Thematische Bibliographien / Cultural Studies

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Auswahl der wissenschaftlichen Literatur zum Thema „Cultural Studies“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. November 2024

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Zeitschriftenartikel zum Thema "Cultural Studies"

Baetens, Jan. „Cultural studies after the cultural studies paradigm“. Cultural Studies 19, Nr. 1 (Januar 2005): 1–13. http://dx.doi.org/10.1080/09502380500040407.

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Musner, Lutz. „Kulturwissenschaften a cultural studies: dva nepodobní sourozenci? [Kulturwissenschaften and Cultural Studies: Two Dissimilar Siblings?]“. Czech Sociological Review 40, Nr. 1-2 (01.02.2004): 67–76. http://dx.doi.org/10.13060/00380288.2004.40.1.05.

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Eriksson, Birgit. „Cultural Studies“. K&K - Kultur og Klasse 37, Nr. 107 (22.05.2009): 181–84. http://dx.doi.org/10.7146/kok.v37i107.22019.

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Martin Manalansan. „Cultural Studies“. Journal of Asian American Studies 11, Nr. 2 (2008): 229–30. http://dx.doi.org/10.1353/jaas.0.0000.

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Rachael Miyung Joo. „Cultural Studies“. Journal of Asian American Studies 12, Nr. 3 (2009): 347–48. http://dx.doi.org/10.1353/jaas.0.0049.

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Prashad, Vijay. „Cultural Studies“. Journal of Asian American Studies 8, Nr. 2 (2005): 221–22. http://dx.doi.org/10.1353/jaas.2005.0042.

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Kim, Daniel Y. „Cultural Studies“. Journal of Asian American Studies 9, Nr. 2 (2006): 203–4. http://dx.doi.org/10.1353/jaas.2006.0020.

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Radhakrishnan, Radha. „Cultural Studies“. Journal of Asian American Studies 10, Nr. 2 (2007): 193. http://dx.doi.org/10.1353/jaas.2007.0019.

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Esther Kim Lee. „Cultural Studies“. Journal of Asian American Studies 13, Nr. 3 (2010): 389–90. http://dx.doi.org/10.1353/jaas.2010.0008.

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Hyoung Song, Min. „Cultural Studies“. Journal of Asian American Studies 14, Nr. 3 (2011): 435–37. http://dx.doi.org/10.1353/jaas.2011.0043.

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Dissertationen zum Thema "Cultural Studies"

Geimer, Alexander. „Cultural Studies und Geschlecht“. Universität Hamburg, 2013. https://ul.qucosa.de/id/qucosa%3A15359.

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In den Anfängen der Cultural Studies in der Birmingham School spielte Geschlecht eine eher untergeordnete Rolle. Bald wurden jedoch auch feministische Positionen herangezogen, um Ungleichheiten der Alltagspraxis zu erklären, die nicht klassentheoretisch zu fassen waren. In den Arbeiten von Rubin und Mulvey beispielsweise werden Geschlecht bzw. Geschlechtsunterscheidungen und -ungleichheiten durch makrosoziale Wissensstrukturen und kollektive Praktiken reproduziert.

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Geimer, Alexander. „Cultural Studies und Geschlecht“. Universitätsbibliothek Leipzig, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-219545.

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Glover, Stuart. „Literature and cultural policy studies /“. [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19342.pdf.

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Brown, Lindsay M. „Storytelling, a cultural studies approach“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ37489.pdf.

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Christinidis, Georgia. „The concept of cultural agency from modernism to cultural studies“. Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432320.

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Collins, Christina. „Increasing Cultural Awareness Through a Cultural Awareness Program“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1058.

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Racial tension still motivates strife and violence in the metropolitan Detroit area. This study sought to determine the effectiveness of a collaborative partnership on the attitudes of a group of diverse learners regarding multicultural relations. The purpose of this research study was to investigate whether participation in the Cultural Awareness Consortium (CAC) improved the multicultural relations of diverse high school students. The 2 theoretical frameworks guiding this study were Allport's intergroup contact theory and intercultural competence theory originating from International Education and International Studies. The research questions addressed whether attending the CAC for 4 months, the treatment, changed students' attitudes on multicultural relations, and whether a student's gender or ethnicity was a predictor of changes in these attitudes. This study used a single group, pre-experimental design with data collection from 2 administrations of the Student Multicultural Relations Survey. Fifty-four students completed the survey, which yielded 4 multicultural relations scales (dependent variables), 8 single-item attitudinal variables on multicultural issues, and 2 demographic variables (independent variables). Inferential analysis included t tests and multiple regression. Key results indicated that students' attitudes on multicultural relations had changed significantly; in addition, students talked to and mixed with students from different cultural backgrounds with greater frequency after the treatment. Educational institutions providing experiences like the CAC can make a positive impact on students' attitudes on multicultural relations. This impact can lead to positive social change as students increase their acceptance of others and take those attitudes and values with them into the workforce after they graduate, serving as role models of acceptance for their peers.

