Questions related to Interculturalism
As interculturality is opposed to multiculturality, a distinction between these two frames is pivotal to cast light upon linguistic colonialism practices and other forms of power-knowledge colonial matrix in some curriculum designs. Interculturality suggests interaction, respect, and recognition among cultures, while multiculturality involves the co-presence of several separated cultures, competing to hegemonize or control other cultures. Although, the former has much more acceptance, the decolonial critique to interculturality might offer a problematization of a widely restrictive view of mainstream interculturality. With awareness of these counterforces, this discussion might center on how interculturality can be used to decolonize the only English curriculum to give other senses to the bilingual curriculum.
Hi RG colleagues,
I am looking for resources and activities for my class on cross-cultural studies. In particular, I am looking for resources for a module on the intersection of race and gender and how that impacts intercultural anxiety. Any leads would be super helpful.
La diversidad lingüística y cultural está presente en cada país ¿Consideras que en tu país se fomenta la Educación Intercultural desde las escuelas?
We invite you to prepare a text in English on intercultural education. We are interested in experiences from different countries, theoretical and practical solutions.
The texts will be published in the journal Intercultural Education
information for authors: https://czasopisma.marszalek.com.pl/10-15804/edukacja-miedzykulturowa#submission
We collect texts until 1 March 2021. You are welcome to send in your texts:
What are the practical arrangements in your country?
What problems do you face in a culturally diverse environment?
I am writing an article about the perception of laughter in different cultures and how it has to be taken into account when working in an intercultural team
Could you recommend any literature on the intercultural aspect of prosody in women's political speeches, please? It can be in English, German, Russian, or Spanish.
Update: OUT OF DATE, NOT RELEVANT
Our team is conducting an intercultural study on the psychological predictors of preventive behavior in Covid-19. We have reached 700 respondents so far, mainly from Hungary and Romania, but several other countries as well, but we still need to largen our sample with respondents from other countries.
I am currently working on my dissertation of understanding intercultural challenges in Key Account Management (Global Account Management). Is there any literature in KAM available integrating intercultural challenges. Any recommendations for a quantitative method to analyze intercultural challenges in GAM.
India is a diverse nation and the social, economic and cultural differences in all the regions (North India, South India, East India, and West India) of India implied to miscellaneous cultural differences. Is there any research conducted to study internal cultural differences in India?
P.S I'm also interested to take a glance at how other countries argue the intercultural challenges that they faced while working with India firms based in India.
We are a research group of people working in multimodal digital literacies. After a three-year project (please see http://www.eumade4ll.eu/ ), we produced the "Common Framework of Reference for Intercultural Digital Literacies" by analysing digital materials produced by students in the project (i.e. 'about us' webpages, blogs, fanvid/mash-up videos, promotional videos, video interactions) and designing tools for assessment and self-assessment.
We are very much interested in receiving feedback on our work.
After WWII and with regard to some causes like intercultural philosophy, the multiculturalism and poststructuralism , comparative literature has been distinguished from its previouse situation, which was known American school and has tended to cultural studies. Some scholars like Susan Bassnett and Jonathan Culler have criticized this tendency. What about you? Do you think that this tendency is usefull or not?
In my opinion, important issues in the issues of international project management are as follows:
- The impact of economic, information globalization etc on international management projects.
- Improving information technology management systems on a supranational basis,
- computerized standards and management systems used by transnational corporations in the field of international project management,
- Sociological, intercultural conditions for the management of international teams implementing projects in enterprises operating internationally or globally,
- Security of data transfer and processing performed for the needs of the enterprise management process in the context of international project management.
In what other areas of science, research on specific aspects of the economy, business, art, technology development, etc. should be created interesting research topics in the field of international project management?
My research is about the relationship between level of cultural knowledge and development of intercultural communication.
My problem is, items in my questionaire reflecting IV which is level of knowledge is true false question which are factual questions.
Eg: Gambling is allowed in Islam religion. (Yes / No)
My DV items which is intercultural development is in likert scale.
So, i cant make correlations using spss to analyze the data. Therefore, I would like to ask whether I can transform the dichotomous question to likert only for analyzing and make correlation.
I have written a draft review paper entitled " Role of Internal Marketing in Creating Successful Intercultural Service Encounters: A Literature Review " and got some advice from one of the editor and professor at Concordia University. Now I would like to improve it to be good enough to publish at SSCI journal.
if any scholar in the same field is interested please let me know.
