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Cultural Marginality: Identity Issues in Global Leadership Training
Abstract
In the context of intense intercultural experience, the individual’s identity is often transformed by the forces of acculturation. Unexpectedly powerful demands, influences, and resistances buffet the values, beliefs, and behaviors of the sojourner, leading to confusion, and eventually resolution of profound identity issues. The resulting sense of being between two cultures or more, living at the edges of each, but rarely at the center, can be called cultural marginality. When these issues remain unresolved, the person is often confounded by the demands, and feels alienated in a state called encapsulated marginality. The constructive marginal resolves these questions by integrating choices from each culture of which the person is a part, choosing the appropriate frame of reference, and taking action appropriate for the context.
Global leaders need to recognize the characteristics of the marginal identity and leverage the skills the marginal brings to the organization. The mindset of hybrid professionals fosters increased creativity, culturally appropriate problem solving, and collaboration with other culture partners. Educators, trainers, and coaches can design developmental opportunities for sojourners to acculturate to new environments in a way that potentiates their intercultural competence and comfort with their bicultural mindset. By viewing a complex cultural identity as an asset to the organization, global leaders can avoid the common pitfall of overlooking cultural marginals and instead maximize their contribution to globalization.
... According to Gaitho (2022), one of the unique problems that exist in today's business world is global leadership, which is linked to worldviews and value systems. Global leaders, according to Bennett (2014), have the skill to persuade people, teams, institutions, and communities which are distinct from themselves by being effective in both international and multicultural (domestic) situations. Bennett (2014), however, notes that such cultures impact global leaders in a reciprocal way, calling into question the fundamental cultural norms on which their work is built. ...
... Global leaders, according to Bennett (2014), have the skill to persuade people, teams, institutions, and communities which are distinct from themselves by being effective in both international and multicultural (domestic) situations. Bennett (2014), however, notes that such cultures impact global leaders in a reciprocal way, calling into question the fundamental cultural norms on which their work is built. A profound impact on identity is a predictable outcome of intense global experience. ...
... Additionally, self-identities, together with self-esteem, selfknowledge, and social self, all contribute to the formation of the self, opines Itulua-Abumere (2013). According to Bennett (2014), the dynamics of assimilation frequently modify the individual's identity in the midst of intense global exposure. Unexpectedly intense strains, stimulations, and confrontations challenge the sojourner's beliefs, values, and actions, causing perplexity and, eventually, resolution of significant identity concerns. ...
This conceptual paper examines how culture and identity shape worldviews and values. Worldviews include beliefs about life, reality, right, and wrong, while value systems reflect cultural norms and priorities. Global leaders must navigate diverse worldviews. Complex cross-cultural interactions can challenge organizational identity and reveal implicit leadership biases. To examine dominant paradigms and their effects. Cultural theory and social identity inform analysis. This literature-based study examines worldview, culture, and identity definitions and dimensions. Worldviews influence behavior, decisions, and sacrifice, research shows. However, globalization changes worldviews. Values differentiate public and private norms. Generational culture instills fairness and freedom values. Individualism-collectivism, power distance, and indulgence-restraint vary culturally. Self-concepts and social positions shape identity. Intense global experiences can challenge deeply held assumptions and change identity. Culture can inspire creativity. Christian worldview is biblical, not worldly. When personal and corporate values align, organizational culture aligns. Global leaders must understand diverse worldviews, values, and identities to promote cross-cultural communication. In conclusion, complex reciprocal dynamics shape values, identity, and worldviews.
Keywords: Dominant, Worldviews, Value Systems, Culture, Perspectives
... Such issues have been widely discussed recently, by the alias of Intercultural Sensitivity. Bennett (1993a) conceptualizes Intercultural Sensitivity through a Developmental Model of Intercultural Sensitivity (DMIS). In this regard, Intercultural Sensitivity goes through two stages: ethnocentrism and ethnorelativism. ...
... At the last stage, known as Integration, the person is able to move between different worldviews that coexist in themselves. Bennett (1993a) describes that integration is not necessarily better than adaptation in situations that demand intercultural competence, but it is descriptive of a growing number of people including many members of non-dominant cultures, long-term expatriated and global nomads. ...
... On the second block, the questions aim at locating in which level of Intercultural Sensitivity the participant stands. This block had thirty questions based on the works of Bennett (1986Bennett ( , 1993aBennett ( , 2004 regarding Intercultural Sensitivity. Questions were closed, answered in Likert format. ...
The aim of this study is to measure the level of intercultural sensitivity of public school principals in Brazil, and to seek evidence about which individual, institutional, socioeconomic, and localization characteristics are related to this aspect. Intercultural sensitivity translates behavioral aspects into situations of interaction between individuals from different cultures. It is one of the important competencies for education professionals to better perform their pedagogical work within the school environment. In order to achieve the aim of this work, an Intercultural Sensitivity Index (ISI) was proposed, and then, econometric regressions were made in OLS to correlate these characteristics with the proposed index. From the results of these models, it was proposed a profile of public school principals in relation to intercultural sensitivity. With the evidence obtained by the model, orientation of public policies focused on the theme was proposed.
... Elsewhere, marginality has been conceived to connote the potential benefits of inhabiting a liminal space between cultures (Bennett, 1993). As Elise Ahn contends, "While being situated in or around the margins can be challenging, it can also become a constructive space in which one can grow both personally and professionally." ...
... So what distinguishes these positive and negative manifestations of marginality? Bennett's (1993) concepts of encapsulated and constructive marginals, previously introduced by Elise Ahn, are elaborated here to frame more explicitly the types of marginality experienced by transnational academics and also to clarify strategies for improving their sense of well-being and fulfillment abroad. According to Bennett (1993), encapsulated marginals are "trapped" by marginality, or "buffeted by conflicting cultural loyalties" (p. ...
... Bennett's (1993) concepts of encapsulated and constructive marginals, previously introduced by Elise Ahn, are elaborated here to frame more explicitly the types of marginality experienced by transnational academics and also to clarify strategies for improving their sense of well-being and fulfillment abroad. According to Bennett (1993), encapsulated marginals are "trapped" by marginality, or "buffeted by conflicting cultural loyalties" (p. 113). ...
Word count: 12,011 Throughout this volume, our authors in Asia, Europe, North America, and Oceania have consistently portrayed higher education and the academic market as increasingly global-leading to universities to hire foreign faculty members with greater frequency than ever before. Once these faculty members are "imported," they face a broader search for meaning in their new position as a transnational scholar. In her chapter, Brigitte Bönisch-Brednich describes her "ongoing liminal position as an academic other" in which one is constantly a learner and observer, thus conferring "advantages and analytical adventures." This concluding chapter is an attempt to understand better such liminality-its qualities; how transnational faculty members, their coworkers, and institutions can successfully deal with its challenges; and how an inclusive approach can enrich and benefit the work dynamics of host organizations. Accordingly, this chapter integrates the book along five themes. First, we contemplate
... Het cirkelvormige model benadrukt echter het voortdurende proces van interculturele competenties vergaren. Bennett (1993) omschrijft in zijn ontwikkelingsmodel van interculturele sensitiviteit. Dit theoretische model laat zien hoe een individu op een continuüm beweegt naar het succesvol verkrijgen van een internationaal perspectief met drie etnocentrische fasen: ontkenning, verdediging en minimalisatie, gevolgd door drie etno relatieve fasen: acceptatie, adaptatie en integratie. ...
... Een mogelijke verklaring voor de meerdere etno relatieve kenmerken die in ons onderzoek terug zijn gekomen is dat wij de etno relatieve fase ''acceptatie'' hebben opgenomen in onze definitie van interculturele competenties. De volgende elementen van onze definitie van interculturele competenties: aanpassingsvermogen, flexibiliteit en empathie, passen ook meer bij het etno relatieve fase van adaptatie zoals gedefinieerd door Bennett (1993). ...
ABSTRACT: This research explores to what extent Dutch high school teachers experience cultural diversity of their students as a possibility to develop intercultural competences amongst students. Seventeen semi-structured interviews were conducted with teachers from four Dutch high schools. The results of this study showed that teachers value the development of intercultural competences amongst their students and see opportunities in using cultural diversity for developing these competences. Obstacles for utilizing cultural diversity were: 1) the goal of transferring objective information in class and 2) the conviction that cultural diversity leads to intercultural competences in informal settings. Other important factors that either limit or enable utilizing diversity for developing intercultural competences were teacher’s autonomy as well as time and (lack of) resources.
