Bibliografías temáticas / Communication Multicultural education

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Literatura académica sobre el tema "Communication Multicultural education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Communication Multicultural education"

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Voevoda, Elena V. "Intercultural communication in multicultural education space". Training, Language and Culture 4, n.º 2 (27 de junio de 2020): 11–20. http://dx.doi.org/10.22363/2521-442x-2020-4-2-11-20.

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Koriakina, Anzhelina y Lyudmila Amanbaeva. "Premises for a Multicultural Approach to Education". Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 29, n.º 4 (10 de agosto de 2021): 402. http://dx.doi.org/10.53656/str2021-4-5-multi.

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The goal of education at the present stage is development of a person able to participate in intercultural communication in modern multicultural conditions. Based on this goal, modern education should be based on the principles of a multicultural approach to education that can serve as a response to the challenges of ethnic diversity. In order to more fully disclose the value of a multicultural approach to education, we need to examine its premises. In the article, the premises for a multicultural approach to education are analyzed. It is revealed that there are some pedagogical, philosophical, and psychological premises for it.
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Nihalani, Paroo. "Globalization and Multicultural Communication". RELC Journal 39, n.º 2 (agosto de 2008): 242–61. http://dx.doi.org/10.1177/0033688208092187.

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Sharonova, Svetlana y Nursafa Khayrullina. "Culture and Education: Social Transformation and Multicultural Communication". Sotsiologicheskie issledovaniya, n.º 12 (diciembre de 2019): 146–47. http://dx.doi.org/10.31857/s013216250007741-8.

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Li, Hao. "Multicultural Communication Competence and Education in Ethnic Minority Areas of Yunnan". Theory and Practice in Language Studies 8, n.º 5 (1 de mayo de 2018): 541. http://dx.doi.org/10.17507/tpls.0805.13.

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Cultural diversity is evident throughout schools in border provinces of China, especially in Yunnan, which has the largest number of ethnic minorities. To what extent do teachers in Yunnan prepare their teaching to cater for the needs of culturally and linguistically diverse students? Findings revealed that cultural and communicative barriers exist in Yunnan's schools, resulting in the academic underachievement of minority students. This paper integrates some external issues, such as the insufficient family education and a lack of support and understanding from schools, with internal problems, such as students' and teachers' scant knowledge in multicultural communication and the stress from psychological and behavioural adjustment during the acculturation process, into a summary as multicultural communicative and educational problems. To solve these problems, theories and practice of multicultural communication competence are introduced to meet the varied needs of students in the multicultural environment, and integrate teachers with theoretical approaches for multicultural communication education. School courses need to be updated to address the needs of students from different cultural backgrounds, and this paper also provides practical ways to begin with.
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Wurzel, Jaime S. y William Holt. "Teaching aids for multicultural education". Communication Education 40, n.º 3 (julio de 1991): 286–91. http://dx.doi.org/10.1080/03634529109378852.

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Koester, Jolene y Myron W. Lustig. "Communication curricula in the multicultural university". Communication Education 40, n.º 3 (julio de 1991): 250–54. http://dx.doi.org/10.1080/03634529109378848.

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Bereznaja-Demidenko, Valentina y Edita Štuopytė. "THE ROLE OF EDUCATION IN THE INTEGRATION PROCESS OF FORCED MIGRANTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (25 de mayo de 2018): 225–34. http://dx.doi.org/10.17770/sie2018vol1.3192.

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The article deals with educational factors that involve the integration process of forced migrants. Non-formal training of multicultural communication skills is analysing as one of several educational factor of forced migrants’ integration. Moreover there is analyzed how non-formal training activities influence the emotional state and abilities of forced migrants’ minors. These results are relevant for institutions and communities that face with the multicultural communication every day. The theoretical parts of article contain the analysis of the publications made on the integration of forced migrants and multicultural communication in the integration process of the review. The empirical part of the research present how non-formal training activities influence on minors forced migrants emotional state and their preparation to the integration.
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Zhai, Shi. "ORIENTING POINTSOF MODERN POLYCULTURAL EDUCATION". Bulletin of Taras Shevchenko National University of Kyiv. Social work, n.º 4 (2018): 31–34. http://dx.doi.org/10.17721/2616-7786.2018/4-1/7.

