Zeitschriftenartikel: „Education and globalization – cross-cultural studies“

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Machitadze, Elisabed, und Guranda Chelidze. „Issues on Teaching Area Studies in Georgia“. INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, Nr. 2 (29.12.2019): 19–25. http://dx.doi.org/10.22333/ijme.2019.14003.

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Today, influence of globalization can be apparently seen in the spheres of politics, economics, culture and education. The countries are not able to isolate from one another anymore. Globalization influences social systems, institutes, communication sphere and this clearly shows that this process impacts the higher education as well. Changes in teaching of different discipline were put on agenda. Collapse of the Soviet Union, gaining of independence by Georgia, geopolitical position of Georgia, diplomatic contacts made, all these have increased the role of Georgia as an independent actor on international arena. Since that time, Georgia gradually became part of the global processes. Thus, in the 21st century, against the background of globalization and dialogue of civilizations, Georgia faced new challenges. The country has to take its position in the contemporary world. Today, implementation of the proper policies would determine our prospects, both, in short and long run. Goal of the research is to investigate the issue of education of the proper professionals against the background of such challenges. Today, regarding its political, economic and cultural relationships, Georgia increasingly needs highly qualified professionals in the spheres of regional studies and area studies. Mostly we imply gaining of wide knowledge about the European and oriental countries and generalization of this knowledge in the process of inter-country relationships development. Today we regard that due consideration of the experience of foreign countries is of great significance to adjust modernization and globalization to the historical and cultural traditions of our country. In this respect, it is important to study history and current situation of the Europe and Near East, Georgia has great traditions of this. As for the Europe, together with teaching Western European languages, it is desirable to develop teaching of European studies in interdisciplinary context, as this responds to the globalization challenges. Georgia’s active participation in Bologna Process, internationalization of education processes provide good opportunities, with respect of improvement of teaching of cross-cultural studies, though together with education, expansion of scientific researches, conducting of interdisciplinary studies is of significance as this would allow introduction of the new approaches, provide opportunity of training of the highly qualified and competitive professionals. In addition, teaching of cross-cultural studies should become more pragmatic to ensure its contribution to the state building.

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Denning, Michael. „Globalization in cultural studies“. European Journal of Cultural Studies 4, Nr. 3 (August 2001): 351–64. http://dx.doi.org/10.1177/136754940100400306.

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Agbaria, Ayman K. „Debating globalization in social studies education: approaching globalization historically and discursively“. Intercultural Education 22, Nr. 1 (Februar 2011): 69–82. http://dx.doi.org/10.1080/14675986.2011.549646.

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Stephenson, Maxine, Nane Rio, Helen Anderson und Pam Millward. „Cultural Globalization and Teacher Education: A Local Perspective“. Diaspora, Indigenous, and Minority Education 2, Nr. 1 (10.01.2008): 44–63. http://dx.doi.org/10.1080/15595690701752815.

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Terra, Luke, und Patricia Bromley. „The Globalization of Multicultural Education in Social Science Textbooks: Cross-national Analyses, 1950–2010“. Multicultural Perspectives 14, Nr. 3 (Juli 2012): 136–43. http://dx.doi.org/10.1080/15210960.2012.696980.

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Rizvi, Fazal. „Postcolonialism and Globalization in Education“. Cultural Studies ↔ Critical Methodologies 7, Nr. 3 (August 2007): 256–63. http://dx.doi.org/10.1177/1532708607303606.

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Sinha, Amresh. „Globalization: "Making Geography Irrelevant"“. Review of Education, Pedagogy, and Cultural Studies 24, Nr. 1-2 (01.01.2002): 181–91. http://dx.doi.org/10.1080/10714410212925.

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Lopez, Veronica, und John Kambutu. „Multicultural Education Within the Era of Internalization and Globalization“. Multicultural Perspectives 13, Nr. 1 (09.02.2011): 3–4. http://dx.doi.org/10.1080/15210960.2011.548173.

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Lee, Yew-Jin, und Wolff-Michael Roth. „Science education in an era of globalization: an introduction“. Cultural Studies of Science Education 3, Nr. 1 (07.12.2007): 13–15. http://dx.doi.org/10.1007/s11422-007-9085-6.

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Pan, Su-Yan. „Exploring how globalization shapes education: methodology and theoretical framework“. Cultural Studies of Science Education 5, Nr. 2 (12.03.2010): 315–24. http://dx.doi.org/10.1007/s11422-010-9257-7.

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Morgan, Brian, und Vaidehi Ramanathan. „CRITICAL LITERACIES AND LANGUAGE EDUCATION: GLOBAL AND LOCAL PERSPECTIVES“. Annual Review of Applied Linguistics 25 (März 2005): 151–69. http://dx.doi.org/10.1017/s0267190505000085.

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Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.

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Lian, Ziyi. „Dunhuang Intangible Arts in the Perspective of Pedagogy and Cultural Studies: Innovative Practices of Intercultural Education and Construction of Cultural Identity“. International Journal of Arts and Humanities Studies 4, Nr. 2 (17.05.2024): 11–16. http://dx.doi.org/10.32996/ijahs.2024.4.2.2.