... Education 32 (Stern, 1999) Experiential learning theory (Kolb, 1984) Intercultural maturity framework (King & Magolda, 2005) Transformational learning theory (Mezirow, 1991) Multicultural awareness framework (Pope et al., 2004) Contact theory (Allport, 1954) EMIC model of cultural norms (Mestenhauser, 1988) Constructivist learning theory (Vygotsky, 1960) Cultural awareness model (Hanvey, 1979) Activity theory (Engestrom, 1999;Leontiev, 1978) Developmental model of intercultural sensitivity (DMIS; Bennett, 1993) Global learning and social imagination (Mills, 1959) Orthogonal cultural identification theory (Romero, 2008) Strength-based education (Passarelli, 2010) National culture framework (Hofstede, 1983) Ethnographic approach to learning (Jurasek et al., 1996) Constructive alignment framework (Biggs & Tang, 2011) Reflective process theory (Alvesson & Skoldberg, 2000) Social theories (8 theories) ...
... Dressler and Tweedie (2016) Developmental model of intercultural sensitivity (DMIS), (Bennett, 1993) The framework describes the different ways in which people can react to cultural differences. ...
Short-term study abroad (STSA) programs are the fastest growing segment of experiential learning programs in management education and the least studied. This is the first systematic review of STSA research, which focuses on 156 studies on STSA published between 2000 and 2019 and proposes a conceptual model to guide STSA research scholars. Through this detailed review, we provide a greater understanding of the scale, scope, key themes, and methodology of STSA research. Our article identifies the four key groups of theories used to inform STSA research, and provides insight into the variables and characteristics of STSA research, and the role of STSA in management education. Our review identifies 85 thematic outcomes found in the STSA literature and gives a particular focus to the 29 cross-cultural outcomes that characterize this literature. The review provides the first systematic analysis of cross-cultural outcomes within STSA research and identifies behavioral attributes as among the most studied. Cultural and learning theories were found to be the dominant theories that informed the underlying concepts in the STSA literature. Our review also provides a comprehensive agenda and directions for future STSA research, discussion on its impact, and its place in management education.
... How does international business education improve students' cultural intelligence, accounting for students' study abroad experiences? To address the above research inquiries, we echo Lehtomäki, Moate, and Posti-Ahokas (2016) view that students' sense of global connectedness can be strengthened by encouraging students' reflection on their relationship toward others and study the role of ethnorelativism as a mediating mechanism of developing students' CQ. Bennett (1993) developed a six-stage model where he explained how people move from ethnocentrism, which is to view another culture as inferior to one's own (Wiarda 1981), to ethnorelativism, which refers to the experience of someone's own beliefs in the context of other people's beliefs to adapt behavior and judgments to various interpersonal settings. Other studies have defined ethnorelativism as a "paradigm which is founded on the understanding that other cultures exist with a weight and reality equivalent to one's own" (Greenholtz and Kim 2009, 394). ...
... Behavioral cultural intellect reflects the competence to exhibit appropriate spoken and non-spoken actions when interacting in a culturally diverse setting (Ang, Van Dyne, and Koh 2006). Bennett (1993) states that when people have developed ethnorelativism, they are more open and curious about other cultures. We build on this view and argue that when students decide to study international business, they are prepared to learn more about other cultures (Tsai and Liou 2016). ...
In light of diverse designs of the international business (IB) curriculum, this study investigates how the IB curriculum that requires students to major in a functional area enhances students’ cultural intelligence as well as differentiates the effect of students’ study abroad experience above and beyond various functional IB courses. By conducting qualitative focus groups and a quantitative survey in the United States, we find that although students’ past study abroad experiences improved their cultural intelligence (CQ), the IB education curriculum, even without a study abroad component, plays a pivotal role in improving students’ ethnorelativism, which leads to increased CQ. The finding of the current study supports that IB programs focusing on curriculum that enhances students’ ethnorelativism will help students develop CQ despite lacking study-abroad opportunities due to various travel restrictions, such as the ones caused by the COVID-19 pandemic. In addition, ethnorelativism in its own right has become a salient issue in the current climate of rising intolerance against minorities of different cultural backgrounds. We offer suggestions in the IB curriculum to further foster students’ ethnorelativism and CQ.
... Thus, we propose that rather than being marginalized, these undifferentiated individuals may be culturally independent or constructively marginalized (J. M. 2014;Kunst & Sam, 2013). Constructively marginalized individuals consciously shift between different cultural frames rather than belonging to a specific one, which fosters rather than reduces their well-being (M. ...
... Most interestingly, our undifferentiated group of English HCNs showed a tendency towards constructive marginalization by deemphasising cultural group memberships on the one hand (i.e. scoring around the mid-point), whilst on the other hand experiencing cultural diversity as an enrichment (Bennett, 2014;Kunst & Sam, 2013). ...
Although the ways that immigrants relate to UK culture has been a hot topic since the EU-referendum, little attention has been given to how majority group members such as Host Country Nationals (HCNs) relate to immigrants' culture. Thus, we explored English HCNs' globalisation-based proximal-acculturation-the extent to which they prefer to adopt aspects of immigrants' cultures and/or maintain their national culture. Using two-step cluster analysis, a pilot study (N = 63) revealed a separated, integrated, and undifferentiated cluster, with separated HCNs perceiving cultural diversity more as a threat and less as an enrichment. Using latent profile analysis in a second study (N = 220) also revealed a three strategy-solution, identifying assimilated , integrated and separated profiles. Again we examined how these strategies differed across perceptions of cultural threat and enrichment as well as other psychosocial characteristics: identifying with fellow English citizens, recognizing cultural differences whilst not being culturally embedded (constructive marginalization), and various forms of intergroup contact. Separated HCNs identified more with fellow English citizens, endorsed less constructive marginalization, perceived less cultural enrichment yet more cultural threat than HCNs following some of the other strategies. These results stress that the onus of cultural adoption lies with both groups-minorities and majority members-with English HCNs showing distinct proximal-acculturation strategies. Lastly, when exploring a variable-centred approach, proximal-acculturation orientations (cultural maintenance/adoption) mediated the relationship between cultural threat, cultural enrichment, and intergroup contact on positive feelings towards immigrants. Thus, the ways that HCNs acculturate may provide a new route towards harmonious intergroup relations.
... According to Adams and Van de Vijver (2017), Berry et al., (2006), Bennett (2014 ), Berry (1997) and Phinney (2000) acculturation conditions take place at both psychological (change within an individual) and sociological (changes at institutional and group) levels. T he outcome of acculturation also depends on acculturation models and strategies employed by individuals or group. ...
Cultural contact arising from migration, colonisation, interracial and intercultural relationship, globalisation and economic integration is one of the realities of the modern society. This has subsequently led to acculturation and dynamic changes which several literatures have argued to have a positive and negative effect on individuals and respective societies most especially the less dominant. The aim of this study is to demonstrate positive cultural changes resulting from cultural contact and their implications for social development of societies of less dominant culture or group. A textual analysis of two literary texts Nervous Condition and Purple Hibiscus by Tsitsi Dangarembga and Chimamanda Adichie within the acculturation conceptual framework was used to achieve the objective of this study. Four acculturation representations of bilingualism, sexual awakening and gender liberation, tolerance and coexistence , family setting and parenting that are imperative for societal development were high lighted and discussed. Bilingualism which is an indication of language acculturation and cultural diversity promotes cultural empathy, tolerance ambiguity, social flexibility, interaction and open mindedness. The study further reveals that acculturation in parenting in the form of authoritativeness and tolerance in relation to religious acculturation that are obtainable in dominant culture would be of benefit to child development and community tolerance in Africa. The study submits that adopting the best of both contacting cultures is necessary to move African societies forward.
... Research findings on action research and its influence on teaching professionalism suggest significant enhancements. Action research has been shown to elevate teaching professionalism by increasing teachers' self-esteem and autonomy in the classroom [13], enhancing their teaching practices [14] and augmenting job satisfaction derived from pedagogical practices [15]. The implementation of collaborative action research within in-service teacher training programs contributes to knowledge construction, facilitates the acquisition of practical teaching techniques, and instills confidence in teaching English among educators [16]. ...
... By contrast, interculturality is characterized as "unfamiliar multiplicity" (from the German unvertraute Vielfalt) (Bolten, 2015, p.118) and is manifested when actors find themselves in a position where the frames of reference are unfamiliar (see Schütz, 1944) and cannot be grasped quickly. 1 This is in opposition to Bennett's own past and more static views of identity and self (e.g. Bennett, 1993). ...