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The article deals with the orienting points of multicultural education in the modern educational space. Emphasis is placed on the social upbringing of an individual in the context of cultural dialogue; education of tolerance and taking into account the reli- gious and ethnic culture of the individual; mastering the universal values of world and national culture; fostering a culture of international communication. The author focuses on the main features of multicultural education as an important way of forming certain social-educational and value-oriented inclinations, communicative and empathic skills that allow a person to carry out intercultural interaction, and to show understanding of other cultures, tolerance towards them. On the basis of the conducted research the author's vision of the essence of multicultural education of the modern personali- ty is formed, in particular purposeful socialization of the personality, which necessarily includes assimilation of samples and values of world culture, cultural-historical and social experience of different countries and peoples; formation of social-attitudinal and value-oriented qualities of a person capable of effective intercultural communication, as well as development of tolerance towards other countries, peoples, cultures and social groups; active social interaction. with representatives of different cultures while maintaining their own cultural identity. The goals, principles, functions of multicultural education in the theory and practice of educational process are considered.
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Hahl, Kaisa y Erika Löfström. "Conceptualizing interculturality in multicultural teacher education". Journal of Multicultural Discourses 11, n.º 3 (28 de enero de 2016): 300–314. http://dx.doi.org/10.1080/17447143.2015.1134544.

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Tesis sobre el tema "Communication Multicultural education"

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Padilla, Anne Hardie. "ESL: Teaching for Communication". TopSCHOLAR®, 1987. http://digitalcommons.wku.edu/theses/1804.

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Although the field of English as a Second Language – ESL – is a relatively new field for study, it grows out of a long tradition of teaching foreign or second languages. However, even without formal instruction in a second language, people throughout history have been learning second – and sometimes third and fourth – languages for purposes of trade, business, politics, social acceptance and even survival. Entering the last quarter of the twentieth century second or foreign language teachers had used three primary methods or approaches in their instruction: the Grammar-Translation method, the Audio-Lingual method, and the Cognitive Code approach. The extent to which any of these methods was successful was determined largely by the individual’s definition of success. In the world of the late 1970’s and the 1980’s, success in foreign or second language teaching has been defined in terms of the students’ ability to speak and understand – to use – the language for purposes of communication or interaction with native speakers of the target language, and to use it appropriately within a given context, at the end of a course of study. In the last fifteen years many new methods and approaches have been introduced and tried in second language classrooms, methods and approaches for which the goal has been communicative competence. Among them are the Silent Way, Total Physical Response, Counseling Learning, Suggestopedia, the Notional-Functional or Communicative Language Teaching approach, and various approaches or methods which use dramatic techniques. Although there may be considerable differences from one method or approach to another, these communicative approaches do share a common core: they involve the whole person – intellectual, emotional and social; they recognize the importance of minimizing stress within the learning environment; and they emphasize the importance of using the language in order to attain communicative competence in that language. One of these methods and one approach – Total Physical Response and Communicative Language Teaching – will be looked at in some detail in order to determine the underlying assumptions, particularly regarding learning and language theory; objectives and goals; syllabus; instructional materials; classroom activities; and the learner and teacher roles. Then a text which purports to reflect the method or approach will be briefly examined to determine the extent to which it does, in fact, reflect the method or approach.
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Al, musaiteer Suliman Saleh. "The Saudi students' experience in intercultural communication". University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1439568586.

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Zhang, Senquan. "Cultural communication and miscommunication: Chinese MBA students in a Canadian academic and sociocultural context". Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6167.