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The purpose of this article is to discuss the innovative practice of Dunhuang intangible cultural heritage arts in the field of intercultural education and its role in the construction of cultural identity. Firstly, the article emphasizes the status of Dunhuang intangible cultural heritage art as an important carrier of Chinese traditional culture and a bridge of international cultural exchange, and in the context of globalization, focuses on how Dunhuang intangible cultural heritage art can promote the innovation of the education system and play a key role in global intercultural dialogue; secondly, based on the pedagogical point of view, it elaborates in detail on the way of integrating Dunhuang intangible cultural heritage art into the modern education system as well as the specific application and transformation in order to Then, from the perspective of cultural studies, it explores the role of Dunhuang NFA in the process of globalisation and its impact on individual and collective cultural identities, and reveals its contribution to the maintenance of cultural diversity, the promotion of cross-cultural exchanges and understanding, the strengthening of the local cultural identity, and the shaping of China's global cultural image; lastly, it extracts the practical experience and successful elements of cross-cultural education of Dunhuang NFA through the empirical analysis of the successful cases. Finally, through empirical analyses of successful cases, the practical experience and successful elements of intercultural education of Dunhuang non-heritage art are extracted, and it is concluded that combining Dunhuang non-heritage art with pedagogy and cultural research is of great significance in enriching the connotation of modern education, promoting the construction of cultural identity, and fostering the prosperity and development of global cultural diversity.

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Vassallo-de-Lopes, Maria Immacolata. „Television and narratives: cultural identities in globalization age“. Comunicar 15, Nr. 30 (01.03.2008): 35–41. http://dx.doi.org/10.3916/c30-2008-01-005.

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This paper describes a current research integrated in an international and interdisciplinary project and developed in a global environment between two different tendencies: integration and desintegration. In this scenary, television narrative arises as an essential tool to create and consolidate new cultural identities in order to get a popular narrative on the concept of nation.El presente texto hace referencia a un estudio en curso1 que se enclava en un proyecto internacional de corte interdisciplinar y que se desarrolla en un escenario global caracterizado por la complejidad y la confrontación dialéctica existente entre las ambivalentes tendencias que se dan a favor de la integración o de la fragmentación. En este escenario, la narrativa televisiva surge como un instrumento determinante en la creación y consolidación de nuevas identidades culturales compartidas, configurándose como una narrativa popular sobre la nación.

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Bekyashev, Kamil A. „Globalization and the International Law“. Moscow Journal of International Law, Nr. 3 (30.09.2014): 19–45. http://dx.doi.org/10.24833/0869-0049-2014-3-19-45.

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The article suggests a deﬁ nition of globalization and considers its impact on the development International Law. The characteristics of the supremacy of International Law are also stated. Considered are series of new issues of International Law, generated by globalization: international protection of human rights, responsibility to protect, international legal prohibition of cyberattacks, conception of imminent armed attacks, legal force of the UN Security Council’ resolutions and other.

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Giulianotti, Richard. „Human Rights, Globalization and Sentimental Education: The Case of Sport“. Sport in Society 7, Nr. 3 (September 2004): 355–69. http://dx.doi.org/10.1080/1743043042000291686.

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Kerubo, Charlene. „The Impact of Globalization on Cultural Identity“. International Journal of Philosophy 3, Nr. 4 (13.07.2024): 58–72. http://dx.doi.org/10.47941/ijp.2097.

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Purpose: The general objective of the study was to investigate the impact of globalization on cultural identity. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the impact of globalization on cultural identity. Preliminary empirical review revealed that globalization had a profound impact on cultural identity, reshaping perceptions and facilitating cultural exchange, which enriched local cultures but also challenged traditional norms. This led to the emergence of hybrid cultural forms, blending local and global elements, while also posing threats of cultural homogenization and the erosion of unique identities due to the dominance of global media and consumer culture. Efforts to preserve local traditions and promote cultural resilience were deemed crucial, including the adoption of supportive cultural policies and educational programs that emphasized cultural diversity and heritage. Unique Contribution to Theory, Practice and Policy: The Cultural Hybridization Theory, Cultural Homogenization Theory and World-System Theory may be used to anchor future studies on globalization and cultural identity. The study on the impact of globalization on cultural identity recommended advancing theoretical frameworks to better understand cultural interactions, implementing cultural education and awareness programs, and developing policies to protect and promote cultural diversity. It highlighted the need for legal protections for cultural rights, community engagement in cultural initiatives, and continuous research and monitoring of globalization’s effects on cultural identity. These recommendations aimed to enhance cultural preservation, support cultural expression, and ensure the resilience and sustainability of diverse cultural identities in a globalized world.

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Stewart-Harawira, Makere. „Cultural Studies, Indigenous Knowledge and Pedagogies of Hope“. Policy Futures in Education 3, Nr. 2 (Juni 2005): 153–63. http://dx.doi.org/10.2304/pfie.2005.3.2.4.