Digital spaces offer individuals the opportunity to interact and connect with others, to engage with more perspectives, and to develop intercultural competence. In this chapter, we explore processes of learning and participation by newcomers in a team, pursuing the goal of becoming fully-fledged members of that community. We observed the behaviour of a team consisting of four students from a German university and two students from a Finnish university, all participating in a number of sessions of an online simulation game. Particular attention was given to the participation development of the two students from the Finnish university, positioned as newcomers in the already-established team from the German university. We describe interactional practices adopted by the two newcomers and by the other members which foster participation and inclusion. Our findings show two learning paths by the newcomers, one in which legitimate participation became connected with performing a specific role in the group and another in which participation meant sharing the interactional routines established in the team. This case study, based on the successful experiences of a remote team, can shed light on the link between intercultural learning and interactional practices.
... Another is the authenticity issue of Adaptation, where a single true self is insufficient to explain dramatic worldview shifts. To avoid this same paradigmatic confusion at Integration, we should not describe an objective self that is ''caught'' in the margins between cultures, as I and others have done in the past (Bennett, J., 1993;Bennett, M., 1993). Rather, we should assume that people with a PE of Integration are consciously constructing dynamic identities for themselves that acknowledge their primary socialization but that extend who they are into alternative worldviews and cultural bridge building. ...
In this chapter, I define cross-cultural contact and intercultural learning in relationship to the three major scientific paradigms. In their original physics forms, the paradigms are generally referred to as Newtonian, Einsteinian, and Quantum (Briggs & Peat, 1984; Kuhn, 1967). In their social science form, I refer to the paradigms as positivist, relativist, and constructivist (Bennett, M., 1985, 1998b, 2005). I define the terms commonly used in study abroad in the following way, most recently stated in a publication for the Forum on Education Abroad (Bennett, M., 2010)
... Moreover, assimilated and integrated majority members are more likely to recognize cultural differences whilst not being culturally embedded relative to separated majority members (i.e., constructive marginalization, Bennett, 1993;[ANONYMISED FOR REVIEW] Meanwhile, Colourblindness as an ideology may be positively related to immigrant culture adoption and negatively with national culture maintenance, yet less strongly (i.e., effect size) than the welcoming/unwelcoming expectations and ideologies mentioned above (Hypothesis 5). This is because, on the one hand, Colourblindness shares with the welcoming attitudes the emphasis on intergroup equality, whilst on the other hand, this ideology stresses to individualize people rather than recognizing their cultural group membership, and thus, ignores existing inequalities (Rosenthal & Levy, 2010, 2012. ...
How do English majority members’ national culture maintenance and immigrant culture
adoption (i.e., globalisation-based proximal-acculturation) predict their acculturation
expectations (i.e., how they think immigrants should acculturate) and intergroup ideologies
(i.e., how they think society should manage diversity)? Cross-sectional results (N = 220)
supported hypothesized relationships using a variable- and person-centered approach:
welcoming expectations/ideologies related positively to immigrant culture adoption (or an
integration/assimilation strategy) and negatively to national culture maintenance (or a
separation strategy), whilst the reverse was true for unwelcoming expectations/ideologies.
Notably, colourblindness showed only weak correlations with/differences across
acculturation orientations/strategies. In longitudinal analyses, adopting immigrants’ cultures
increased the intergroup ideologies polyculturalism and multiculturalism whilst reducing
support for assimilation over time, whereas national culture maintenance had the opposite
effect. Meanwhile, the expectation integration-transformation was especially related to higher
odds of following an integration rather than separation strategy over time. Overall, results
advance the psychological study of multiculturalism, providing first longitudinal insights on
majority members’ acculturation.
... Abiotic stresses such as drought, high soil salinity, flooding, heat, cold, oxidative stress, and heavy metals not only deteriorate environmental resources but also reduce crop growth and productivity by reducing nutrient uptake (EL Sabagh et al., 2020b;Javeed et al., 2021). The plant nutrients remarkably influence the physiological and biochemical functions of plants (Raza et al., 2020), and the deficiency of the essential nutrients slows down the growth and development, even go-ahead to the death of plants (Bennett, 1993;Balakrishnan, 1999). Plant breeding and genetic engineering approaches are the best techniques to develop stressresistant plants, but limited success is achieved in this field despite significant efforts. ...
Phytohormones (PHs) play crucial role in regulation of various physiological and biochemical processes that govern plant growth and yield under optimal and stress conditions. The interaction of these PHs is crucial for plant survival under stressful environments as they trigger signaling pathways. Hormonal cross regulation initiate a cascade of reactions which finely tune the physiological processes in plant architecture that help plant to grow under suboptimal growth conditions. Recently, various studies have highlighted the role of PHs such as abscisic acid, salicylic acid, ethylene, and jasmonates in the plant responses toward environmental stresses. The involvement of cytokinins, gibberellins, auxin, and relatively novel PHs such as strigolactones and brassinosteroids in plant growth and development has been documented under normal and stress conditions. The recent identification of the first plant melatonin receptor opened the door to this regulatory molecule being considered a new plant hormone. However, polyamines, which are not considered PHs, have been included in this
... Presently, there is available literature on third culture kids or the adult third culture kids (Fail, Thompson and Walker, 2004;Cockburn, 2002;Bennett, 1993;Cottrell et al, 1993) and living experience between cultures (Hong et al, 2000;Hicks, 1998;Adler, 1977). Few empirical studies have focused on the multiculturalism and third culture kids identity development (Peterson and Plamendon, 2009; Dewaele and Van oudenhoven, 2009; Walter"s and Auton-Cuff, 2009; Gilbert, 2008) but none of the studies have focused on the aspect that third culture kid identity may reduce the levels of unconscious bias and results in increased social support. ...
The necessity of cultural awareness is at priority as categorization starts at very young age from home, schools and even in higher education. The purpose of this study is to theoretically clarify and conceptualize the role of native's unconscious bias and social categorization towards expatriates in withdrawing social support. Due to the paucity of studies on the conceptual understanding of the role of unconscious bias, this paper proposes a conceptual framework based on the literature review and extends the existing literature on social categorization theory. The findings of the study introduce individual factors that may reduce unconscious bias at the workplace and to frame policies based on subjective measures of unconcious bias. Additionally, it bridges the conceptual gap of social support and unconscious bias in the context of expatriates.
... By learning the language, we also learn new ways of thinking and by doing this, the learner does not have to give up his or her own identity, but rather accept the changes that this learning introduces into his or her hitherto valid personal perspectives. We suggest following the six phases for the conceptualisation of intercultural sensitivity proposed by Bennett (1993). We have adapted his phases for the conceptualisation of cross-linguistic awareness. ...
... A més, per tal d'arribar a ser parlants amb competència intercultural, els aprenents han de ser capaços d'entendre perspectives d'altres cultures amb respecte i actitud no moralitzant (Bennett, 1993). En el procés d'aprenentatge d'aquesta competència, cal encoratjar els aprenents a reflexionar sobre les semblances i diferències culturals, així com a desenvolupar l'habilitat de tolerar les diferències que els permeten enfrontar-se a situacions comunicatives en la seva L1. ...
Fa anys que s'utilitza el blog com a eina per al desenvolupament de l'expressió escrita a l'aula. Aquest article explora la percepció sobre l'escriptura en blogs per part de l'alumnat de català com a llengua addicional en sis universitats europees. Rere la implementació sistemàtica d'un projecte basat en l'escriptura d'entrades de blog que presenten el territori de l'alumnat a un públic catalanoparlant, es van recollir dades quantitatives i qualitatives de 39 estudiants a través d'un qüestionari. Els resultats mostren que els estudiants perceben l'ús del blog com a beneficiós en diversos aspectes: 1) com a complement de les classes regulars de llengua; 2) per aprendre i superar les dificultats en l'ús del lèxic i l'ortografia; i 3) per millorar la seva seguretat i autonomia en l'ús de la llengua mitjançant un sistema de correcció de doble versió. A més, hem obtingut i analitzat les valoracions respecte a la motivació derivada de la vinculació amb el projecte, ja que hi ha una correlació entre el seguiment del projecte per part dels estudiants i el seu aprofitament per a l'aprenentatge del català. Aquest estudi pilot, en definitiva, es presenta amb la intenció de suggerir propostes de millora per a la implementació de projectes d'escriptura electrònica a l'aula de català com a llengua addicional.