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This doctoral study deals with communication issues of MBA students from China at Eastern Canada University (pseudonym). The author investigates how Chinese cultural presuppositions can lead to miscommunication and misunderstanding in the Canadian academic and social context. The main research questions are: What is the nature of Chinese/Canadian cross-cultural miscommunication and misunderstanding? What are the reasons for such miscommunication and misunderstanding? What are the consequences of such miscommunication and misunderstanding? What are the strategies for dealing/coping with miscommunication and misunderstanding? In examining communication issues in non-instructional, real-life settings, the emphasis of the present study is on communicative competence (Hymes, 1971, 1972) and language socialization (Lazaraton, 1995). Firth & Wagner (1997) lament that although second and foreign language interactions in non-instructional settings are everyday occurrences, such as in the workplace, they have not yet attracted the attention of second language acquisition researchers. The present study addresses this gap. Johnson (1992) encourages ethnographic research, by saying that we can gain new insights by employing ethnographic approaches to understanding second and foreign language learners in schools and varied adult educational and workplace settings. The present study is a naturalistic inquiry employing ethnographic methods; data are collected through (1) observation of the participants, (2) in-depth interviews with key informants, (3) interviews with background informants, and (4) a questionnaire. Data analysis and interpretation follow the qualitative paradigms of phenomenology and hermeneutics (Tesch, 1990). Further, Spindler's (1997) concept of transcultural sensitization has inspired the present study towards a better understanding of the phenomena and concepts involved in learning an additional language and culture. Through its ethnographic approach, the present study shows that cultural factors significantly influenced the Chinese MBA students' sojourn in Canada and played a crucial role in various aspects of their academic work, their off-campus social interaction, their on-campus study-related interaction, and their relationships with Canadians. The present study is expected to contribute to a better understanding of language socialization in cross-cultural contexts and facilitate efficient language and professional training programs. With its emphasis on cross-cultural understanding on the conceptual level, it is further expected to contribute to the theory of language learning and language use in international settings.
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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Boyne, Grace Marie 1948. "Cross-cultural communication: Perceptions on an educational institution by urban and traditional Indians". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291447.

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Cross cultural communication is difficult because of the different cultural parameters. The cultural experiences define your perspective. Behavior in culture, moreover, is dependent on many factors as historical, sociological and psychological experiences. These experiences further define your worldview and determine your reactions.
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Schwartz, Michael Adam. "Communication in the doctor's office deaf patients talk about their physicians /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Ball, Charlene L. "Intercultural dialogue for civic engagement: Perspectives from the multicultural community". Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/236.

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Since the 1980s, intercultural dialogue has become increasingly recognized as a way to reduce prejudice, improve relationships, increase intercultural understanding, manage diversity, and contribute to democratic processes. Similarly, civic engagement has emerged as a key priority of municipalities to effectively serve and meet the needs of a culturally diverse public. I conducted an exploratory qualitative research study using focus groups with 13 ethnocultural community leaders in Edmonton, Alberta. The main goals were to understand from their lived experiences and perspectives how intercultural dialogue could contribute to meaningful and culturally appropriate civic engagement for ethnocultural communities. The findings indicated that ethnocultural community leaders are passionate about and committed to improving the lives of their communities, identify strongly with Canada and Edmonton as their home, and appreciate being meaningfully involved in civic affairs. The findings indicated that intercultural dialogue is meaningful if it takes place in a larger framework of civic engagement practices. This framework of meaningful practices is presented along with recommendations that can be adapted and implemented by municipalities, institutions, and organizations that wish to engage meaningfully with and respond effectively to diverse ethnocultural communities.
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Flaherty, Bridget Eileen. "Cultures in Residence: Intercultural Communication Competence for Residence Life Staff". The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05152009-083236/.

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Despite a recent plateau in the number of international students coming to the U.S., international students still make up a significant portion of the student body at institutes of higher education. Along with attendance at schools, many international students live in campus housing, such as residence halls, and are often placed with a U.S. roommate. Previous research has shown that international and U.S. students may have cultural conflicts, particularly when living together. Since many younger students may not be interculturally competent, it is left to the staff of Residence Life offices, such as resident assistants, to counsel students through their issues; yet many resident assistants do not receive any type of intercultural competence training. A needs analysis was conducted with the current Resident Assistants at The University of Montana, and the results were used to develop intercultural communication competence training for the incoming Resident Assistants in Fall 2009.Body of paper begins here.
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French, Lorie J. Waggoner. "A study on how multi-cultural awareness training changes the cultural sensitivity of teachers /". Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/frenchl/loriefrench.pdf.

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Rodriguez, Lisa Ann. "A Q-methodology study of adult English language learners' perceptions of audience response systems (clickers) as communication aides". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/808.