In intercultural research, Hofstede finds huge intercultural differences, while Schwartz postulates universal similarities. Their models are highly appreciated and working into different directions. But some of the categories they use seem quite related (like Individualism and Hedonism). How could it be, that the one finds cultural universalities while the other one finds culture specific patterns in these related issues? Is it only a matter of the question type (value vs. experiences orientated)?
We have just started ReCreaDe a 3 year project investigating the ways that informal and nonformal learning can widen the scope for understanding the relationship between democracy, diversity and education.
The question is to help us add examples of practice and strengthen our literature base.
The aim is to support skills development, social inclusion and critical thinking through different activities and innovative pedagogical actions, as well as dialogues with various stakeholders on the role and nature of democracy within education and the critical relationship between democracy and diversity. Participatory and intercultural approaches to heritage, as well as educational initiatives fostering intercultural dialogue involving educators and young people are being undertaken. This will also include critical case studies addressing the experiences of excluded communities and the implications for educational, democratic and civic engagement.
Beyond common topics taught in cross-cultural management courses, what do you think are the current challenges our field in confronted with?
I am working on the draft course outline of "Advanced Cross-cultural management" and I'd be glad to hear the topics you would suggest to deal with in such session.
I am interested to learn about any publications and thoughts about the way indigenous knowledge systems and processes were disturbed and marginalised by the colonisation,imperialism and modernity in the colonised global periphery? What responses social scientists and other activists are taking to address the situation? I am familiar with the work of Connell, Santos, Comeroff and Comeroff (focusing on Africa), Alatas, Chen (focusing on E.Asia) but like to know about other writings as well.
I wish to do a research paper on Elif Shafak's The Bastard of Istanbul which is based on Intercultural relations between the Armeninans and the Turks. Please suggest.
I conduct research on intercultural education in Ecuador, I would like to see the impact it has had on discrimination against indigenous people in schools and colleges in cities.
I'm looking for social psychology databases, free or paid. I'm mostly interested in databases containing results from intercultural studies focused on prosocial behavior, history perception/narratives, intergroup behavior, moral reasoning and emotion regulation. If you know about a usefull one just let me know !
Thank you !
Human rights have emerged in Europe, considering universal European values. So would they be against multiculturalism or not? What is the relationship between multiculturalism and human rights?
If the realist framework assumes that international relations are necessarily conflictual, thus, they can only be resolved through the distribution of power and material capabilities, is it possible to argue that such framework can only be sufficient and workable when caltural variables are integrated in the conduct of international relations?
This project seems very interesting, which is a bit similar to my thesis project but only in the management standpoint.
My current thesis is about a comparison of management practices between Japanese firms and their units located in European Economic Area and during my first year, I focused my preliminary literature on the Japanese organizational model, defined by Western scholars as a jungle with practices underlying under three social essences such as long run planning career horizon, commitment to lifetime employment and collective responsibility. And from those underlying essences, have emerged a lot practices, subject to western analysis. I am also conducting an article about strategic diplomacy of Japanese organizations, in accordance with the business model.
The main question posed in this project is whether or not these practices can be applied in Europe the same way it is in Japan, without changing what makes their identity. In better meaning, how it will take for a Japanese unit to apply its practices like in Japan when it is facing the EEA first that has its own rules, norms, regulations, and then national business models that also have their own rules, norms and regulations, and in addition to issues related to the business model it came from.
Those issues kept on coming, because it affects the inner structure of Japanese subsidiaries, despite the willingness for local governments to respond to economic needs.
Based on that, my question to you is this: Did you encounter intercultural issues related to practices transfer between both actors (Japanese to British business environments)?
For more informations about my research, i enclosed in attachment more details related to my project. If you are interested on, please do not hesitate to contact me.
I am interested in works written in any european language (from the first arrival of europeans to America up to the 19th century), which can be useful as valuable primary historical sources for an intercultural History of Psychopharmacological Botany and Hallucinogens.
-Nicolás Monardes (1508-1588) y su obra: Primera y segunda y tercera partes de la historia medicinal de las cosas que se traen de nuestras Indias Occidentales, que sirven en Medicina (1574, Sevilla: Alonso Escribano)
-Hernández, Francisco. 1651. Nova Plantarum, Animalium et Mineralium Mexicanorum Hístoria... Roma: Deuersini y Z. Masotti. Historia de las plantas de la Nueva España. Editorial Ochoterena. México, D. F. 3 vols.
