inland waters and their meaning in the territory of the Serra da Estrela, namely within the scope of Estrela Geopark. Recognizing tourism as one of the pillars of a UNESCO world geopark, the image and brand of this destination is enhanced by the classification obtained, which drives the strengthening of partnerships; collaboration and cooperation between stackholders; the appreciation and diffusion of its heritage and culture; encouraging increased visitor numbers, consumption of goods and services, and decreasing seasonality of tourism. The attraction of its waters for tourism and leisure activities represents a resource for the strengthening of the economic activities within the region with concrete effects on trade, hotels, and local restaurants, in view of the practices involved, the natural and cultural contexts that the territory offers, and the opportunities for new activities.
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Imbert, Patrick. "Transculturality and the Included Third." In New Media and Communication Across Religions and Cultures, 29–46. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5035-0.ch003.
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Transculturality is principally defined by its relation to multiculturalism and interculturality as the constant invention of relational identity suggesting that the self is in the other and the other is in the self. In the context of “glocalisation,” we no longer seek to resolve the contradictions in one synthesis that results in monoculturalism, founded on the characteristic dualism of modern Nation-State. The possibilities are instead capitalized in the dynamics of what we call the “included third.” We try thus to understand the semiotic codes of diversity by, at the same time, avoiding relativism by recognizing what is undeniable and yet denied by the mediation of the monocultural dictatorships, fundamentalisms, or terrorisms masking murders and genocide either behind the promise of eternity or threat of disappearance. What is undeniable is the fact that people who were once alive are now dead. Inclusion and its strategies require testimony of a cultural memory very different from the disinformation of the official histories, tools in the hands of “lynchers,” those who lynch somebody, as René Girard calls them. Different literary and mediated texts are analyzed from this point of view based on their valorization of the metaphor of the chameleon, that is a very positive capacity to blend in different cultural contexts, in this chapter.
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Parish, Ryan M., and Charles H. McNutt. "Introduction." In Cahokia in Context, 1–8. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683400820.003.0020.
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Cahokia’s role in “Mississippianization”—or the rapid advent of monumental architecture; maize-based subsistence practices; a rich iconography; and social, political, and economic complexity—and its spread or adoption throughout the Midwest and Southeast is intriguing. The question of whether what we see in the archaeological record can be described as an “event” or a “process” drives research into examining cultural change and forces us to critically evaluate what exactly is Mississippian. Recent studies are first recognizing that what we call Mississippian culture is incredibly complex, from individual communities to broad regions whose localized development cannot be overshadowed. Second, researchers acknowledge that change is marked by historic figures, events, places, objects, landscapes, memories, traditions, beliefs, and people. The tangled web of change observed in the archaeological record is further obscured by the temporal and spatial scales of the data. However, creative models and collaborative research are elucidating the variability of Mississippianization from inception, spread, and adoption. The Cahokia site, its rise and fall as an early regional influencer of people both locally and abroad, is an important framework within which to study the development of place, memory, events, cultural traditions, and the last millennia of precontact North America.
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O'Brien, William. "Mining, Community, and Environment." In Prehistoric Copper Mining in Europe. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199605651.003.0014.
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The previous chapters in this book have reviewed the extensive research carried out on prehistoric copper mines in Europe. Numerous site investigations provide detailed information on the geological setting of these mines and the types of ore minerals extracted. The same studies yield important insights into methods of rock extraction, ore beneficiation, and smelting, and the overall organization of those activities. Building on this solid base of information, it is possible to move beyond an understanding of mining as a technological process to an emphasis on the prehistoric communities involved. The technical details and logistics of the mining process continue to be important, but are now considered as part of a socially informed chaîne opératoire of early metal production. Mining in the modern era is regarded as an economic activity; however, there is also a distinctive character to the individuals and communities who engage in that work. This is also true of prehistoric mining, which was undertaken within specific historical contexts that were structured by particular sets of cultural values. It was a highly social activity, involving closely-knit groups of individuals working together towards a common purpose, in situations where they depended on each other for their safety. With no written records, the challenge for researchers is to understand these social dynamics using material correlates available in the archaeological record. As in other areas of prehistory, there are certain limits to the inferences that can be made using this type of evidence. That said, the significance of metal to later prehistoric societies provides a broad indication of the importance of mining as an activity. A concern with the social background of these miners goes back to the earliest research in this field. The gradual move towards a ‘social archaeology’ of early copper mining reflects broader paradigm shifts in modern archaeology, away from culture historical explanations to more interpretative understandings of the material record. While recognizing the dangers of cross-cultural generalization, ethnohistoric studies serve to illustrate the vivid social history of mining communities.