... Though they had no experience to work with their teammates before the project, they gradually felt open to constructive comments from others because of their recognition of essence and potential to develop academically. This position converges with Bennett's (1993), who states that the state-of-the-art EFL learners are prompted to turn from ethno-centric to ethno-relative thinkers as they step up and interact with someone of distinctive cultural backgrounds in an intercultural setting. Those learners are strongly advocated to make continuous efforts to enhance their ability to observe deeply and analyze critically the cultural stances. ...
Vietnamese teachers of English are shifting away from their responsibilities as knowledge transmitters towards becoming intercultural agents. It is clear that when the teachers become sensitive to the learners' cultural backgrounds and identities, they can function as competent intercultural agents. However, teacher education programs (TEP) in Vietnamese higher education avoid equipping the pre-service teachers with the skills necessary to integrate cultural knowledge into their teaching practices. Further to this, no research has explored the effect that constructivist learning has on the undergraduate-level English-majoring pre-service candidates' intercultural communicative competence (ICC). In this paper, I wish to explore how this form of learning can support the formation of ICC in English-majoring pre-service teachers in the teacher education program situated in Vietnam. I analyzed data collected in TEP classes over 16 weeks, which illustrated opportunities and potential challenges regarding the integration of constructivist learning for teaching career preparation. I focused on the development of 71 student teachers' abilities to facilitate their roles as learners to observe linguistic and intercultural competencies, a combination to support their employability. Findings showed that, grounded on Byram's (1997) ICC framework, the pre-service teachers enjoyed their improved intercultural knowledge as well as exponentially enhanced skills in the areas of discovery and interpretation. They also expressed readiness and willingness to practice in classes. Through the study, I have learned that the TEP courses could be an avenue to help the pre-service teachers explore their changing identities and develop assumptions that their future classrooms will be culturally heterogeneous rather than homogeneous. Based on my study, Implications for the pre-service teaching participants' instructional pedagogies developed through the TEP courses will be presented, showing in what ways they could overcome challenges to foster professional growth in general, and how they developed ICC in particular.
... As Holmes (2015, p. 239) argues, 'while such frameworks and categorisations may be useful as sense-making strategies for human behaviour, they are soon rendered unhelpful', particularly due to change of context and the complexity and variability of people's values and behaviours. Furthermore, in terms of methodology, measurement models such as Bennett's (1993) development scale measuring attitudes toward cultural difference has been designed to be largely focused on the cognition of individuals. According to Spencer-Oatey and Franklin (2009, p. 127), this tool's 'weakness is that it ignores the very important contextual variation' which can lead to misleading generalisations. ...
This study sought to explore the concepts of interculturality and dialogic pedagogy as constructed in classroom discourse and language textbooks in Algerian secondary school settings. It has adopted an ethnographically-inspired interpretive research paradigm to investigate the representational repertoire of three English textbooks used by all secondary schools in Algeria and to examine 9 voice-recorded classroom sessions with a focus on interculturality. Accordingly, the main sources of data were the voice-recorded naturally-occurring classroom interactions, participant observation, and field notes, interviews with three teachers, and focus group discussions with the learners.
This thesis aimed to explain the role of pedagogy and representation in facilitating or preventing the promotion of intercultural learning in the classroom. The findings show that the textbooks display a multiplicity of cultural references which, by looking deeper, lack complexity because of the dominance of simplistic and essentialist representational discourses. This study has provided a situated and contextualised interpretation of some of the factors impeding the promotion of intercultural learning in English classrooms. Firstly, it has demonstrated that the national orientation of the curriculum prioritises the development of national identity and pride which reinforces an understanding of the cultural and the intercultural as tightly linked to nations as homes for monolithic cultures, which in turn is translated into essentialist, outdated and unappealing language textbooks. Secondly, it has demonstrated the prevalence of the instructional, teacher-centred pedagogy which thrives to develop primarily the learners’ linguistic competence. As opposed to an instructional pedagogy, a dialogic pedagogy is learner-centred and creates symbolic spaces where learners can draw from their multiple identities and small cultures in order to co-construct knowledge that is critical, fluid, and complex. However, although the classrooms in this setting have shown a potential for the emergence of a dialogic learning environment, the instructional discourse was predominant.
I argue that representation matters significantly, particularly if it includes complex and multiple frames of reference, in addition to appropriate tasks which explicitly address intercultural competences and awareness. Furthermore, I argue that the role of the teacher is central in the construction of a dialogic pedagogy which will subsequently contribute to the promotion of interculturality and intercultural learning in the language classroom.
... Moreover, the student, by project's end, should be capable of clearly sharing and explaining concepts learned about another culture with a level of comfort and confidence. Bennett (1993) feels that in order for teachers to be effective in instructing students of color, it is imperative that he/she recognize and understand their own worldviews; only then will they be in a better situation to understand the worldviews of their students. Teacher preparation programs are the breeding ground for cultural sensitivity or insensitivity in the classroom. ...
In education, there are two responses to multiculturalism: the person(s) presenting the diversity and the educators handling the diversity. The belief is even truer with the cultural explosion that continues to proliferate throughout the United States creating public school systems with the minority becoming the majority in multiple classrooms. The American school system is based on a white, middle-class value system that supports uniqueness and individual characteristics over unity and interdependence (Oakland, 2005); therefore, in order to support all socioeconomic classes and races of students it is important to delve further into understanding the dynamics of multiculturalism (Tomes, in press). Further, the response to the browning of America’s classrooms has been threatened with federal policies such as No Child Left Behind (NCLB) and many high-stakes tests. In order to accommodate the needs of both students and educators, education has to become more inclusive of cultural diversity, cognitive styles, and educational assessment.
... Bennett M. J. (1984) defined intercultural sensitivity and pointed out cross-cultural competency improvement was the developmental stages of emotion, behavior and cognition during constantly adapting to the cultural differences in the real structure [9]. Following it, Bennett (1986Bennett ( , 1993) posited a framework for conceptualizing dimensions of intercultural competency in his developmental model of intercultural sensitivity (DMIS) [10] [11]. Chen, Guo-Ming, Starosts and William J. (2000) developed and assessed reliability and validity of a new instrument, the Intercultural Sensitivity Scale (ISS), which generated a 24-item final version containing 5 factors, including interaction engagement, cultural differences, interaction confidence, interaction enjoyment, interaction attentiveness [12]. ...
... It has been found that marginalization cultural attitudes are higher in non-OPS user Cypriots and Turks. Cultural marginalization is divided into two as "encapsulated marginalization" and "constructive marginalization" (Bennett, 1993). It is also known that with the help of constructive marginality, social workers can work with different cultures and this situation may decrease the symptoms of those people (Parrott, 2009). ...
This study aimed to analyze the prevalence, risk factors and relation to the acculturation of psychoactive substance abuse in adults living in North Cyprus (NC). Method: Data was collected from 1064 people who were living in NC using multiple stepped stratified random sampling method between April–May 2018. Socio-demographic information form, Model Europe Survey and Acculturation Attitudes Scale were used as study instruments. 2018 data were compared with 2003, 2008, 2013, 2015 and 2017 studies in which the same survey and method were used. Results: Five hundred and forty five participants were male and 519 female. Also, 33.6% of the participants were between the ages of 18–29, 58% of participants were born in Cyprus, 38.2% were university graduate or above and 48.2% of the participants were living with their spouses. According to the study, the prevalence of cigarette usage at least once in a lifetime was 64.9%, alcohol 74.5%, other psychoactive substance (OPS) 11.4% and illicit substance (IS) 9.0%. Being under 25 years of age, Turkey-born, not religious, using alcohol and cigarettes and experiencing drunkenness constituted the risk factors of IS users. Marginalization scores were lower both for drug users born in Turkey and NC. Discussion: It was observed that both OPS and IS usage have increased in the last 15 years. Cannabis, synthetic cannabinoid and ecstasy are more widely used. It was also observed that OPS is more used among those who cannot create a marginal response to acculturation stress. In prevention programs and treatments, sociocultural characteristics should be considered.
... Though they had no experience to work with their teammates before the project, they gradually felt open to constructive comments from others because of their recognition of essence and potential to develop academically. This position converges with Bennett's (1993), who states that the state-of-the-art EFL learners are prompted to turn from ethno-centric to ethno-relative thinkers as they step up and interact with someone of distinctive cultural backgrounds in an intercultural setting. Those learners are strongly advocated to make continuous efforts to enhance their ability to observe deeply and analyze critically the cultural stances. ...