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Notions of crisis and chaos have become the rationale for a new discourse in which empire is the logical outcome of a world no longer secure. One level at which this is manifested is in the rejection by the USA of international agreements to which it is signatory, in the demonstrated failure of the Bretton Woods system to meet its declared objectives, and in the increasingly broad and globalized resistance to globalization. Another is in the attacks on particular forms of knowledge and academic freedom by strong neoconservative elements which seek the reconstruction of societies within a particular cultural and ideological framework. In this context, the construction of pedagogies which articulate a different vision for global order has become a contested and critical task. This article argues two things: first, that the study of culture and ethnicity is vitally important in developing pedagogies for better ways of being in the world, and second, that indigenous cultural knowledge is profoundly relevant to this endeavour.

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Araya, Daniel, und Michael A. Peters. „Chinese Globalization: bri and the Future of Higher Education“. Beijing International Review of Education 4, Nr. 4 (03.03.2023): 654–72. http://dx.doi.org/10.1163/25902539-04040009.

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Abstract Since World War ii, the United States and its allies have overseen a global order built on trade liberalization and the development of a Western model of global integration. That order now appears to be winding down. Beyond the era of “Western hegemony”, Asia is returning to the patterns of commerce and cultural exchange that thrived long before European colonialism and American predominance (Khanna, 2019). Underwriting Asia’s resurgence is the return of China. This paper charts China’s rise and Chinese globalization focusing on China as a global technology leader, detailing ai and Chinese human capital development, before turning to China’s global higher education to provide an interpretation of Chinese Globalization.

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Efstathiou, Ioannis, Fokion Georgiadis und Apostolos Zisimos. „Religion in Greek education in a time of globalization“. Intercultural Education 19, Nr. 4 (August 2008): 325–36. http://dx.doi.org/10.1080/14675980802376853.

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Dzhubanova, Sholpan. „Assessing the Impact of Cross-Cultural Interactions on English Language Acquisition in Kazakhstan's Educational System“. Eurasian Science Review An International peer-reviewed multidisciplinary journal 2, Nr. 2 (28.01.2024): 118–23. http://dx.doi.org/10.63034/esr-51.

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This article examines the impact of cross-cultural interactions on English language acquisition within Kazakhstan's educational system. Recognizing the increasing globalization and the role of English as a lingua franca, this study explores how cross-cultural exchanges influence language learning. Using a mixed-methods approach, the research analyzes data from surveys and interviews with teachers and students across various schools in Kazakhstan. The study also incorporates case studies of specific programs promoting cross-cultural understanding. Key findings suggest that exposure to different cultures, whether through exchange programs, digital platforms, or multicultural classrooms, significantly enhances language acquisition. This enhancement is particularly noticeable in aspects of language learning such as vocabulary expansion, pronunciation, and understanding of cultural nuances in language use. The research highlights the importance of incorporating cross-cultural elements into language curricula to foster a more holistic understanding of English. Challenges such as limited resources for exchange programs and the need for teacher training in multicultural education are discussed. The article concludes with recommendations for integrating cross-cultural interactions in language learning and suggestions for future research directions in this area.

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Eisenhart, Margaret. „Globalization and science education in a community-based after-school program“. Cultural Studies of Science Education 3, Nr. 1 (04.01.2008): 73–95. http://dx.doi.org/10.1007/s11422-007-9084-7.

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Clothey, Rebecca, Michelle Mills und Jacqueline Baumgarten. „A closer look at the impact of globalization on science education“. Cultural Studies of Science Education 5, Nr. 2 (18.03.2010): 305–13. http://dx.doi.org/10.1007/s11422-010-9258-6.

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Hunt, Mary E. „AIDS: Globalization and Its Discontents“. Zygon® 39, Nr. 2 (20.05.2004): 465–80. http://dx.doi.org/10.1111/j.1467-9744.2004.00590.x.

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Ruuska, Petri. „Globalization“. European Journal of Cultural Studies 2, Nr. 2 (Mai 1999): 249–61. http://dx.doi.org/10.1177/136754949900200206.

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Deuel, Ryan. „“The Inevitability of Globalized International Higher Education”“. Journal of Comparative & International Higher Education 11, Winter (14.03.2020): 103–6. http://dx.doi.org/10.32674/jcihe.v11iwinter.1518.

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The relationship between the discourse of internationalization in higher education and the neoliberal discourse of globalization as a disciplining cultural and economic force in our society continues to be an important area of focus for educational studies. This study develops a genealogy of internationalization at three tiers of analysis: at the macro level, where ‘globalization’ operates as a governing discourse within policies and practices of national and transnational governmental organizations; at the mezzo level, where ‘internationalization’ operates as a governing discourse among HEIs and professional higher education associations; and, at the micro level, where the discourses of globalization and internationalization work in concert to govern the conduct of international students.

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Knežević, Snežana, und Ivan Ivković. „Contribution of intercultural management to developing cultural competence in healthcare sector“. Ekonomski izazovi 11, Nr. 22 (2022): 1–14. http://dx.doi.org/10.5937/ekoizazov2221001k.