Conference papers on the topic "Recognizing Cultural Contexts"
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Skyrius, Rimvydas, Mindaugas Krutinis, Svetlana Nemitko, Justina Valentukevičė, Norbert Andžej Gulbinovič, and Marija Sanosianaitė. "Informing Agility in the Context of Organizational Changes." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4779.
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Aim/Purpose: This paper, although conceived earlier than the emergence of COVID-19 pandemic, addresses the problem of informing agility as part of organizational agility that has become a rather important issue for business survival. Background: While the general issues of business informing, and business intelligence (BI) in particular, have been widely researched, the dynamics of informing, their ability to act in accord with changes in business and preserve the key competencies has not been widely researched. In particular, the research on BI agility is rather scattered, and many issues need to be clarified. Methodology: A series of in-depth interviews with BI professionals to determine relations between organizational agility and BI agility, and to round up a set of key factors of BI agility. Contribution: The paper clarifies a candidate set of key factors of BI agility and gives ground for future research in relations with areas like corporate and BI resilience and culture. Findings: The interview results show the relations between organizational changes, and changes in BI activities. BI has limited potential in recognizing important external changes but can be rather helpful in making decision choices and detecting internal problems. Lack of communication between business and IT people, existence of data silos and shadow BI, and general inadequacy of organizational and BI culture are the key factors impairing BI agility. Recommendations for Practitioners: There are practical issues around BI agility that need solving, like the reason-able coverage of standards or creation of a dedicated unit to care about BI potential. Recommendations for Researchers: The research is still in its starting phase, but additional interesting directions start to emerge, like relations between BI agility, resilience and corporate agility, or the role of informing culture and BI culture for BI agility issues. Impact on Society: Agile business, especially in times of global shocks like COVID-19, loses less value and has more chances to survive. Future Research: Most likely this will be focused on the relations between BI agility, resilience, and corporate agility, and the role of informing culture and BI culture for BI agility issues. NOTE: This Proceedings paper was revised and published in Informing Science: The International Journal of an Emerging Transdiscipline , 24, 19-30. Click DOWNLOAD PDF to download the published paper.
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Bergamini, Isabella, and Daniele Fanzini. "Design education learning: developing skills of observing and managing intangible system in young generations." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3328.
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There is consensus among researchers are recognizing that managing and projecting in complexity multidimensionality (Manzini, Baule, & Bertola, 2004) represents one of the mains challenges and constants of contemporaries’ processes of innovation. This systemic distinguishing peculiarity makes impossible to standardize the design processes because every single situation needs to be solve by adopting different strategies (Celaschi & Deserti, 2007). Nevertheless, those innovative processes can be developed and managed by refer us to tools and practices of design into the paradigms of multidisciplinary and multidimensional. However, what happens when professors have to transmit those concepts to young students of design faculties? We have to consider that normally those students are coming from second-degree schools, which programs usually still insist on content rigidly divided in disciplines and don´t consider how the contemporary relation between space and time has overturned for them (Morin, 2001). Young students generally disclaim their past in the meaning of heritage, values and techniques knowledge; they live in the present, a time that does not exist; a time that today results enormously expanded by globalization processes. They still living in a reality of which territorial capital subsystems are characterized by an entropic strong dichotomy of entities in opposition but, on the other hand, in balance within themselves, as for example topics as material/immaterial, collective/identity, culture/industry, etc. So, which are the design didactic challenges to provide horizontal skills for allowing young students to understand complexity and manage knowledge of the reality? This article will discuss the case study of the perception among design of a newly generation admitted at the Innovation and Design Engineering Degree of the Universidad Panamericana – Guadalajara Campus. As expected, in this new generation we can especially observe a resistance to consider the sociocultural, business, technological and territorial dimensions as systems that strategically characterized and affected plural aspects of the design innovation processes. The contribute then proceed in analyzing case studies of didactic activities for creating skills and sensibility able to develop this capability to observe, select and manage the intangible in order to optimize the design of the tangible in the young generations.DOI: http://dx.doi.org/10.4995/IFDP.2016.3328
Reports on the topic "Recognizing Cultural Contexts"
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.