... Though they had no experience to work with their teammates before the project, they gradually felt open to constructive comments from others because of their recognition of essence and potential to develop academically. This position converges with Bennett's (1993), who states that the state-of-the-art EFL learners are prompted to turn from ethno-centric to ethno-relative thinkers as they step up and interact with someone of distinctive cultural backgrounds in an intercultural setting. Those learners are strongly advocated to make continuous efforts to enhance their ability to observe deeply and analyze critically the cultural stances. ...
... Though they had no experience to work with their teammates before the project, they gradually felt open to constructive comments from others because of their recognition of essence and potential to develop academically. This position converges with Bennett's (1993), who states that the state-of-the-art EFL learners are prompted to turn from ethno-centric to ethno-relative thinkers as they step up and interact with someone of distinctive cultural backgrounds in an intercultural setting. Those learners are strongly advocated to make continuous efforts to enhance their ability to observe deeply and analyze critically the cultural stances. ...
The study briefly analyzes the ELT situation in India which is replete with
challenges emerging from the lack of engagement with the phenomenon of
digitality that further shapes the existing nature of learning and the needs of
the learner. After locating the position of English Language in the new
the education policy of India, the paper discusses the General English (GE)
courses offered at undergraduate level at the city of Bangalore in India,
thereby shedding light on the existing gaps between policy and practice. It is
based on this conjecture that the paper suggests the possibility of introducing
rhetorical practices in GE courses at undergraduate levels in various
institutions in urban India. In order to substantiate this suggestion, the results
of a survey conducted with the learners (N=359) of a GE course based on
rhetorics at a Southern Indian university is provided. Empirical data along
with a brief reflection on the learners’ voices are used in the study to examine
the efficacy of the structure, administration, and evaluation practices of this
new course. The study thus opens up possibilities of initiating a discourse
around the mode in which English language education and teaching is
envisioned, formulated, and implemented in undergraduate programs across
urban India.
Please find the full paper here: https://www.eilj.com/journals/2020-index/volume-15-issue-2-2020/
... This kind of competence is required for a diverse and global society, and can be found in the literature on relations between cultural groups within the United States context. There has been recognition that multicultural and intercultural research can and should inform one another (Bennett, 1993;Fantini, 1991;Lambert, 1994;Triandis, Kurowski, Tecktiel & Chan, 1993). ...
A broad range of literature available discusses the activities to prepare managers for becoming cross-culturally competent. In keeping up with the increased emphasis of cultural competences in the international business management, the major question is, what kind of cross cultural competencies would make firm managers better to respond to the whole range of challenges that globalization offers?. Consequently, this paper has reviewed the concept of culture in the literature through discourse analysis and found that in the field of international business management, the concept of cross-cultural competence is still viewed as the skill or ability of providing effective cross-cultural interactions and the ability of the business to function effectively in different culture environment. Discourse analysis is a qualitative research approach that offers the potential to challenge our thinking about the reality of culture in any social settings.
The sociological literature has thus far demonstrated how expressions of self-identification among young people of immigrant descent serve as a valuable lens through which to analyse the process of integration into the host country. Concurrently, youth’s educational experiences play a pivotal role in shaping their sense of self. The school environment serves as the primary locus of socialisation outside the familiar confines of the family sphere, moulding the character, morals, skills, and competencies of youths and significantly impacting their future prospects for occupational and social advancement. The case of Japan is particularly noteworthy due to its multicultural educational framework, encompassing a diverse array of public, private, ethnic, and international institutions, each offering distinct cultural, occupational, and social pathways. This study aims to determine the most suitable theoretical framework provided by migration studies to elucidate the formation of self-identity among immigrant-origin youth in Japan. The analysis draws upon 62 semi-structured interviews with individuals of Chinese, Korean, and Brazilian descent, complemented by interviews with native Japanese youths as a control group. Findings suggest that existing integration models only partially explain the Japanese case, suggesting that such theories may lose applicability when transposed to different geographical contexts beyond their Western cradle.
Marginality as a phenomenon became the object of research in the second quarter of the 20th century, but despite numerous studies, it has not received a clear definition. This is explained by the rapid changes in the pace of transformation of society, culture and way of thinking. Inclusivity and inclusion as a subject of study of sociology, pedagogy, philosophy and cultural studies are actively developing in the second half of the 20th century and was originally associated with the inclusion of people with disabilities in the daily life of society. But the processes of the last decades have shown that regardless of social status, individual characteristics, everyone can achieve heights and gain public recognition. As a result of these transformations, inclusion has become one of the phenomena that form and at the same time overcome marginality, which unites these two concepts. The relevance of the topic of this study is determined by the transformation of society caused by the fourth industrial revolution, which accelerated the processes of urbanization, migration and is advancing through digitalization, radically transforming the system of world perception and forming new modes of interaction of social groups. The article examines the ideas of domestic and foreign researchers about marginality and inclusivity as cultural phenomena and the connections of these phenomena. The results of the work show the peculiarities of social groups’ perception of the norms and rules of the social structure, as well as cultural space, which reflects the specifics of the modern social structure; a summary of their own conclusions about the processes of inclusion and exclusion is provided.
The purpose of this chapter is to inform educators and teachers about the central role of communication in today's classroom, confronted with the actual reality of cultural diversity. That includes the cultural diversity of children but also of the educators. The author ia particularly interested in helping teachers understand the ways in which diversity influences classroom communication and learning orientations. Analyzing intercultural competencies, there will be a better understanding of student-teacher communication and interaction. The new way of implementing the intercultural education ideas is the culturally responsive teaching, presented in this chapter with its most important characteristics. Teachers can also use different means of communication in classrooms, and that is why the author gave a great importance to exploring the communication skills that are indispensable to any teacher in his/her educational interaction. All these modern educational elements are included in a larger ecological perspective, which includes behavioral modification and a better integration in the environment.
RESUMEN El presente artículo se enfoca en reflexionar sobre el proceso de aprendizaje del portugués como lengua extranjera en el contexto colombiano, destacando la importancia de la interculturalidad en el ámbito académico. La interculturalidad es abordada teniendo en cuenta la diversidad del mundo lusófono, y en particular la diversidad brasileña, y la importancia de acercase a ella desde una manera abierta e inclusiva. Se propone una reflexión sobre cómo la cultura de un país y la lengua están ligadas y son igualmente importantes en el proceso de enseñanza-aprendizaje. Se examinan las ventajas y dificultades implicadas en el aprendizaje del portugués como lengua extranjera en el contexto colombiano. Finalmente, se consideran los principales retos de la enseñanza del portugués en este país para atraer la atención de instituciones y organismos educativos y gubernamentales para que se potencie la enseñanza y aprendizaje de esta lengua en los próximos años. Palabras clave: portugués como lengua extranjera; enseñanza de lengua extranjera; interculturalidad. Reflections on teaching portuguese as a foreign language in Colombia: interculturality, advantages, disadvantages, and challenges ABSTRACT This article reflects on learning and teaching Portuguese as a foreign language in the Colombian context, highlighting the importance of interculturality in the academic setting. Interculturality is approached by considering the diversity of
Este artigo tem como foco refletir sobre o processo de aprendizagem do português como língua estrangeira no contexto colombiano, destacando a importância da interculturalidade no campo acadêmico. A interculturalidade é abordada tendo em conta a diversidade do mundo lusófono, e em particular a diversidade brasileira, e a importância de abordá-la de forma aberta e inclusiva. Propõe-se uma reflexão sobre como a cultura de um país e a língua estão intrinsecamente ligadas e são igualmente importantes no processo de ensino-aprendizagem. São examinadas as vantagens e dificuldades envolvidas na aprendizagem do português como língua estrangeira no contexto colombiano. Por fim, são também considerados os principais desafios que o ensino do português acarreta neste mesmo país com o intuito de atrair a atenção das instituições e organizações educativas e governamentais para que o ensino e a aprendizagem desta língua sejam promovidos nos próximos anos.
Neosporna je činjenica da svako učenje, odnosno poučavanje stranoga jezika
podrazumijeva i, izravno ili neizravno, učenje o kulturi, odnosno usvajanje osnovnih
kulturnih činjenica presudnih za snalaženje i preživljavanje u zemlji u kojoj se govori
J2.