- Ruiz de Alarcón, Hernando. 1629/1892. “Tratado de las supersticiones y costumbres gentílicas que hoy viven entre los indios naturales desta Nueva España.” In: Francisco del Paso y Troncoso, ed. Anales del Museo Nacional de México, ep. 1, VI, pp. 123-223. México, D. F. Imprenta del Museo Nacional;
-Spruce, R. (1873). On some remarkable narcotics of the Amazon Valley and Orinoco. Ocean Highways. Geographical Magazine, 1, 184-193.
Indian child rearing is self-exploratory rather than restrictive. Indian children are generally raised in an atmosphere of love. A great deal of attention is lavished on them by a large array of relatives, usually including many surrogate mothers and fathers. The child is usually with relatives in all situations. Indian adults generally lower rather than raise their voices when correcting a child. The Indian child learns to be seen and not heard when adults are present. In-school conflicts may arise since most educators are taught to value the outgoing child. While an Indian child may be showing respect by responding only when called upon, the teacher may interpret the behavior as backward, indifferent, or even sullen. Teachers may also misinterpret and fail to appreciate the Indian child’s lack of need to draw attention, either positive or negative, upon himself or herself.
I am doing research on intercultural workplace romances. There are many research on this subject in the States, but not much internationally. I am interested in more on international cases and research on this subject. Please exchange what you have.
I request your help to know say if you already have to meet a qualitative paper which tried to highlight cultural differences between country?
Can you please send me references ?
Do you think we can conduct an intercultural study with qualitative approach ?
I'm studying the influence of context on intercultural face-to-face meetings, between international students at the university level. I would like to use the Double-Swing Model and would love to share some ideas with researchers interested in that model/subject.
Today, June the 16th, is Bloomsday, the day during which the entire events of James Joyce's Ulysses take place.Bloomsday events take place in several countries around the world.
Those who have read the novel deeply over several times may have become saturated with its spirit.
For example, I have written a short story that turned out to be an intercultural homage to Joyce (among others,) I was wondering if anybody else is noticing influences of James Joyce's intercultural writing in fiction that they have either been reading or writing.
I would like to do a preliminary research that can give me a panoramic result of the state of intercultural education in the university in wich I'm professor.
I live in a small urban community north of Detroit, Michigan where there are growing multicultural communities. It is my desire to create a program that will change the dynamics from Multicultural to Intercultural. Has anyone done this before and what model can we use?
Cultural appropriation is all around us. We often take elements from another culture and adapt them to our local needs.
In America, we have Mexican, Chinese and Italian food which is rarely authentic. In China I ate a "Texas Steak" which was not served anything like it would be served in Texas.
How do we decide which cultural appropriation is OK and which is undesirable?
The focus of current research I am involved in is connecting processes of intercultural communication to the learning that takes place (or doesn't) as a result of intercultural interactions. I find that while there is much written about IC communication there is far less on IC learning.
I am conducting a study on intercultural partnerships/marriages/cohabiting couples, and I am wondering where can I go to find participants? They need to be two individuals from different cultures or of different nationalities (e.g. Chinese-American, Colombian-Peruvian, Russian-Mexican...), preferably living in Florida, but will also consider anywhere in the world if they have access to Skype. I am putting out flyers in different places and an online add, but would appreciate any suggestions.
When evaluating the pollen diversity of a species in one location. I select more than one colony? Or just one nest it is necessary to estimate the diversity pollen site?
I am interested in knowing of the practices, challenges, processes, benefits, outcomes, dynamics, etc. of those who have engaged in developing , or who have an interest in, international partnerships/networks, especially in relation to social justice/democracy/education. I am finding that there are many challenges, including language, technological synchronisation, funding, physical meetings, work distribution, groundwork in bringing people together, alignment of objectives, methods and means, dissemination of ideas, among others. However, the need and the potential for tangible, meaningful, critical work is enormous if the partnership/network can be effectively established, notably in relation to bringing into the fold disparate voices that may not be heard within the broader context in isolation. In other words, the partnership/network may value much more these local, contextualized concerns than the contrary, and the partnership/network may also be more effective in collectively moving the respective fields of study forward. Despite the factors mitigating against such work, the outcomes could lead to a much better understanding of broad, contextualized, comparative issues, research, realties, etc., and help connect the dots on such concerns as neoliberalism in education, social inequalities, and democracy in and through education. As I am working on developing such a partnership/network, I would be most interested in the insight and experiences of colleagues around the world.
Research demonstrating the role of self-deception in racism, and the prevalence of racism? Any leads would be appreciated.