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This study explored the perceptions of adult English language learners about the use of audience response systems (clickers) to facilitate communication in a classroom environment. In the early stages of second language acquisition, learners' receptive capabilities surpass expressive capabilities, often rendering them silent in their second language. Educational strategies and tools may be available to help English language learners communicate more effectively by enabling them to demonstrate their knowledge and express their opinions nonverbally. Many studies have been conducted with clickers, but none were found pertaining to adult English language learners. Second language acquisition theory provided the theoretical base for this research. In this Q-methodological study, adult English language learners enrolled in a computer skills course ranked statements about using clickers according to how closely they align with their personal perceptions. Factor analysis was performed to identify commonalities and patterns in perceptions. The findings support the view that second language acquisition theory influences how technology tools are perceived by English language learners. Adults with lower English language proficiency levels perceived the anonymity provided by clickers to be beneficial. Participants with beginning to intermediate levels of English proficiency perceived the clickers to be more valuable for communication than did those with lower levels of English proficiency. Results of this study may affect positive social change by leading to more effective instructional and assessment practices for adult English language learners and by fostering research into the viability of educational technology communication tools with all English language learners.
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Libros sobre el tema "Communication Multicultural education"

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Abdallah-Pretceille, Martine. Education et communication interculturelle. 2a ed. Paris: Presses universitaires de France, 2001.

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Louis, Porcher, ed. Education et communication interculterelle. Paris: Presses universitaires de France, 1996.

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L, Powell Dana, ed. Classroom communication and diversity. 2a ed. New York: Routledge, 2010.

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Multicultural communication skills in the classroom. Boston: Allyn and Bacon, 1993.

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Cohen, Marlene C. Multicultural activities for the speech communication classroom. Boston: Houghton Mifflin, 1998.

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L, Richardson Susan y Hawkins Tony D, eds. Multicultural activities for the speech communication classroom. Boston: Houghton Mifflin, 1995.

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Pašalić, Kreso Adila, Fox Christine y SpringerLink (Online service), eds. Living Together: Education and Intercultural Dialogue. Dordrecht: Springer Netherlands, 2009.

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W, Johnson David. Multicultural education and human relations: Valuing diversity. Boston: Allyn and Bacon, 2002.

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Taylor, Orlando L. Cross-cultural communication: An essential dimension of effective education. Washington, D.C: American University, 1987.

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Abdallah-Pretceille, Martine. L' éducation interculturelle. Paris: Presses universitaires de France, 1999.

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Capítulos de libros sobre el tema "Communication Multicultural education"

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Spiteri, Damian. "How Can Colleges/Universities Promote Multicultural Education Effectively?" En Multiculturalism, Higher Education and Intercultural Communication, 5–46. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51367-0_2.

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Matteucci, Riccarda. "Communication in the Multicultural Classroom: A Challenge in Twenty-First Century Education". En Paradoxes in Education, 147–68. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_8.

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Spiteri, Damian. "Linking the Subjective and Personal Aspects of Self to Multicultural Education". En Multiculturalism, Higher Education and Intercultural Communication, 47–81. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51367-0_3.

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Morgan, Konrad. "Technology Integration in Multicultural Settings". En Handbook of Research on Educational Communications and Technology, 867–71. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_70.

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Huang, Jie, Youngkyun Baek y Jungwon Cho. "Technology-Supported Storytelling (TSST) Strategy in Virtual World for Multicultural Education". En Communications in Computer and Information Science, 101–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35248-5_15.

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Ragusa, Angela T. "The Impact of Sociocultural Factors in Multicultural Communication Environments". En Web-Based Education, 1661–83. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch112.

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Changes in the availability and quality of communicationtechnology have revolutionized, and fundamentally altered, learning environments. As citizens of the “Information Age,”the breadth and impact of global communication are triggering unprecedented transformation of social structures and institutions. This chapter explores theimpact of commodification on education when institutions of higher education sell knowledge as a commercial good. Thecontemporary phenomenon of distance education is increasingly offered and purchased by an international market which experiences heightened pressure for standardization from the global citizens it serves. It is argued here that technological changes necessitate reevaluation of communication processes, discursive practices, and organizational policies. To stay competitive and produce quality products for increasingly international audiences, institutions must create well-articulated policies. By providing insight on the impact multiple socio-cultural and communicative norms have on virtual communication, this research uses qualitative discursive analysis of caseexamples to examine how variance in the structure and delivery of virtual communication environments at a leadingdistance education university in Australia affects student satisfaction, perception, and learning outcomes. Whereas previous research fails to include a theoretical or conceptual framework, this work draws upon interdisciplinary work from the fields of sociology,education, and science and technology studies. How “cyberspace” changes interaction rituals, masks cultural norms, and alters entrenched social expectations by creating new sensitivities is discussed, along with theramifications of variation in technological availability, competence, and expectations in global classrooms. In sum, ideas for informing change in policy, administration, and the delivery of distance education and virtualcommunication in global environments are discussed to equip leaders and participants with skills to foster effective communicative and interaction strategies.
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van der Kroon, Linda, Kristi Jauregi y Jan D. ten Thije. "Telecollaboration in Foreign Language Curricula". En Multicultural Instructional Design, 958–80. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch045.