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Globalization is changing the way we look at the world and affecting the healthcare sector. There is a need to implement intercultural competence among healthcare workers. The postulation of intercultural medicine was created due to the influence of cultural barriers to effective healthcare. In order to avoid cultural stereotypes due to the decisive role of human factors in management of health care institutions, it is necessary to be well acquainted with the intercultural human resource management. Population migration and globalization leads to the need for education in order to understand the influence of cultural factors on effective health care. The concept of cultural competence in health care encompasses strategies, responsible management and employee behavior and as such provides the basis for effective functioning in an intercultural environment.

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O'Sullivan, Edmund. „Beyond Globalization: Visioning Transformative Education Within a Politics of Hope“. Review of Education, Pedagogy, and Cultural Studies 23, Nr. 3 (Januar 2001): 317–33. http://dx.doi.org/10.1080/1071441010230305.

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Kiarie, Edwin. „Cultural Heritage Preservation in the Face of Globalization“. International Journal of Humanity and Social Sciences 3, Nr. 3 (12.07.2024): 1–14. http://dx.doi.org/10.47941/ijhss.2081.

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Purpose: The general objective of this study was to explore cultural heritage preservation in the face of globalization. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to cultural heritage preservation in the face of globalization. Preliminary empirical review revealed that globalization presented both opportunities and challenges for cultural heritage preservation. While it facilitated cultural exchange and increased international support, it also led to the commercialization and potential degradation of heritage sites. Economic pressures and urbanization posed significant threats, but community involvement and the use of modern technologies offered innovative solutions. Effective preservation required a balanced approach, integrating sustainable tourism, comprehensive urban planning, and empowered local communities to protect and promote cultural identities amidst global influences. Unique Contribution to Theory, Practice and Policy: The Cultural Globalization Theory, Social Identity Theory and Cultural Capital Theory may be used to anchor future studies on cultural heritage preservation. The study recommended enhancing community involvement, leveraging digital technologies, promoting sustainable tourism practices, strengthening legal and policy frameworks, encouraging international cooperation, and fostering education and public awareness. These recommendations aimed to ensure the active participation of local communities, utilize digital tools for wider access and documentation, balance the economic benefits of tourism with preservation needs, establish robust legal protections, facilitate international collaboration for shared knowledge and resources, and increase public understanding and appreciation of cultural heritage. These measures were suggested to effectively preserve cultural heritage in the face of globalization's challenges.

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Medovoi, Leerom. „Globalization as Narrative and Its Three Critiques“. Review of Education, Pedagogy, and Cultural Studies 24, Nr. 1-2 (01.01.2002): 63–75. http://dx.doi.org/10.1080/10714410212928.

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Ortiz-Sobrino, Miguel-Ángel. „Television, globalization and social change“. Comunicar 13, Nr. 25 (01.10.2005): 79–85. http://dx.doi.org/10.3916/c25-2005-011.

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XXI Century television is undergoing a process of transformation. New actors, new products and new ways of consuming television are on the lookout. Interactivity will make the traditional concept of television disappear. Television viewers can design their own grids independently of the operator’s schedule. The convergence of television and computer, Internet, telephone and video games bring us a new concept of television. Television faces two big transformations: digital transformation and that of the concept of «general public». The computer, the computer screen, has the calling of turning into a reception screen in which both computer and television functions fuse. Latest generation mobile telephony is integrating itself is this multimedia complex, in connection with television. Future television cannot dissociate from the Internet. La televisión del siglo XXI está en proceso de transformación. Nuevos actores, nuevos productos y nuevas formas de consumir televisión se atisban en el horizonte. La interactividad con la televisión hará desaparecer el concepto de televisión tradicional. El telespectador puede confeccionar sus propias parrillas, independientemente de la programación del operador. La convergencia de la televisión con el ordenador, Internet, el teléfono y los videojuegos nos llevan a un nuevo concepto de la televisión. La televisión se enfrenta a dos grandes transformaciones: la transformación digital y del concepto «público general». La nueva televisión propiciará una nueva forma de ver la televisión, en la que el espectador se olvidará del mundo para dialogar con la máquina e incluso, tomar decisiones que afecten a la programación. El anunciado apagón digital, previsto en España para 2010, va a revolucionar el panorama televisivo español. La oferta se ampliará y se sumará a la oferta del cable, satélite y teléfono. Se ampliarán las ofertas de televisión de pago. Estaremos ante un panorama absolutamente cambiante.

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Yashnyk, S. V., und O. M. Turitsyna. „Development of the conceptual and categorical cross-cultural competence apparatus“. HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 14, Nr. 2 (2023): 156–62. http://dx.doi.org/10.31548/hspedagog14(2).2023.156-162.