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Fornäs, Johan, Martin Fredriksson und Jenny Johannisson. „Culture Unbound Vol. 4 Editorial“. Södertörns högskola, Medie- och kommunikationsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-15059.

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Said, Gustavo Fortes. „Matrizes de cultura e identidade: árabes e americanos após o 11 de setembro“. Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2499.

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Made available in DSpace on 2015-03-05T17:53:46Z (GMT). No. of bitstreams: 0 Previous issue date: 31
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A principal questão desta tese diz respeito a quais representações foram utilizadas por distintos produtos culturais para construir as categorias do Ocidente e do Oriente após os atentados terroristas de 11 de Setembro de 2001, justamente num momento em que se intensificaram, na produção cultural industrializada, as referências aos países do Oriente Médio e aos Estados Unidos. Portanto, esta pesquisa tem a pretensão de discutir a formação da identidade de árabes e americanos, destacando as representações que mais apareceram em diversos produtos culturais. Para isso, definiu-se como corte cronológico o período entre o atentado terrorista de 11 de setembro de 2001 e a 2a. Guerra do Golfo, em 2003. A amostra da pesquisa comportou diversos produtos culturais (como comics de super-heróis e literatura de cordel), incluindo também alguns produtos jornalísticos (revistas Veja e The New Yorker), ainda que, a título de ilustração, o autor tenha também mencionado alguns vídeos, cartoons, livros e outros. Como técnica de
The main focus of this thesis is the representations that have been used in various cultural products in order to construct the categories of Orient and Occident post September 11th , 2001. During the period covered the references to Middle Eastern countries and to the United States increased within industrialized cultural production. Thus, the intent of this thesis is to discuss the identity formation of Arabs and Americans in diverse cultural products, to try to discover what kind of stereotypes were present in the products analyzed. To do this, the time period for analysis was defined as being between the terrorist assault on September 11th, 2001 and the 2nd Gulf War, in 2003. The research sample included diverse cultural products (such as comics books and ‘cordel’, a typical brazilian literature form), and also includes some journalistic products (such as Veja and The New Yorker magazines). The author has even used other sources of examples such as videos, cartoons, books and so forth. This thesis used th

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Kingsman, Caroline (Caroline Ann) Carleton University Dissertation Canadian Studies. „High theory ... no culture : or de-colonizing a Canadian cultural studies“. Ottawa, 1990.

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Fontana, Luciana Sauer. „As pedagogias online do complexo kids : crianças, mães e pais em conexão“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134673.