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The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.
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Shearman, Sachiyo Morinaga y Mariko Eguchi. "Use of New Media in Intercultural Communication Classes". En Multicultural Instructional Design, 530–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch025.

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Since the term intercultural communication was first used by Edward T. Hall in 1959, more than half a century has passed, and the context of intercultural communication has gone through dramatic changes. With the advent of the internet and the digital media technologies, instructors can offer students computer-mediated intercultural communication using a variety of new media such as video-conferencing and instant messaging. Drawing from contact theory, learning cycle theory, and new media theory, the authors examine the use of computer-mediated intercultural communication, report various ways that new media are used in classrooms based on an online survey, discuss its benefit and limitations, and review a best practice example, a case of “Global Understanding Course” coordinated by East Carolina University and Global Partners in Education. The authors believe that integrating the use of new media in intercultural communication education helps prepare students for the global society.
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Awada, Ghada M., Hassan B. Diab y Kawthar H. Faour. "Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education". En Multicultural Instructional Design, 576–604. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch027.

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The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement.
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LaFever, Marcella. "Using the Medicine Wheel for Curriculum Design in Intercultural Communication". En Multicultural Instructional Design, 686–711. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch032.

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In December 2015, the Truth and Reconciliation Commission of Canada released its calls to action for reconciliation related to the oppressive legacy of Indian Residential Schools. Required actions include increased teaching of intercultural competencies and incorporation of indigenous ways of knowing and learning. Intercultural Communication as a discipline has primarily been developed from euro-centric traditions based in three domains of learning referred to as Bloom's taxonomy. Scholars and practitioners have increasingly identified problems in the way that intercultural competency is taught. The decolonization of education is implicated in finding solutions to those problems. Indigenization of education is one such effort. This chapter posits the Medicine Wheel, a teaching/learning framework that has widespread use in indigenous communities, for use in instructing intercultural communication. Bloom's taxonomy of the cognitive, psychomotor, and affective domains, is missing the fourth quadrant of the Medicine Wheel, spiritual. Examples of the spiritual quadrant are offered.
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Actas de conferencias sobre el tema "Communication Multicultural education"

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Sengkey, Marssel Michael, Mint Husen Raya Aditama y Tellma Mona Tiwa. "Social Interaction and Communication in Multicultural Counseling". En 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.041.

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Shapovalova, Inna S. "Youth Communication Strategies: Communication without Borders and Site Traps". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-110-117.

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Cherednichenko, Galina A. "Educational Tracks of Russian Youth through Education System (on state statistics 2000-2017)". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-634-640.

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Petrova, Galina A., Larisa G. Medvedeva y Elena Y. Nadezhdina. "The Distance Education better meets the Idea of Lifelong Learning Education, Self-conducted Education in the Modern Society". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-599-606.

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Kapelko, Olga N. y Georgiy G. Malinetskiy. "Education for Future with Digital Tehnologies". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-20-27.

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Mikheeva, Natalia F. "Translation in the Aspect of Intercultural Communication". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-313-321.

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Sharikov, Dmitriy D. "Culture, Cognition, and Education: Exploring the Intersections". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-290-297.

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Logunova, Larisa Yu y Antonina N. Utkina. "Human Centricity of Education: Contradictions and Meanings". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-502-510.

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Sharonova, Svetlana A. y Lidiya V. Rassokhina. "Innovations in the Institutions of Religious Education". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-72-78.

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Fakhrutdinova, Amina Z. "Network Communication: Reflection in Different Types of Interaction". En Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-473-479.

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