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The issue of effective interactions between the representatives of different cultures has been investigated by many researchers. Such attention is caused by growing tendency for globalization as it means increasing in the number of contacts in many public spheres such as international politics, business, trade, education and many others. There have been developed different approaches to define and conceptualize cross-cultural competence, its components and their correlation. Therefore, to analyze the concept and the structure of cross-cultural competence is the purpose of the present research. Methods. To achieve the goal, the differences in theoretical definitions and conceptualizations of cross-cultural competence structure were analyzed. The generalization of its components was considered, and the conclusions were made about the correlation of these components, and how they influence and impact behavior, action, and outcomes. Research results and their discussion. The concept of cross-cultural competence was offered. In different sources, similar structures were denominated with rather different terminologies. However, based on the numerous studies, it became possible to structure the cross-cultural competence concept, which shows the correlation of cognitive knowledge, abilities, attitudes, personal traits, and key skills which are important while communicating cross-culturally. Cultural experience and foreign language knowledge also contribute to cross-cultural efficiency, which is measured according to its external and internal outcomes

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Igarashi, Hiroki, und Hiro Saito. „Cosmopolitanism as Cultural Capital: Exploring the Intersection of Globalization, Education and Stratification“. Cultural Sociology 8, Nr. 3 (24.03.2014): 222–39. http://dx.doi.org/10.1177/1749975514523935.

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Xu, Jie. „Public Attitudes toward Globalization in East Asia: Findings from a Cross-National Survey“. Journal of Intercultural Communication 13, Nr. 2 (30.07.2013): 1–15. http://dx.doi.org/10.36923/jicc.v13i2.656.

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Based on a series of data analyses of the 2008 East Asia Social Survey (EASS) encompassing China, Japan, South Korea, and Taiwan, this paper examines attitudes toward globalization among citizens from East Asia, and investigates factors that affect their global attitude. A three-pronged analytic framework is presented; influential theoretical perspectives and established individual and cultural contributors are addressed to organize the analyses. People in East Asia generally welcome the idea of globalization, with the Chinese being the most optimistic. It is culture values (e.g., in-group orientation) and out-group contact, more than people’s demographics or material interests, which allow them to make sense of what globalization represents. Implications, limitations and recommendation for future research are also discussed.

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Rind, Gul Muhammd. „Postcolonial Critiques on Globalization and Privatization of Education in Pakistan“. Current Issues in Comparative Education 25, Nr. 1 (18.05.2023): 112–20. http://dx.doi.org/10.52214/cice.v25i1.10017.

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Globalization of education puts irrevocable marks on the national identity and sovereignty of post-colonial and low-income countries such as Pakistan. The education reform policies and knowledge production and dissemination through foreign aid and international organizations (IOs) usually move from Western countries to the Global south. These education policies and knowledge also travel along with western cultural hegemony, economic power and dependency, privatization, and neoliberal values. In this paper, I discuss the menace of globalization and privatization of education in the post-colonial country, Pakistan. In order to analyze the economic, cultural, and social implications of globalization and privatization I apply the post-colonial critique through a literature review of studies and analysis, I argue that the increasing role of global forces in education creates more privatization which fosters more inequality and marginalization in Pakistan’s education system. It should be balanced by increasing the state's role in education and strongly regulating the private sector in education.

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Ferencz, Vojtech, Daniela Hrehová und Andrea Seňová. „Higher education require adaptation of students study abroad programs“. SHS Web of Conferences 74 (2020): 02003. http://dx.doi.org/10.1051/shsconf/20207402003.

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Globalization includes transnational political, economic and cultural ideologies and values. Globalization has a significant impact on education as new positions can enter higher education and study abroad. The influx of foreign students in Slovakia increased significantly. Therefore, successful interaction with the school environment and constant adaptation to the country are crucial for all students. However, many students face challenges when they attend higher education outside their home countries. The article shows that various investigators have carried out a large number of studies on the factors that affect students’ ability to adapt to different global challenges. The article provides some results of students’ adaptation effects during the first year of the Technical University in Košice. in the Daily Life section, we recorded statistically significant results between groups (Ukrainian students and other foreign students). Globalization includes transnational political, economic and cultural ideologies and values. The findings of the research questionnaire have important meaning for educators to help students in their efforts to succeed in a period of globalization and in adaptation in real educational practice. The university must be prepared to meet students not only academically, but also socially and culturally.

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SOLOVIOVA, Larysa, Uliana SHOSTAK und Ivan BOLOKAN. „Distance higher education in the context of globalization and informatization processes“. Humanities science current issues 3, Nr. 40 (2021): 204–12. http://dx.doi.org/10.24919/2308-4863/40-3-33.

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wa-Mukuma, Kazadi. „The role of musical instruments in the globalization of music“. Comunicar 17, Nr. 34 (01.03.2010): 83–89. http://dx.doi.org/10.3916/c34-2010-02-08.