Različite skupine učenika strani jezik uče ponajprije kako bi njime komunicirali u
svakodnevnome životu. A da bi se jezikom služilo na odgovarajući način, nužno je, osim
jezične, postići i međukulturalnu kompetenciju. Stoga bi učenje o navikama, pravilima ponašanja, običajima i sl. trebalo činiti jednako važnu sastavnicu nastave kao i gramatika ili pisanje. Jer, nepoznavanje pravila ponašanja u određenim situacijama može jednako često, ako ne i češće, biti uzrokom nesporazuma kao i pogrešna uporaba gramatičkih struktura. Čini da je određenu međukulturalnu kompetenciju katkada važno postići i prije jezične, jer je često potrebna već pri prvome susretu s novom kulturom.
U ovome se radu raspravlja o važnosti međukulturalne kompetencije te o mogućnostima njezinoga razvoja u nastavi stranoga ili drugoga jezika.
This paper aimed at promoting intercultural communicative competence (ICC) through designing intercultural tourism brochures. This is expected to raise the awareness of the tourism stakeholders to the necessity of designing the intercultural tourism brochures and the tourists to insist on having pre- intercultural knowledge about the culture they are intending to have an excursion. Consequently, tourism will develop and prosper on a solid ground of intercultural understanding and diversity. The methodology of this paper was based on suggesting some tourism brochures about six different cultures and destinations. Each brochure includes, the culture, a photo of one of the landmarks, a quote from one of the icons of the targeted culture, an ICC concept, the cultural purpose and “Dos” and Don’ts”. This paper is original since it presents new and creative ideas, applies new method of promoting both tourism and intercultural understanding, and even provides a new vision for developing tourism sector. The study came up with sample tourism brochures, which interpret the concepts of intercultural communicative competence alongside promoting tourism. Consequently, the researcher recommends adopting these tourism brochures by both tourism stakeholders and individuals.
Objective: As a world tourist destination, Macao is inevitably under the impact of the COVID-19 pandemic. However, the market of integrated resorts in Macao are shared by only a few casino concessionaries, together forming an oligopoly. While the firms attempted to adjust price, quantity and quality of their hotel services in response to the pandemic, they could not overlook the strategic interactions with other players in the market. Hence, this paper aims to investigate the possible impact of the pandemic on the oligopolistic strategies in the integrated resort market in Macao.
Methodology: Application of a theoretical model of differentiated oligopoly to this six-firm case shows that price differences across firms depend on their quality differentiation. In order to analyze these price differences empirically, this paper collects data of hotel room rates of the integrated resorts from November, 2019 to mid-August, 2020, covering the periods before and after the outbreak of COVID-19.
Originality: In the existing literature, there is a lack of studies of the oligopoly in the hospitality industry of Macao. Furthermore, the effect of COVID-19 is still ongoing, so this present paper is one of the first to perform such analysis.
Results: The regression of each of the hotel price differentials on the COVID-19 dummy variable shows that COVID-19 has statistically significant impacts on almost all the price differentials. Intuitively, MGM and Wynn were in the high-price segment before and after the outbreak, while other firms switched positions in the low-price segment during the pandemic. One obvious downstream movement was by Conrad. According to the proposition derived from the theory, these imply that COVID-19 should have significant impact on the quality differentiation of the firms.
Practical implications: The results are in line with the observations that the integrated resorts have rolled out staycation packages according to preferences of local residents. These quality adjustments observed in Macao’s hospitality industry currently only involved variable inputs rather than fixed inputs of production; therefore, the impact of COVID-19 should be seen as short-term effects.
Keywords: Covid-19; Differentiated oligopoly; Hospitality industry; Hotel room rate; Oligopolistic market structure; Pricing strategy.
p>Globalization has meant increased contact between cultural communities throughout the world. This contact is at times relatively shallow - involving, for example, tourism or short-term travel - and at others relatively deep, as during study-abroad programs, expatriate job assignments, or immigration. Whether shallow or deep, intercultural experiences create adaptive demands for the sojourner. This ‘cultural learning’ may involve explicit demands, such as figuring out a subway system, or relatively deeper challenges, such as learning a new language, adapting one’s communication style, or understanding a different cultural world view.
This study examines the nature of these shallow and deep intercultural learning experiences. It seeks to answer the questions: 1) How can we describe the depths and intensity of different cultural learning experiences? and 2) How can we use this increased understanding to inform intercultural education? The methodology involves interviewing expatriates, some of whom have relatively isolated and shallow experiences abroad, and others who have involved themselves more deeply in their new environment. Analysis focuses on comparing the level of intercultural sensitivity of sojourners who have had varying depths of intercultural experiences. The depth of sojourners cultural learning is examined from the point of view of relationships with cultural hosts as well as foreign language ability. The level of intercultural sensitivity is examined using the Developmental Model of Intercultural Sensitivity (M.J. Bennett, 1993).
Results show that a sojourner’s reaction to hidden cultural difference is key to understanding intercultural learning, and that deeper intercultural contact can create greater intercultural empathy, but can also increase resistance to cultural difference. Results also show that while competing models of intercultural learning providing effective conceptual frameworks for understanding different elements of intercultural learning, no existing model incorporates the sojourners’ reactions to implicit and explicit cultural difference. A new model of intercultural learning is presented which incorporates these elements, and which is intended for use in designing intercultural education initiatives.</p
Diversität in der Gesundheits- und Pflegeversorgung ist kein neues Phänomen, dennoch wird es im Kontext kommunikativen Handelns und kultureller Zugehörigkeit mit Herausforderungen konnotiert. Insbesondere sprachlich-kulturelle Missverständnisse können als Hindernis für Patientenorientierung betrachtet werden und zuweilen die Patientensicherheit gefährden. Die beruflichen Anforderungen einer Migrationsgesellschaft setzen somit Bildungs- und Lernprozesse voraus, die interkulturelle Aspekte inkludieren. Im Beitrag wird sowohl die Nomenklatur Migrationsprozesse – Kultur – Inter- und Transkulturalität als auch die bildungswissenschaftliche Perspektive auf den interkulturellen Lernprozess in der Gesundheits- und Pflegebildung expliziert. An einem didaktischen Konzept werden der Erwerb (reflexiver) interkultureller Kompetenz exemplarisch erläutert und Potenziale für Lehr- und Lernarrangements aufgezeigt. Theoretische Hinführung sowie pädagogisch-didaktische Implikationen bilden den Rahmen des Beitrags.
Two decades have passed since the September 11 attacks by Islamist militants that shocked the world. Despite this, Islamophobia remains a common phenomenon. In Taiwan, the 2014 12-year Basic Education Curriculum amendments emphasize cultural and global understanding as core competencies. With more than 6 years of implementation, it would be therefore interesting to learn what elementary school students think of Islam. Anchoring on the concepts of intercultural competency development, stereotypes are said to be related to cognitive knowledge, intercultural behavioral abilities, and attitudes. A survey instrument was developed and validated to collect information on stereotypes, skills in intercultural interaction, and attitudes toward Islam. Additionally , cognitive knowledge of Islam was also tested. A total of 712 students participated in the study. Structural equation modelling was used to test the mediating role of cognitive knowledge and in-tercultural behavioral skills within the relationship between cultural stereotypes and intercultural affects. Findings show that behavioral skills alone are not enough to diminish the negative aspects of stereotypes. Importantly, it is only with the help of cognitive knowledge that the relationship between stereotypes and intercultural affects are improved. It is hoped that by understanding the importance of proper curriculum content, more sustainable coexistence can be established.
Congratulatory messages are a type of greeting in which members of a society express their joy and happiness to one another as a result of an accomplishment, success, or good fortune. Several studies have been conducted on oral greetings from both pragmatic and sociolinguistic perspectives, with little attention paid to written forms. The goal of this paper is to look into the connections between the sociolinguistic behaviours of Nigerian (L2) English speakers in newspaper congratulatory messaging and the specific social norms, values, and beliefs they convey. The paper will investigate the structural patterns as well as the functions of these messages, to determine what kind of sociolinguistic information they attempt to communicate. The framework for the paper is Ethnography of Communication. Data were subjected to sociolinguistic analysis. Findings reveal that English has a distinct cultural element in relation to the society where it is adopted as official or additional language. Social interactional norms in the Nigerian context emphasised status and power instead of solidarity. The sociolinguistic import of these messages conveyed sociocultural orientations to spirituality, adulations, and veneration of the aged, and solicitation. The results discussed in this paper have implications on how people think about the value of studying language as a communicative instrument in relation to the society in which it is used and the sociocultural function it tries to perform.