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Nesta tese, são focalizados o site do canal televisivo infantil por assinatura Discovery Kids e, mais especificamente, os artigos postados na seção My Kids - Conectados com seus filhos. O estudo objetivou indicar “pedagogias” colocadas em operação nesses artigos voltadas ao gerenciamento das atitudes das crianças a cujas mães e pais está endereçada a seção My Kids. A tese foi desenvolvida sob inspiração dos Estudos Culturais em Educação em sua vertente pós-estruturalista. Os procedimentos metodológicos para a organização do estudo envolveram o mapeamento de temas e dos propósitos abordados nos mais de 200 artigos coletados na seção My Kids, durante os anos de 2012, 2013 e 2014. Constatou-se que esses artigos focalizam uma grande diversidade de temáticas, bem como de representações de crianças, algumas das quais foram abordadas neste estudo a partir de quatro categorias principais: Formando crianças potentes, inteligentes e Geniais; Atentando para o desenvolvimento de crianças felizes e bem-sucedidas; Bebês turbinados: musicais, leitores e com pendores para a matemática; e, por fim, Ensinando crianças manhosas, sem limites e malcriadas. Essas representações de crianças são (re)criadas nas pedagogias acionadas nos artigos da My Kids (e nas outras seções do site) em um mix de lições que descrevem, exemplificam, explicam, delimitam e projetam condutas desejáveis paras as crianças que vivem nos dias atuais. As considerações feitas nos artigos examinados projetam a “felicidade” das crianças para o futuro Geralmente, as informações/prescrições contidas nos artigos explicitavam a necessidade de enquadrarem-se as crianças em modelos que permitam o desenvolvimento de suas “múltiplas potencialidades” desde os primeiros meses de vida. Por isso, pais e mães devem exercer uma constante vigilância sobre seus filhos para que possam identificar potencialidades e capacitálos a ter um futuro promissor. Além do site estudado, há uma gama de ações processadas sob a marca Discovery Kids: o canal televisivo, as redes sociais na Internet e uma quantidade de produtos licenciados pela mascote Doki, além das programações itinerantes realizadas em shoppings, no litoral e em outros locais públicos. Todos esses empreendimentos aglutinados integram o Complexo Kids, que envolve crianças e seus familiares em torno de um diversificado conjunto de eventos/propostas que “harmonizam” entretenimento, informação e incentivo ao consumo. Enfim, neste estudo, o Complexo Kids foi caracterizado como uma pedagogia cultural acionada por uma grande corporação midiática para mobilizar crianças, mães e pais, por meio da My Kids, em direção a determinadas práticas e compreensões em uma ampla gama de questões particulares, afeitas ao mundo contemporâneo (infantil), tão marcado pela disseminação de variados dispositivos digitais e pelo consumo. No caso do site estudado, tal pedagogia efetuou-se em um recorte temporal relativamente efêmero, mas, como o site se atrela a um complexo midiático, tal efeito permanece potente, propaga-se e retroalimenta-se, mesmo que de outros modos, em função da cultura da convergência (JENKINS, 2009).
This thesis focuses on the website of the cable television channel Discovery Kids and, more specifically, on the articles posted in the section called My Kids - Connected with your children. The study aims to point out “pedagogies” operating in those articles and intended to manage the behavior of children whose parents the section is addressed to. The thesis has relied on the Cultural Studies from their post-structuralist perspective. The methodological procedures guiding the study have involved the mapping of themes and purposes approached in more than 200 articles in the My Kids section along the years of 2012, 2013 and 2014. The articles addressed a wide range of topics and representations of children, some of which have been divided into four main categories in this study: a) Powerful, intelligent, bright children; b) Happy, successful children; c) “Upgraded” babies: keen on music, reading and mathematics; d) Peevish, badly-behaved, naughty children. Such representations of children were (re)created in pedagogies triggered in My Kids articles (and in other sections as well) in a combination of lessons that describe, exemplify, explain, delimit and project desirable conducts for today’s children. The examined articles projected children’s happiness for the future. In general, information/advice found in the articles highlighted the need of having children to fit into models that would enable them to develop their “multiple potentialities” since the first months of their lives This thesis focuses on the website of the cable television channel Discovery Kids and, more specifically, on the articles posted in the section called My Kids - Connected with your children. The study aims to point out “pedagogies” operating in those articles and intended to manage the behavior of children whose parents the section is addressed to. The thesis has relied on the Cultural Studies from their post-structuralist perspective. The methodological procedures guiding the study have involved the mapping of themes and purposes approached in more than 200 articles in the My Kids section along the years of 2012, 2013 and 2014. The articles addressed a wide range of topics and representations of children, some of which have been divided into four main categories in this study: a) Powerful, intelligent, bright children; b) Happy, successful children; c) “Upgraded” babies: keen on music, reading and mathematics; d) Peevish, badly-behaved, naughty children. Such representations of children were (re)created in pedagogies triggered in My Kids articles (and in other sections as well) in a combination of lessons that describe, exemplify, explain, delimit and project desirable conducts for today’s children. The examined articles projected children’s happiness for the future. In general, information/advice found in the articles highlighted the need of having children to fit into models that would enable them to develop their “multiple potentialities” since the first months of their lives.

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Bücher zum Thema "Cultural Studies"

Hall, S. Cultural studies. London: Macmillan, 1987.

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Gardiner, Michael E., und Gregory J. Seigworth. Cultural Studies. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209331.

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Lawrence, Grossberg, Nelson Cary und Treichler Paula A, Hrsg. Cultural studies. New York: Routledge, 1992.

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Grossberg, Lawrence. Cultural Studies. Hoboken: Routledge, 1997.

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1939-, Fiske John, und Feuer Jane, Hrsg. Cultural studies. London: Routledge, 1989.

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GROSSB, LAWRENCE. Cultural Studies: 20.3 (Cultural Studies). Taylor & Francis, 2006.

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Grossberg, L. Cultural Studies: Journal (Cultural Studies). Routledge, 1995.