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In recent years, the term «globalization» has become a catchword in many languages. It is an open-ended process that implies different levels of unification. In music, attempts have been made by individual and collectively by artists from different cultures in the world. In each case, the process has been focused on the unification of musical sounds that can be identified within the global community. Technology is successful with the duplication of sounds of musical instruments for computer games, but the creation of zones of cultural interaction as defined by actual musical instruments is presenting challenges with the unification of cultural values into one global community. In music, globalization implies «world music» that is articulated as a hybrid product. The process of globalization is readily realized electronically, with sounds of musical instruments, but the creation of zones of cultural interaction, with the same musical instruments, will require a mixture of configuration of factors ranging from ecology to language and cultural manifestation. The objective of zones of cultural interaction is not to unify style of music, but through globalization is the sharing of actual musical instruments. To accomplish this objective, geographic spaces will have to surmount the globalization of the world ecology, language, and culture. En los últimos años, el término «globalización» se ha convertido en una palabra clave para muchas lenguas. Con él se hace referencia a un proceso abierto que implica diferentes niveles de unificación. En el campo de la música, han participado en él, tanto de forma individual como colectiva, artistas de diferentes culturas del mundo. En todos los casos, el proceso se ha centrado en la unificación de sonidos musicales que puedan identificarse por una comunidad global. En este sentido, la tecnología ha conseguido con éxito duplicar los sonidos de los instrumentos musicales para los videojuegos, pero la creación de zonas de interacción cultural, como las definidas por los instrumentos musicales actuales, se enfrenta a una serie de retos derivados de la unificación de los valores culturales en una comunidad global. El proceso de globalización se puede desarrollar fácilmente de manera electrónica con sonidos de instrumentos musicales, la creación de las zonas de interacción cultural con los mismos instrumentos musicales necesitará que se den además una serie de factores, que van desde lo ecológico hasta lo lingüístico y cultural. El principal objetivo de las zonas de interacción cultural no es el de unificar el estilo de música, sino el de compartir los instrumentos musicales actuales a través de la globalización. Para cumplir este objetivo, los territorios en los que se produzca esa interacción tendrán que completar este proceso globalizador atendiendo a criterios ecológicos, lingüísticos y culturales.

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Pitts, Wesley. „Potentialities beyond deficit perspectives: globalization, culture and urban science education in the Bronx“. Cultural Studies of Science Education 6, Nr. 1 (30.11.2010): 89–112. http://dx.doi.org/10.1007/s11422-010-9301-7.

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McCarthy, Cameron, und Jennifer Logue. „Reading against the Grain: Examining the Status of the Categories of Class and Tradition in the Scholarship of British Cultural Studies in Light of Contemporary Popular Culture and Literature“. Policy Futures in Education 7, Nr. 2 (01.01.2009): 145–60. http://dx.doi.org/10.2304/pfie.2009.7.2.145.

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This article addresses the turbulent relationship that British cultural studies scholars have with the concepts of ‘class' and ‘tradition’ and the problematic status of these key terms within the cultural studies literature. The authors maintain, in part, that these concepts have been deployed within a center–periphery thesis and a field-bound ethnographic framework by cultural studies scholars pursuing a sub-cultural studies approach. Within this framework, ‘Britishness' has been the silent organizing principle defining metropolitan working-class traditions and forms of cultural resistance. British cultural studies proponents have therefore pursued the study of class and culture as a localized, nation-bound set of interests. This has placed cultural studies in tension with post-colonial subjectivities. The authors write against the grain of the textual production of the working class within cultural studies scholarship, insisting that recent films and literary works offer a more complex story of class identities in the age of globalization and transnationalism.

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Trask, Bahira. „“Othering” and Globalization: Refugees, Social Exclusion, and Human Rights“. International Journal of Diversity in Education 20, Nr. 2 (2020): 1–9. http://dx.doi.org/10.18848/2327-0020/cgp/v20i02/1-9.

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Silaban, Florensia, Mario Manurung, Rian Simanjuntak und Sri Yunita. „Pembelajaran Ilmu Pengetahuan Sosial pada Era Globalisasi“. Indo-MathEdu Intellectuals Journal 5, Nr. 3 (02.07.2024): 3374–81. http://dx.doi.org/10.54373/imeij.v5i3.1302.

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The development of technology, communication, and information continues to increase in line with the inevitable flow of globalization. Globalization has a great impact on various aspects, especially education, where educators are required to be creative, master a wide range of skills and knowledge. This study uses a qualitative method with literature studies to examine various relevant literature in answering social studies learning problems in the era of globalization and cultural diversity. The main source of data is articles published in various scientific journals and indexed in the database on Google Scholar. The research stages consist of collecting literature, reading carefully, coding data, classifying data, and drawing conclusions. The results of the analysis show that in education, globalization has a great impact with technological advances that support this field, demanding that educators master diverse knowledge and skills. Although social studies are often underestimated, globalization brings positive and negative influences. The positive is the acceleration of the development of science, technology, and information, while the negative is the emergence of consumptive behavior. Social studies learning plays a role in developing people's social skills in the midst of globalization, equipping students with knowledge related to global issues around them

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Rafiepour, Abolfazl, und Danyal Farsani. „CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING“. Journal on Mathematics Education 12, Nr. 3 (10.08.2021): 411–26. http://dx.doi.org/10.22342/jme.12.3.14296.411-426.