Often 'Internationalisation' focuses on the international student experience, but how do the 'home' students experience diversity on campus? There is an opportunity for intercultural learning to occur, but is the opportunity taken? What facilitates or hinders intercultural learning between students of the 'host' country, and those coming from elsewhere?
How do you choose what terminology/concepts to use when writing about race/ethnicity/visible minorities? Does it depend on who you are (to which group you identify with)?
In USA media people use white/black race, but can researcher use it, knowing that there is "one human race" ? But how can we discuss/explain/ educate this matter if we don't take the "old therms" and explain them? For example- if race is social not scientific concept?
But if I would use them ( as in the research I mentioned another question of mine) we somehow help to create the construct of it and justify it. (Example": "Africans", "Asians"), Even if we use it by justifying that our " audience divides migrants like that".
Additional: What confuses me, is that if person with darker skin writes about race/ethnicity it goes under "Black studies", similar like- if women writes about gender, then it goes under "feminism". Why/Is it is still like that? Or do you feel it is changing?
Is there "right" terminologies?
Does political correctness somehow trig the ability to discuss these issues openly?
Could you advise me some readings on this matter?
The contemporary European model of nation-state is based on the ideology of one state, one nation and one language, so we can follow many conflicts involving nationalism and multiculturalism. How can we overcome this contradiction and to ensure equal rights for all? After all, multicultural environments, today and in the past (before the European model of nation-state), are a reality.
Directly or indirectly, Globalization fosters the development of intercultural researches in different areas. This fact implies exchanging of different kind of knowledge, usually developed in different languages (Chinese is the language most used, followed by Spanish, and in third place English). Taking this in consideration, by the time translating processes are more and more important. In consequence, when the "term" or "concept" used is not well translated the effects could be terrible. This is especially relevant in social sciences, psychology, epidemiological studies, or public health. Here I mention an example from English to Spanish:
Ex: "professionalism" to "profesionalismo". In Spanish (according with the Royal Spanish Academy, RAE), "professionalismo" means "Practicing a sport or other activity as a profession or mode of living". On the other hand, "profesionalidad" means "Characteristic of the person who performs a job with skill, application, reliability, honesty and effectiveness, or work well performed." Both could be used as synonims but not necessary, especially if there are some ethical aspects involved (as it happens in the area where this term is usually used: medicine). While profesionalismo does not have any ethical implication, profesionalidad has an explicit ethical connotation: accountability, respect, and honorability.
Do you know about other examples like this. Please, share them with us.
Our planned exchange fell through, so we are waiting to find another class for 30 Japanese first year university students. We are using the smartphone app BAND (iOS & Android) to connect. We need a partner class ASAP. Thank you for reading!
How can a teacher be able to get international students engaged in a class if they are a minority, especially if the course is deeply on a culture completely different from theirs? Has anybody tackled the relationship between teaching and anthropology?
The notion of race is contentious, and, yet, with the manifestation of racism it is clear that researchers cannot pretend that the social construction of race--peoples' lived realities based on race, not the biological configurations previously used to create a scientific hierarchy--does not exist. How should researchers address this sensitive conundrum? Should researchers identify their racial affiliations, and underscore the pertinence of such demographic information, or should they just ask for the information without providing such background? Or should the topic be avoided, and no data gathered? What are the ethical, moral and professional responsibilities of researchers conducting research on race or on topics that involve a racial dimension, which includes most social science research? Having conducted several studies related to the experiences, perceptions and perspectives of educators in relation to democracy and education, in which I and the research group have included demographic questions on gender, birth place, parental occupation, educational experience, and racial origin among other variables, we have found that it would be irresponsible to not try and understand how racialization may or may not play a role in how one experiences democracy, for example, regardless of the context. Our research has confirmed that the usually 15% or so of each sample (of which there have been many in Canada, the USA, Australia and about a dozen countries around the world) which is non-White presents us with some interesting insight into experiences with normative, relativistic and hegemonic notions of democracy. I would be interested to know how colleagues address this issue, and the importance of signifying racial positions, identities and postures.
I'm searching for papers, bibliography about intercural acitivities in which the stress is on similitarities and not on differences.
What makes emotions so powerful in intercultural communication, or in any communication? How can emotions in intercultural encounters be recognised and studied?
In other words how far, narrow, long, short, etc. is a subject's capacity to believe/ give credence to ideas. (perhaps this features alongside (?) dogmatism after Rokeach et al.?)
In South Africa, many children are born in multilingual families, how do we then determine their first language for early education and even language intervention should they have a language impairmant.