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Cultural Studies (Cultural Studies Journal). Routledge, 1990.

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Cultural Studies (Cultural Studies Journal). Routledge, 1990.

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Cultural Studies (Cultural Studies Journal). Routledge, 1993.

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Buchteile zum Thema "Cultural Studies"

Hinz, Ralf. „Cultural Studies“. In Cultural Studies und Pop, 65–142. Wiesbaden: VS Verlag für Sozialwissenschaften, 1998. http://dx.doi.org/10.1007/978-3-663-07754-1_4.

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Hinz, Ralf. „Cultural Studies“. In Der Reiz des Trivialen, 163–200. Wiesbaden: VS Verlag für Sozialwissenschaften, 1997. http://dx.doi.org/10.1007/978-3-322-87288-3_6.

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Stauff, Markus. „Cultural Studies“. In Foucault-Hanbuch, 358–67. Stuttgart: J.B. Metzler, 2014. http://dx.doi.org/10.1007/978-3-476-01378-1_54.

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Smith, Paul. „Cultural Studies“. In A Companion to Literary Theory, 188–201. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118958933.ch15.

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Dörner, Andreas. „Cultural Studies“. In Handbuch Medienethik, 124–35. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010. http://dx.doi.org/10.1007/978-3-531-92248-5_8.

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Winter, Rainer, und Elisabeth Niederer. „Cultural Studies“. In Qualitative Marktforschung, 401–12. Wiesbaden: Gabler, 2009. http://dx.doi.org/10.1007/978-3-8349-9441-7_25.

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Göttlich, Udo. „Cultural Studies“. In Handbuch Körpersoziologie, 177–88. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-04136-6_27.

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Hepp, Andreas. „Cultural Studies“. In Handbuch Medienpädagogik, 142–48. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008. http://dx.doi.org/10.1007/978-3-531-91158-8_17.

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Rudd, David. „Cultural Studies“. In Teaching Children's Fiction, 29–59. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230379404_3.

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Stokes, Laura K. T. „Cultural Studies“. In Fanny Hensel, 99–121. New York ; London : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315299839-7.

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Konferenzberichte zum Thema "Cultural Studies"

Kun, Liu. „NATIONAL CULTURAL IDENTITY IN INTERCULTURAL COMMUNICATION“. In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-300-303.

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The global cultural communication and fusion is the inevitable historical devel-opment. Lots scholars devote themselves to the guiding ideology and the operating meth-ods for intercultural communication in decades. We must promote our traditional cultural to move and spread rapidly by strengthening our national cultural identity, upholding our national cultural confidence, and participating in international communication with open minds actively. The Chinese culture will shine in the international arena with more chanc-es in showing in the world.

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Jia, He. „EXPLORATION OF IDEOLOGICAL AND POLITICAL CONSTRUCTION OF FOREIGN LANGUAGE CURRICULUM FROM PERSPECTIVE OF CHINESE CULTURAL IDENTITY“. In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-235-238.

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From the perspective of Chinese cultural identity, the essay focuses on histori-cal mission of the ideological and political construction of foreign language courses in col-leges to help college students correctly establish the value identity of Chinese excellent traditional culture. This paper will explore the path of constructing the ideological and po-litical construction of foreign language courses in colleges from three aspects: establishing the identity of cultural masters, establishing the awareness of cultural value identity, and improving behavioral ability.

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Ma, Danni. „CULTIVATION OF CULTURAL SELF-CONFIDENCE IN COLLEGE FOREIGN LANGUAGES COURSE“. In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2022. http://dx.doi.org/10.18101/978-5-9793-1802-8-2022-217-220.

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Cultivating students with "Chinese wisdom and international vision" has become the primary task for College Foreign Language courses in Chinese universities. This paper analyzes the causes of Chinese cultural aphasia in foreign language education, explores strategies of integrating excellent traditional Chinese culture into foreign language teaching, including switching teaching philosophy, reorganizing teaching materials, optimizing teaching methods and improving evaluation mechanism.

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Kühnen, Ulrich. „Culture, Self-construal and Social Cognition: Evidence from Cross-Cultural and Priming Studies“. In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/kgio1744.