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In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

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Davidovitch, Nitza, Lobova Elena, Pryamikova Elena, Semenova Tatiana, Pechenkina Tatiana und Yachmeneva Maria. „Expectations, Practices, And Preferences Of College Students: A Cross-Cultural Perspective Of CIS-Born And Israeli-Born Students In Israel“. Journal of International Education Research (JIER) 8, Nr. 3 (09.07.2012): 309–18. http://dx.doi.org/10.19030/jier.v8i3.7113.

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Processes of globalization are permeating the world of higher education and escalating to a previously unprecedented degree, and institutions of higher education previously known for their cultural homogeneity are becoming increasingly heterogeneous. Consequently, cross-cultural study of higher education is evolving from a discipline investigating a relatively marginal phenomenon to one examining a rapidly accelerating process shifting from the margins to the center. Today some claim that cultural differences between students are an essential factor affecting their study expectations, practices, and preferences. This study seeks to examine differences in learning styles, expectations, and study practices of Israeli students versus students in the Commonwealth of Independent States (CIS). The research population consisted of 1,122 students, 554 studying in Israeli institutions of higher education and 568 in the CIS. The research tool was developed specifically for this study and it consisted of 44 items related to four main spheres: 1) students' personal and academic background characteristics, 2) perception of the academic world and of the opportunities afforded by higher education, 3) evaluation of the study environment, and 4) faculty/student responsibility for the study process. Research results indicate intercultural differences on almost all dimensions examined - personal and academic characteristics, perception of opportunities offered by academic studies as manifested in perception of crucial factors for selecting schools, factors arousing academic interest, crucial factors producing competent lecturers, requirements for receiving a good education, creating satisfaction with study conditions, study practices, and time devoted to studies. Research conclusions indicate that the inclusive character of the findings should prompt the academic world to examine mobility in higher education from a cultural perspective. Specifically, it is necessary to consider the diversity of practices, study styles, and preferences among international students.

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Peng, Xun. „Historical Development and Cross-Cultural Influence of Dance Creation: Evolution of Body Language“. Herança 7, Nr. 1 (29.12.2023): 88–99. http://dx.doi.org/10.52152/heranca.v7i1.764.

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This paper delves into the historical evolution of dance creation and its cross-cultural influences, with a particular focus on the transformation of corporeal language. Commencing from the dance traditions of ancient cultures, the article retraces the dances of Ancient Egypt and Ancient Greece, as well as the religious and courtly dances of the medieval and Renaissance periods. Subsequently, it scrutinizes the emergence of modern dance, encompassing the American modern dance movement and European expressionist dance, along with the evolution of dance techniques and forms. The article delves into the varied manifestations of dance, including pure dance, narrative dance, and experimental dance compositions. It also analyzes the impact of cross-cultural influences and globalization on dance, encompassing dance's role as a medium for cultural dissemination, as well as the internationalization of dance education. Finally, by examining the evolution of corporeal language, it underscores the connection between dance and emotional expression and social corporeal language, including trends in dance creation and interdisciplinary research in the digital age. This article encapsulates the metamorphosis of dance as a form of corporeal language, emphasizing its significance and forthcoming challenges.

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Binti Mar'atus Sholihah, Yuliana Nurul Islami, Fitri Amalia, Benny Prasetiya und Siti Nurkholifah. „IMPLEMENTASI PROGRAM KAMIS JAWA DALAM MENINGKATKAN AKHLAKUL KARIMAH PESERTA DIDIK SD PLUS SUNAN AMPEL KOTA KEDIRI“. AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 3, Nr. 2 (08.02.2024): 251–61. http://dx.doi.org/10.46773/muaddib.v3i2.945.

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This study examines the implementation of the Kamis Jawa Program at SD Plus Sunan Ampel Kediri and its impact on improving students' moral character. In the context of rapid globalization and modernization, maintaining local cultural values poses a significant challenge. The Kamis Jawa Program, which integrates Javanese cultural values into the curriculum, aims to develop good character in students and promote cultural preservation. This research used a qualitative method with a case study design, involving observation, interviews, and document studies to collect data. The results indicate that the Kamis Jawa Program positively affects increasing students' understanding and appreciation of Javanese cultural values, such as politeness, cooperation, and gentleness. The program also successfully promotes the formation of good moral character among students, including respectful attitudes, responsibility, and mutual cooperation. Additionally, the program contributes to the preservation of Javanese culture and the development of students' cultural identity amidst globalization influences. This study provides insight that integrating local cultural values into education can be an effective strategy for developing good student character and preserving culture. The implication is that schools in Indonesia and other regions with similar cultural wealth can adopt similar approaches to integrate cultural values into character education, strengthening cultural identity, and promoting tolerance and diversity. Keywords: Kamis Jawa Program, moral character, character education, cultural preservation, globalization, SD Plus Sunan Ampel Kediri.

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Bhattacharjee, Anuradha. „Impact of “Cultural Imperialism” on Advertising and Marketing“. Journal of Intercultural Communication 17, Nr. 3 (10.11.2017): 1–12. http://dx.doi.org/10.36923/jicc.v17i3.743.