Abstract
Purpose: The main objective of this paper is to analyse the perception of bioclimatic comfort by tourists who visited the city of Porto. The results of the investigation carried out during the summer of 2019, the winter of 2019-2020 and the summer of 2020 are presented.
Methodology: The study is based on the use of primary data, resulting from a questionnaire survey applied to 563 tourists about the perceptions of bioclimatic comfort. Microclimatic measurements of Air Temperature (AT), Relative Humidity (RH), Surface Temperature (ST), Global Radiation (GRad) and Wind Speed (WS) on Avenida dos Aliados (in the city center of Porto) were realized. Based on 7 techniques, the answers were parameterized according to the environmental characteristics found at the place of inquiry and the sociodemographic profile of the tourists. Furthermore, the study sought to correlate the effect of COVID-19 on the perception of tourists.
Originality: It is the first study carried out for Porto to determine the influence of climatic and meteorological parameters on the conditions of tourist enjoyment. In addition, the study aggregates information about the behavior of tourists during the period of COVID-19.
Results: The results revealed that the absence of precipitation is the fundamental parameter for staying in public spaces during leisure and recreation activities. Exposure to the sun for long periods and continuously was also a fundamental component of the tourist's climaticmeteorological experience. COVID-19 significantly conditioned the way tourists made their intra-destination visit, as well as their perception during their stay in the destination in the summer of 2020.
Managerial implications and practical recommendations: This study is fundamental for an investigation in tourism climatology as it overcomes the most simplistic and descriptive views on climate and meteorology in traditional studies of prospective and analysis in urban space. It also contributes to useful practical applications that can be used in tourism planning and management projects. This type of study is fundamental for the achievement of strategies that leverage the tourism sector in a post-pandemic context and return to a 'new normal'.
The International Workshop Tourism and Hospitality Management (IWTHM2021) is an international scientific meeting, that gathers together researchers from around the world, with the purpose of sharing knowledge in the topic of Tourism and Hospitality Management. Moreover, this intensive, diversified and original event intends to be a reference in the scientific community evolving Tourism and Hospitality Management.
语言学研究 Linguistic Research, 20(2), 119-130.
http://www.cqvip.com/QK/72097X/201602/89858965504849544850484948.html
Global language and culture flow has brought about linguistic and cultural hybridity and multiplicity of cultural identities. Intercultural communication research based on presupposed, a priori cultural differences needs to draw on the theoretical construct of hybridity to tackle more real-world issues. This paper seeks to explore the concept of hybridity and its related academic discourses from the perspective of three interrelated areas of language, culture, and identity, address challenges posed by the concept in intercultural communication research and review some responses to these challenges. It is hoped that the current discussion will help lay a theoretical foundation for
future research on hybridity and intercultural communication.
Objectives: The global tourism industry may suffer some damage in the face of natural disasters or unexpected events, which have the potential to affect tourism flows considerably. New cases of contagion were reported daily, leading to economic stagnation, resulting in millions of unemployed. To lessen the economic impact of the pandemic and reduce the strain on corporate treasuries, several countries presented a set of measures, covering business, labour, and social security support. But, inevitably, the impact was disastrous, especially for Small and Medium Enterprises (SMEs). Portugal was no exception, suffering with many negative impacts, the contamination from Covid-19 forced the closure of several enterprises, it was a temporary situation, but it still deteriorated the economy and the companies' finances. Many national SMEs showed importance within the Portuguese economy. According to Portuguese statistics (2019), 99.9% of SMEs were represented by the Portuguese industry. In view of this event, the year 2020 presented opposite data, showing a sharp drop in the tourism industry, especially SMEs.
Methodology: With this present, we considered important to understand the impacts caused by Covid-19 in the tourism industry, analysing the SMEs in the region most affected by the pandemic, the north of the country and understand what adaptation processes are needed for companies to survive, pointing out the enjoyment of team building activities. In this context, as a qualitative study, this research will analyse how Covid-19 has affected SMEs' finances and what solutions have been taken by them to control the damage, through interviews conducted with companies in the northern region's sectors with the most employes (manufacturing, commerce, and construction industry) and with tourism agents.
Originality: This theme, besides being current, contributes to the knowledge about the economic situation of SMEs in Northern Portugal, one of the most affected areas. After the financial wear and tear and the lack of profit of tourism companies it is important to understand how the survival of the tourism economy will be from now on.
Practical Implications: This research reinforces the role of the economy for the survival of enterprises, as well as the consequences of the lack of tourism demand for the market.
Theoretical and practical development of the problem of students’ adaptation in a foreign language and multicultural society is one of the key problems of the academic mobility development of the individual throughout life. The need to solve this problem is determined by the socio-cultural dynamics of education development in the context of its global shifts, transformations, and systemic changes. The purpose of the article is to conduct a theoretical analysis of the problem of students' adaptation in the foreign language and multicultural society of the metropolis. The article deals with the problem of cross-cultural adaptation of foreign students in Russian universities to the foreign language and multicultural social medium of the metropolis. The phenomenon of cross-cultural adaptation is studied on an interdisciplinary basis. The authors consider the theoretical approaches to the study of various aspects of cross-cultural adaptation of a person to a foreign language and multicultural society, as well as analyze the educational opportunities and potential of intercultural interaction based on the dialogue of cultures as a mechanism underlying the process of adaptation of students in the foreign language and multicultural society of the metropolis. According to the authors, the success of foreign students’ education is also determined by their readiness to accept the entire cultural diversity of the foreign-speaking world and foreign language culture, as well as their tolerant attitude toward them. The article highlights and characterizes the main directions and specific content of students’ adaptation to foreign language and multicultural society. The authors conclude that cross-cultural adaptation can be an effective way for foreign students to enter the new socio-cultural conditions of the foreign language and multicultural society of the metropolis.
Increased intercultural competence is an expected outcome of study abroad, but the literature regarding actual outcomes is still limited and often contradictory. This quantitative, longitudinal, quasi-experimental study assesses the impact of a semester abroad on students’ ways of understanding and approaching cultural difference, their “intercultural development.” It also examines whether certain demographic characteristics and background experiences of students, as well as characteristics of study abroad programs, influence outcomes.
Change over a semester in Developmental Orientation (DO) scores on the Intercultural Development Inventory (IDI) v3 is the dependent variable. This score identifies an individual’s position on a continuum of orientations toward cultural difference ranging from monocultural to intercultural. Participants in both the experimental (i.e. study abroad) and control groups (108 and 65 respectively) were undergraduate volunteers from a large, urban, private university in the United States. Group comparisons employing analysis of variance (ANOVA) and correlational analysis were the main statistical techniques.
Experimental group members experienced a statistically significant mean increase in IDI DO scores, pre- to post-test, compared to control group members, with small-to-medium effect size. In other words, students became on average modestly more interculturally-minded after a semester abroad. Study abroad participants who were female, identified as members of more than one national culture, or had a grandparent born and raised outside the United States were significantly more likely than others to increase their intercultural-mindedness while studying abroad. Surprisingly, in light of the literature, none of the study abroad program characteristics tested was significantly associated with pre- to post-test IDI mean score change. In sum, personal characteristics outweighed program characteristics.
Classic statement of the Developmental Model of Intercultural Sensitivity. An update of Towards Ethnorelativism
The following article presents a discussion about Melville’s book Moby-Dick and the ways in which conversation about the development model of intercultural sensitivity can be shifted. The author suggests that reading, discussing, and writing about Melville’s Moby-Dick would be helpful activities for those preparing to go abroad, and for those who cannot travel to experience different cultures. The novel and Ishmael’s characterization particularly, would, at least, expose them to the necessity of cultural sensitivity.
To understand the role of culture in leadership, and to develop methods for research and practical applications, two terms have been used in trying to understand and to improve international interactions: cross-culture and intercultural. Cross-culture leadership is the dominant paradigm, and a large number of papers have been published on this concept. A more recent term in the literature is intercultural leadership. The literature reviewed on cross-cultural leadership research gives the impression that cultural differences exist only between countries or people from different nationalities, not within countries. Thus, the concept of cross-cultural leadership provides insights in multicultural settings, meaning international, but in populations trying to build a social fabric under the concept of intercultural societies, including indigenous and non-indigenous people, the concept of intercultural leadership offers a better framework to develop methods, training, and the like, needed for good governance. However, the conceptual framework of intercultural leadership is not well defined in the literature; sometimes, it overlaps with cross-cultural meaning. On the other hand, the indigenous approach to intercultural leadership is also missing in the literature. This article builds on concepts of culture, leadership, cross-culture, and intercultural views to examine the indigenous factor in the concept of intercultural leadership.