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Members of different cultures vary in basic social psychological processes, such as value orientation, attitudes, attitude-behavior relations, person perception and attribution of observed behavior. Previous researchers have traced back these differences to the respective culture members’ self-construal: Westerners define their self primarily in independent terms, whereas Asians are more likely to define their selves in interdependent ways. This difference in construing the self in turn affects the above mentioned judgmental processes. However, when relying on cross-cultural studies alone, the critical role of the self cannot directly be tested. In this chapter I argue that the accessibility of either independent or interdependent self-knowledge plays a critical role, because judgments are assimilated to either autonomous –or social– contents to the degree that independent –or interdependent– self-knowledge is accessible in the judgmental situation. If so, making self-knowledge of one kind or the other temporarily accessible, should mirror cross-cultural differences. I will review a series of studies confirming this assumption. These studies will be discussed with regard to their implications a) for the role of the self in judgment formation and b) for the flexibility of cultural differences.

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Sapoetra, J. „Cross-Cultural Studies and Pragmatic Awareness“. In Proceedings of The 1st Workshop Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification, Medan Indonesia, 26th January 2019, WOMELA-GG. EAI, 2019. http://dx.doi.org/10.4108/eai.26-1-2019.2282940.

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Keay, Andra. „Cultural studies in the HRI loop“. In the seventh annual ACM/IEEE international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157689.2157737.

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Zhu, Jie, und Qianghua Duan. „Urban waterfront landscape cultural design studies“. In 2011 International Conference on Remote Sensing, Environment and Transportation Engineering (RSETE). IEEE, 2011. http://dx.doi.org/10.1109/rsete.2011.5965863.

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Liyanti, Lisda. „Indonesia - German Encounter: Cultural Studies Perspective“. In Proceedings of the 3rd International Conference on Language, Literature, Education, and Culture, ICOLLEC 2023, 25-27 October 2023, Bali, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.25-10-2023.2348272.

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Wang, Chuan. „Cultural Criticism of Post-modernism Cultural Marxism“. In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.199.

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Khairani, Leylia. „In the Light of Cultural Studies, the Contest of Javanese Deli Cultural Identity vs. Local Culture“. In International Conference on Communication, Policy and Social Science (InCCluSi 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/978-2-494069-07-7_11.

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Berichte der Organisationen zum Thema "Cultural Studies"

García Canclini, Néstor, Ronald Inglehart, Wayne E. Baker und Camile Herrera. Cultural Capital and its Impact on Development: Modernization, Cultural Change, and the Persistence of Traditional Values: Culture Industries and the Development Crisis in Latin America. Inter-American Development Bank, Oktober 2001. http://dx.doi.org/10.18235/0007946.

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Camilo Herrera (1975-), Colombian sociologist and economist, founding director of the Center for Cultural Studies for Political, Economic and Social Development in Bogotá. Ronald Inglehart (1934-), North American political scientist, Director of Institute for Social Research at University of Michigan; and Wayne E. Baker, Faculty Associate. Néstor García Canclini (1939-), distinguished Argentine philosopher and anthropologist, Casa de las Americas Prize (1981), and Director of Urban Culture Studies at UNAM.

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Dee, Thomas, und Emily Penner. The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. Cambridge, MA: National Bureau of Economic Research, Januar 2016. http://dx.doi.org/10.3386/w21865.

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Jukes, Matthew C. H., Yasmin Sitabkhan und Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

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Zhao, Qing, und Lili Zhou. Culture, sex, and their combined impact on self-report empathy—Meta-analyses. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0172.

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Condition being studied: The current meta-analysis covers empirical investigations of self-report empathy (evaluated using the EQ and the IRI scales) based on different populations. Studies with general populations and physical/mental clinical populations were included. Both cross-cultural and non-cross-cultural studies (studies based on a single cultural background) were considered. Eligibility criteria: We restricted our current meta-analysis to studies that satisfied all of the following criteria: (1) studies evaluated participants’ self-report empathy using the EQ or the IRI; (2) studies reported the EQ and IRI version (i.e., scale item number and language); (3) studies reported the EQ and IRI total or subscale scores (e.g., mean and SD) based on the overall sample or both sex groups separately. (4) studies reported participants’ cultural backgrounds (e.g., country of origin, nationality, ethnicity, and language).

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Lee, Minjung E., und Susan B. Kaiser. Les Liaisons Dangereuses: The Productive Tensions among the Fields of Clothing and Textiles, Fashion Studies, and Cultural Studies. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1688.

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Thunø, Mette, und Jan Ifversen. Global Leadership Teams and Cultural Diversity: Exploring how perceptions of culture influence the dynamics of global teams. Aarhus University, Oktober 2018. http://dx.doi.org/10.7146/aul.273.