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“Cultural imperialism”, a highly debated concept, refers to how an ideology or a way of life is exported from one country to another through movement of cultural goods. A major driver of cultural imperialism in the era of globalization, are large corporations, many of whom have their base in the United States. Viewed “as homogenizing forces”, these corporations through their global brands are known to sell the same tastes and styles along with their values and lifestyle to consumers throughout the world. Because there is controversy over whether global media industries create uniform desires and habits, globalization, for advertising and marketing, is one of the most discussed concepts in recent years.[1] This paper analyzes a large corpus of European and Indian print advertisements to argue that rather than homogenization, globalization may be encouraging a new form of hybridization.

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Leh, Jayne M., Maike Grau und John A. Guiseppe. „Navigating the development of pre-service teachers’ intercultural competence and understanding of diversity“. Journal for Multicultural Education 9, Nr. 2 (08.06.2015): 98–110. http://dx.doi.org/10.1108/jme-12-2014-0042.

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Purpose – The purpose of this paper is to investigate the effects of online intercultural exchange (OIE) to mediate a cross-cultural project with pre-service teachers in two countries. Design/methodology/approach – Using a population of convenience, students from one American and one German university were assigned to mixed multi-cultural project groups and collaborated outside of class to address the importance of diversity in education; two weeks later, students met face-to-face as a large group and discussed their findings. All students completed pre- and post-surveys to assess cultural preconceptions, pedagogical beliefs regarding technology-mediated instruction and globalization. Findings – Pre- and post-surveys and reflective essays indicated that OIE reduced concerns before meeting face-to-face and the process successfully facilitated a deeper understanding of cultural diversity in education. Research limitations/implications – Generalizing results given the limited time frame of OIE and face-to-face interactions to other populations is cautioned. Future research should investigate extended interactions. Originality/value – These results suggest the value of OIE with these pre-service teachers as an integrated method for teaching language and culture, broadening understanding of cultural diversity, and promoting familiarity in culturally diverse settings prior to an international field experience.

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Yashnyk, S., und O. Turitsyna. „THE STRUCTURE OF CROSS-CULTURAL COMPETENCE AND LEVELS OF ITS FORMATION“. Mìžnarodnij fìlologìčnij časopis 14, Nr. 1 (2023): 104–12. http://dx.doi.org/10.31548/philolog14(1).2023.011.

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Introduction. The factors responsible for effective interactions between the representatives of different cultures have been investigated by numerous researchers. Such interest is caused by growing tendency for globalization as it means increasing in the number of contacts in many spheres such as international politics, business, trade, education and many others. Therefore, those who are involved in international communications due to their profession have to possess certain abilities and obtain essential knowledge, which help them to develop specific skills for successful communication. To analyze and structuralize these abilities, knowledge and skills is the purpose of the present research. Methods. To achieve the goal, the differences in theoretical definitions and conceptualizations of cross-cultural competence structure were analyzed. The generalization of its components was considered, and the conclusions were made about the interaction of these components, and how they influence and impact behavior, action, and outcomes. Research results and their discussion. A preliminary conceptual model of cross-cultural competence consisting of nine elements was offered. In different sources, similar structures were denominated with different terminologies. However, based on the numerous studies, it became possible to create a cross-cultural competence structure, which shows the correlation of cognitive knowledge, abilities, attitudes, traits, performing and behavioral skills while communicating cross-culturally. Cultural experience and foreign language knowledge also contribute to cross-cultural efficiency, which level can be measured. The measurement results are divided into external and internal. External outcomes include behavioral outcomes and outcomes of adapting to a cross-cultural environment, participating in it, and demonstrating appropriate behavior.

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HU, Dongxue, Hanyu JIN, Yi Li und Dan CUI. „A Study on Integrating Cultural Signs of “Global Village” into Cultivating Chinese English Major Students’ Foreign Language Competence with the Vision of Global Community of Shared Future“. Studies in Linguistics and Literature 7, Nr. 3 (27.06.2023): p5. http://dx.doi.org/10.22158/sll.v7n3p5.

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The fundamental task of cultivating foreign language talents in the new era is to cultivate talents. English major students are supposed to have solid Chinese language skills and cultural knowledge, to be able to skillfully apply language teaching skills related to foreign languages, and have the competence to adopt foreign languages for cross-cultural communication. This article aims to study the “global village” as a unique language practice base of Jilin International Studies University and integrate it into the instruction of higher education to nurture talents for international communication. Based on exploring the connotation of cultural signs that highlights the “global village” and their application of them in cultivating English major students’ foreign language competence, we intend to improve English major students’ humanistic and cultural literacy to nurture their sense of self-national identity under the internationality of globalization. Thus, they are prepared to possess the comprehensive language competence constituted mainly by the broad vision, international consciousness, global village outlook, and cross-culture consciousness and competence, etc. which will necessarily help them to actively and effectively participate in international communication and eventually dedicate themselves to constructing a global community with a shared future for mankind, which essentially makes up the core of cross-cultural competence.

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Farrell, Lesley. „The ‘new word order’: workplace education and the textual practice of economic globalization“. Pedagogy, Culture & Society 9, Nr. 1 (März 2001): 57–75. http://dx.doi.org/10.1080/14681360100200103.

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