This article integrates the work of cross-cultural counselor-training development theorists (Carney & Kahn, 1984; Rowe, 1989), racial-identity development specialists (e.g., Helms, 1984), and cross-cultural counseling competency experts (e.g., Sue et al, 1982) in the formation of a comprehensive multicultural training model for majority-group (White, middle-class) counselors. Past developmental models are criticized for their failure to consider the White counselor's racial-identity (or consciousness) development as an integral component of multicultural training. The article reviews and integrates extant stage models of White racial consciousness, describes how counselors progress through variousstages, and specifically presents training regimens to facilitate counselors' sequential movement through the model. The article concludes with specific research antd policy recommendations.
The development of Intercultural sensitivity demands attention to the subjective experience of the learner. The key to such sensitivity and related skills in Intercultural communication is the way in which learners construe cultural difference. This article suggests a continuum of stages of persona! growth that allows trainers to diagnose the level of sensitivity of individuals and groups and to sequence material according to a developmental plan. The developmental continuum moves from ethnocentrisrn to ethnorelativism. Earlier stages of the continuum define the parochial denial of difference, the evaluative defense against difference, and the universalist position of minimization of difference. Later stages define the acceptance of difference, adaptation to difference, and the integration of difference into one's world view. The stages of development are illustrated with typical statements and behaviors of learners that can be used to diagnose levels of sensitivity, and strategies to facilitate movement from each stage to the next are suggested. Special attention is given to questions of ethics and credibility that often arise in intercultural training situations.
Global leaders operate in a context of multicultural, paradoxical complexity in the world—a context that most leaders find themselves facing today. We argue that 4 developmental shifts are required to be effective in this context: developing multicultural effectiveness, becoming adept at managing paradoxes, cultivating the “being” dimension of human experience, and appreciating individual uniqueness in the context of cultural differences. Challenges for industrial–organizational (I–O) psychology are identified in each area. The article concludes by inviting I–O psychologists to integrate competing frameworks, explore related disciplines, revamp leadership competency models, create new tools and frameworks for developing global leaders, and step up to become global leaders ourselves.
The marginal man arises in a bi-cultural or multi-cultural situation. The natural desire of the mixed-blood is to advance toward the group occupying the higher status. He may be forced to accept the status of the lower group, possibly becoming their leader. He may be rejected by both groups. Where accommodation, rather than conflict, prevails, the mixed-blood may constitute a middle class. With intermarriage the mixed-blood approximates more nearly to the status of the dominant race. The marginal individual experiences what Du Bois has analyzed as "double consciousness." It is as if he regarded himself through two looking-glasses presenting clashing images. The marginal individual passes through a life-cycle: introduction to the two cultures, crisis, and adjustment. The natural history involves an initial phase with a small group of marginal individuals who are ahead of the minority. This group increases, and a movement develops having as a goal some kind of equality and independence. The final outcome may be a new social framework; if assimilation is facilitated, theminority may be incorporated into the dominant group, or become the dominant group, and the cycle ends.
Migrations, with all the incidental collision, conflicts, and fusions of peoples and of cultures which they occasion, have been accounted among the decisive forces in history. Every advance in culture, it has been said, commences with a new period of migration and movement of populations. Present tendencies indicate that while the mobility of individuals has increased, the migration of people has relatively decreased. The consequences, however, of migration and mobility seem, on the whole, to be the same. In both cases the "cake of custom" is broken and the individual is freed for new enterprises and for new associations. One of the consequences of migration is to create a situation in which the same individual-who may or may not be a mixed blood-finds himself striving to live in two diverse cultural groups. The effect is to produce an unstable character-a personality type with characteristic forms of behavior. This is the "marginal man." It is in the mind of the marginal man that the conflicting cultures meet and fuse. It is, therefore, in the mind of the marginal man that the process of civilization is visibly going on, and it is in the mind of the marginal man that the process of civilization may best be studied.
Adult Black identity change that took place within the context of the recent Black sociopolitical movement is the focus of a literature review. The review summarizes two models that depict the various stages that might be associated with the psychological metamorphosis of Black Americans and examines the empirical studies that have been conducted to test the models. Although the models seem to predict major changes in both the self- concept and reference group orientation of converts, the empirical evidence suggests that only the reference group orientation of converts was subject to permanent modification.
This article is an attempt to expand the descriptive characteristics of the Cross model by discussing a theory of psychological Nigrescence that hypothesizes the changes in racial identity that a Black person can experience at various points in the life-cycle process. In this discussion, I will attempt to describe how various stages of racial identity are manifest at three periods of life: late adolescence/early adulthood, middle adulthood, and late adulthood. I will conclude with a discussion of the implications for counseling Blacks who display varying degrees of racial identity attitudes.
In order to clarify the relationship between ethnic identity and self-esteem, this article identifies a number of components of ethnic identity and examines research linking each component to self-esteem. Research generally has found a weak or inconsistent relationship between self-esteem and the following components: negative stereotypes of one's group; acceptance versus rejection of one's group membership; knowledge about one's group; and commitment to the group. Failure to find a clearer relationship may be a result of not taking into account the ethnic group member's relationship to the mainstream culture. There is evidence to suggest that a strong ethnic identity, when accompanied by a positive mainstream orientation, is related to high self-esteem, whereas without some adaptation to the mainstream it may be problematic.
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Examines the development of racial consciousness and advances a model that proposes separate stagewise processes for Blacks and Whites. Hypothesized counseling predispositions for each of these stages are formulated with implications for same- and cross-race dyads. The model is based on the premise that all people, regardless of race, go through a stagewise process of developing racial consciousness wherein the final stage is an acceptance of race as a positive aspect of themselves and others. Nevertheless, although the process of acquiring an internalized racial consciousness may be similar for Blacks and Whites, the content or theme of the process is likely to be different because of the different socialization experiences that accompany race in the US. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Evaluative research into the effects of various educational methods on various outcome measures is limited in value by a lack of (a) clear educational goals and (b) the necessary empirical research into the worth of these measures. 3 potentially remedial strategies are examined, and the 1st 2-the child-centered "romantic" stream of thought (stemming from Rousseau and currently represented by the followers of Freud and Gesell) and the various society-centered "cultural transmission" conceptions-are found inadequate. Only progressivism (John Dewey), with its contemporary cognitive-developmental psychology (e.g., Piaget), its interactionist epistemology, and its philosophically sophisticated ideology is considered adequate. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Argues that positive self-identity is not easily attained in this culture, due to the pervasive number of "-isms" (e.g., racism, sexism, heterosexism, ageism) and their adverse impact on those who are defined as inferior. L. J. Myers's (1988) examination of the conceptual system that predisposes people to these "-isms" concludes that it is the nature of the conceptual system that is inherently oppressive, and all who adhere to this conceptual system have a difficult time developing a positive identity. A new way of describing the identity development process under oppression is postulated using optimal theory. From this view, oppression is perceived as self-alienating and yielding a fragmented sense of self. Identity development is a process of integrating and expanding one's sense of self. A model of identity development is described. (Spanish abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reconceptualizes the issue of racial identity development so that it is not just limited to the issue of oppression. A beginning framework is provided for conceptualizing ethnic identity development that can be used for members of both minority and majority ethnic groups. The concept of ethnic identity development is discussed and linked with another conceptual tool from social psychology, that of reference groups. E. J. Smith's (see record
1986-30916-001) theory of ethnic identity development and majority/minority status is discussed, and 18 propositions are generated regarding minority/majority status, ethnic identity development, and mental health. (Spanish abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The author presents demographic information about biracial persons, reviews previous models of racial identity development, discusses their shortcomings when applied to biracial persons, and then presents a new model of racial identity development focusing on the unique aspects of the experience of biracial individuals in the United States. In addition, the author presents several important counseling implications suggested by the model and discusses areas of future research and theory building.
A six-stage model of homosexual identity formation is outlined within the framework of interpersonal congruency theory. Stages are differentiated on the basis of the person's perceptions of his/her own behavior and the actions that arise as a consequence of this perception. The person is seen to have an active role in the acquisition of a homosexual identity. Alternative paths of development are proposed within each stage. The notion that people can accept homosexuality as a positively valued status is assumed. Several factors believed to be influential in determining whether a person takes one line of development or another are discussed. The model is intended to be applied to both female and male homosexuals.