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In the 21st century, business engagements are becoming increasingly global, and global teams are now an established form of organising work in multinational organisations. As a result, managing cultural diver-sity within a global team has become an essential part of ensuring motivation, creativity, innovation and efficiency in today’s business world.Global teams are typically composed of a diversity of experiences, frames of references, competencies, information and, not least, cultural backgrounds. As such, they hold a unique potential for delivering high performance in terms of innovative and creative approaches to global management tasks; however, in-stead of focusing on the potentials of cultural diversity, practitioners and studies of global teams tend to approach cultural diversity as a barrier to team success. This study explores some of the barriers that cultural diversity poses but also discusses its potential to leverage high performance in a global context.Our study highlights the importance of how team leaders and team members perceive ‘culture’ as both a concept and a social practice. We take issue with a notion of culture as a relatively fixed and homogeneous set of values, norms and attitudes shared by people of national communities; it is such a notion of culture that tends to underlie understandings that highlight the irreconcilability of cultural differences.Applying a more dynamic and context-dependent approach to culture as a meaning system that people negotiate and use to interpret the world, this study explores how global leadership teams can best reap the benefits of cultural diversity in relation to specific challenging areas of intercultural team work, such as leadership style, decision making, relationship building, strategy process, and communication styles. Based on a close textual interpretation of 31 semi-structured interviews with members of global leader-ship teams in eight Danish-owned global companies, our study identified different discourses and per-ceptions of culture and cultural diversity. For leaders of the global leadership teams (Danish/European) and other European team members, three understandings of cultural diversity in their global teams were prominent:1)Cultural diversity was not an issue2)Cultural diversity was acknowledged as mainly a liability. Diversities were expressed through adifference in national cultures and could typically be subsumed under a relatively fixed numberof invariable and distinct characteristics.3)Cultural diversity was an asset and expressions of culture had to be observed in the situationand could not simply be derived from prior understandings of cultural differences.A clear result of our study was that those leaders of global teams who drew on discourses of the Asian ‘Other’ adherred to the first two understandings of cultural diversity and preferred leadership styles that were either patriarchal or self-defined as ‘Scandinavian’. Whereas those leaders who drew on discourses of culture as dynamic and negotiated social practices adhered to the third understanding of cultural di-versity and preferred a differentiated and analytical approach to leading their teams.We also focused on the perceptions of team members with a background in the country in which the global teams were co-located. These ‘local’ team members expressed a nuanced and multifaceted perspective on their own cultural background, the national culture of the company, and their own position within the team, which enabled them to easily navigate between essentialist perceptions of culture while maintain-ing a critical stance on the existing cultural hegemonies. They recognised the value of their local knowledge and language proficiency, but, for those local members in teams with a negative or essentialist view of cultural diversity, it was difficult to obtain recognition of their cultural styles and specific, non-local competences. 3Our study suggeststhat the way global team members perceive culture, based on dominant societal dis-courses of culture, significantly affects the understandings of roles and positions in global leadership teams. We found that discourses on culture were used to explain differences and similarities between team members, which profoundly affected the social practicesand dynamics of the global team. We con-clude that only global teams with team leaders who are highly aware of the multiple perspectives at play in different contexts within the team hold the capacity to be alert to cultural diversity and to demonstrate agility in leveraging differences and similarities into inclusive and dynamic team practices.

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Anzillotti Zamorano, Marta. ECMI Minorities Blog. The Cultural Appropriation of Flamenco: Views of Gitanos from Jerez de la Frontera. European Centre for Minority Issues, Mai 2023. http://dx.doi.org/10.53779/aapl9656.

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With discussions surrounding cultural appropriation ongoing in numerous spheres including music, fashion, and language, this blogpost explores the ever-changing nature of culture through the first-hand accounts of Gitanos from Jerez de la Frontera. The presence of the Gitano minority in Jerez has historically had – and continues to have – a significant impact on the city. This is especially true regarding flamenco, an artform encompassing centuries of history and culture. In this blogpost, the author uses interviews and a survey conducted for her MA thesis, as well as two case studies (namely that of Lola Flores and Rosalía), to explore the various ways of approaching and contextualizing theoretical understandings of cultural appropriation.

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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, Januar 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understand the composition of effective marine protection campaigns, within the context of collaborative approaches to environmental management and the communicative processes underpinning these engagements. The report provides a number of insights into how contemporary marine protection campaigns have been developed and the place of cross-cultural (Māori – non-Māori) collaboration and communication within these processes.

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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, Januar 2015. http://dx.doi.org/10.34074/rsrp.12015.

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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, Januar 2015. http://dx.doi.org/10.34074/rsrp.12015.

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